Mathematics

Structure
With the National Curriculum as its starting point, our Maths curriculum is constantly tweaked to maximise stretch and engagement and to ensure adequate preparation for 11+ and 13+ routes, including Common Entrance and scholarship examinations. As such, we teach from a bespoke scheme of work which utilises a combination of textbooks, interleaved with in-house resources, rich thought-provoking problems, and three online platforms. The result is a programme that is tailored to the specific needs of a WUS pupil.

Timings
The unit durations are intentionally generous, affording time to:

• apply material to real life, showing application and context, e.g. using Wisdom of Crowds during averages to guess a celebrity’s age;
• link Maths to other fields such as art, music, and sport;
• practise critical analysis, e.g. debunking the 23 Enigma;
• embrace diversity and inclusion, e.g. via Maths Hats;
• go off on tangents, e.g. what’s 1÷0;
• reflect. “A table of errors concludes each unit; by categorising mistakes in this fashion, we highlight the pupil’s potential and help to instil a growth mindset’” (Dweck, 2006:178).

Assessment

• Formative: ‘exit tickets’ at the end of lessons enable us to respond effectively and promptly to our pupils. Mini-whiteboards and no-hands-up cold-call questioning, with ample wait time, also shape learning in Maths lessons.
• Summative: we conduct unit tests, end of year assessments, project work, and oral assessments.

Routine
Priority is placed upon routine, with most lessons following a structure of retrieval, key word definitions, modelling of clear and logical workings, quiet independent practice, reflection, and assessment for learning.

Desirable difficulty
The Maths at the Under School is intentionally challenging and our pupils are regularly placed in the Zone of Proximal Development (ZPD). Our pupils are taught to persevere and they are supported and scaffolded through any difficulties arising in their work if needed. This embraces a growth mindset, builds resilience, and maximises learning.

Maths enjoys a very high profile at the Under School. As such, our provision is extensive, varied, and creative. It feeds the curiosities of our pupils, and supports and extends where necessary. Some examples of this include:

Weekly provision
Three weekly pieces of provision are our iconic Maths Hat, Maths Clinic, and Maths Extension Club. Our renowned Maths Hat tends to have dozens, if not hundreds, of entrants each week. Maths Clinic uses pupil and teacher ‘doctors’ to support. In Maths Extension Club, pupils work through a series of mentoring resources, success in which grants them access to our Maths coach, who is there to stretch our very brightest.

Competitions
Our pupils compete in many external competitions, including the FMC, PMC, JMC, IMC, and TMC. We have experienced much success in these over the years. For example, in a recent JMO, a pupil of ours was the only participant in the UK to score full marks (70/70). Another example of the Under School’s mathematical dominance is the TMC, in which we have had five consecutive podium finishes.

Other events in the Maths calendar
Other annual events include the Speed-cubing competition, assemblies (such as those celebrating Pi Day and House music), trips (such as Bletchley and the London Stock Exchange), movie nights, code breaking and external speakers (such as Rob Eastaway).

Miss Jenny Bains — Junior Teacher; Head of Lower School Maths
Miss Emily Casserly — Acting Head of Science
Mr Peter Fry
Mr Edward Matthews — Head of Mathematics; House Master of Martlets (sabbatical leave, Election term 2026)
Mr Clive Smith-Langridge
Mr Trausti Sverrisson — Acting Head of Maths
Miss Rebecca Wrigley