We have adopted a mastery approach for the teaching of mathematics. This allows all pupils to move through the programmes of study at broadly the same pace. Underpinning this, is the belief that all pupils can achieve in maths. It will maximise the potential of every pupil’s ability and academic achievement. It will develop their confidence and competence.
Our main aims for all pupils are:
- To become fluent in the fundamentals of mathematics.
- To be able to reason mathematically
- To successfully solve problems by applying their mathematics knowledge
Our intent is that pupils who grasp concepts rapidly should be challenged. They will be offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding. This is done through the Same Day Intervention approach.
Mathematical skills are embedded within maths lessons. They are developed throughout the school consistently over time. We are committed to ensuring that mathematics mastery places emphasis on building essential knowledge and skills in mathematics year on year. We ensure pupils have access to a range of physical, manipulative and pictorial resources to help them apply their learning. Pupils have an understanding of how maths is essential to many aspects of everyday life.
We encourage and develop our pupils’ knowledge of times tables. We introduce exciting ways to learn these facts. The pupils enjoy participating and challenging themselves and others. The use of supporting resources helps to build competitiveness and drive the pupils to learn these basic skills. These are then woven into their daily life within school and it is our intent that pupils are fluent in times tables up to 12 by year 4.
In EYFS, pupils are provided with opportunities to develop their fluency. and introduce reasoning and problem solving skills in number, shape, space and measure. They will use provision to master these areas of learning. They will apply this to a wider curriculum to observe and discuss mathematical findings in their play. We want our pupils to be confident and happy learners and set the foundations for their learning to build on this in later years.
In Key Stage 1 and Key Stage 2, we use a way of teaching maths called Same Day Intervention (SDI)
SDI works perfectly to meet the needs of our pupils. By teaching using the SDI strategy, there are opportunities;
- For direct teaching, modelling and scaffolding
- For all pupils to work independently, in pairs or in groups
- For all pupils to develop procedural fluency, varied fluency and reasoning and problem solving
- For teachers to assess understanding and progress before either re-teaching, consolidating learning or extending pupils, on the same day
- To use structured models and images across the lesson
Alongside SDI, pupils are taught to quickly recall times tables facts. This helps them with, and gives them confidence with, all areas of maths. They become efficient, accurate mathematicians.
For those pupils who need support, in addition to SDI, we use a range of high-quality, trusted resources. An example of this is Ready to Progress, which is published by the DfE (Department for Education) and NCETM (National Centre for Excellence in the Teaching of Mathematics).