A mastery approach has been adopted in order to deliver the three aims of the National Curriculum, fluency, reasoning and problem solving. Underpinning this pedagogy is a belief that all children can achieve in Mathematics.
We believe in promoting sustained learning and deepening understanding by employing a variety of mastery strategies; teaching for conceptual understanding is at the heart of everything we do.
We aspire to create independent mathematicians who are well equipped to apply their learning to the wider world.
Our approach aims to provide all children with access to the curriculum and a ‘mastery in mathematics’. They are encouraged to be independent, confident and competent mathematicians who are well equipped to apply their learning to the wider world.
In classrooms you will see:
- Maths lessons planned and delivered in line with the White Rose Mathematics Schemes of Learning and enhanced or adapted where appropriate.
- Fluency embedded into each lesson, with additional practice sessions outside of the lesson, to ensure that all children are competent and develop their rapid recall. These include opportunities to develop number facts, multiplication and division facts and fluency in the four operations. Fluency in number practise is also provided through the use of Times Tables Rockstars and Numbots program.
- Use of manipulatives and images to expose the mathematical structure of the mathematical concepts being taught.
- Talk and discussion to encourage children to verbalise their thinking using mathematical vocabulary.
- Opportunities to investigate to deepen understanding.
- Differentiated learning to ensure that all children’s learning is deepened and broadened without restricting their potential attainment.
By the time children leave our school we aim for children to be fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They will have the skills to solve problems by applying their mathematics to a variety of situations with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios. Children will be able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof – using mathematical language.
Assessment of learning is carried out during each lesson to ensure that children do not fall behind, and to inform future planning. As well as this, children are assessed at the end of each block of work using the White Rose End of Block Assessment and at the end of each term using the White Rose Termly Assessment.