Maths

Carefully structured lessons and rich mathematical discussions ensure that all pupils are supported and challenged to achieve their full potential.

Our aim is to nurture a genuine enjoyment of mathematics, where children are engaged, inquisitive and motivated to explore. We equip them with the skills and confidence to apply their mathematical understanding to real-life contexts, preparing them for future learning and everyday problem-solving.

How we teach maths

The Maths Mastery curriculum is cumulative. Concepts that are taught earlier in the curriculum are revisited in the context of a new area of mathematics, enabling learners to make connections between different mathematical concepts.

The Maths Mastery curriculum is knowledge-rich and precisely defined. The rich and broad body of core knowledge is clearly and meticulously specified in the Programmes of Study for each year group. Pupils are provided with opportunities to rehearse key facts through Do Nows, transitions, Maths Meetings and diagnostic quizzes as well as through the cumulative nature of the curriculum.

Mathematical language strengthens conceptual understanding by enabling pupils to explain and reason. Talk is an essential element of every lesson and time is dedicated to developing confidence with specific vocabulary as well as verbal reasoning.

A focus on problem solving allows pupils to acquire a rich schema of knowledge – with facts and methods learnt to automaticity and a familiarity with different problem types.

How we ensure progress in maths for all pupils

Mathematics Mastery enables teachers to support the needs of all learners, including SEND, by building in opportunities for teachers to constantly assess and respond to the needs of their pupils.

Teachers use a variety of strategies to support this:

• Pre-unit diagnostic quizzes to reveal if pupils have the most critical skills they need to access learning in the new unit?
• Ready to Progress Interventions to ensure pupils are secure in the pre-requisites.
• The ‘Before you start’ section on Unit Narratives also acts as a visual reminder of this pre-requisite knowledge.
• Do Nows, at the start of every lesson allow pupils to demonstrate whether they
  remember content from previous teaching.
• The Talk Tasks which appear in every lesson are a gateway for all pupils to apply the New Learning in paired work, connecting accurate language and representations.
• In the New Learning part of each lesson, teachers introduce representations with clear teacher modelling.
• Teachers use the independent tasks with varying degrees of scaffolds to allow for all pupils to access the key learning.
• The use of a fully resourced curriculum means teachers can spend more time getting to know and consequently planning for all pupils’, including SEND.