What’s covered (at a glance)#
Key Stage 1 (Years 1–2)
- Secure counting and place value within 100
- Number bonds and mental strategies
- Addition and subtraction (including regrouping)
- Early multiplication and division through grouping and sharing
- Money, time, measures and simple geometry
- Mathematical language development
- Strong foundations at this stage are essential — especially for pupils who struggle with working memory or processing speed.
Key Stage 2 (Years 3–6)
- Place value with larger numbers
- Efficient written and mental methods
- Secure times table fluency (a core priority)
- Fractions, decimals and percentages (including equivalence and problem solving)
- Long multiplication and division
- Ratio and early algebraic thinking
- Geometry, measurement and unit conversion
- Multi-step reasoning and word problems
- I focus not just on procedures, but on deep conceptual understanding so methods actually “stick.”
Common Sticky Spots#
Many children I work with (particularly those with ADHD, autism, dyslexia or anxiety around maths) experience:
- Weak number sense or insecure place value
- Difficulty regrouping across 10, 100 or 1000
- Slow or inconsistent times table recall
- Confusion moving between fractions, decimals and percentages
- Word problems where language processing hides the maths
- Unit conversion (time, money, metric measures)
- Maths anxiety leading to shutdown or avoidance
- Cognitive overload in multi-step calculations
How I support your child#
My maths teaching is structured, calm and confidence-building.
Personalised Maths Roadmap#
- I assess carefully, identify gaps, and map precise next steps — often repairing foundational misunderstandings that have been missed in busy classrooms.
Concrete → Pictorial → Abstract#
- We use manipulatives, visual models (bar models, part-whole diagrams), and structured representations before moving fully into symbols.
Cognitive Load Aware#
- Instructions are chunked. Methods are taught explicitly. We practise retrieval regularly to strengthen long-term memory.
Fluency with Understanding#
- Short, consistent practice builds automaticity — especially with times tables — so working memory is freed for reasoning.
Language First#
- For word problems, we break down vocabulary, identify key information, and rehearse thinking aloud before solving.
Confidence Culture#
- Mistakes are analysed, not criticised. I prioritise regulation and resilience alongside academic progress.
Clear Communication#
- Light, achievable practice at home and regular updates so you can see growth clearly.