Our aim of teaching mathematics at our school are to ensure that all pupils become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

We aim to do this through teaching the mastery approach to maths. Mastery of Maths means a deep, long-term, secure and adaptable understanding of the subject of Maths. This way of learning is something that we want pupils to acquire, so a ‘mastery Maths curriculum’ aims to help pupils, over time, acquire mastery of the subject. There are a number of elements which will help children develop mastery of Maths;

• fluency (rapid and accurate recall and application of facts and concepts)
• a growing confidence to reason mathematically
• the ability to apply Maths to solve problems and to test hypotheses

Mastery of Maths, which will build gradually as a child goes through school, is a tool for life, and immeasurably more valuable than the short-term ability to answer questions in tests or exams.

We will take longer over each mathematical topic (shape, measure, addition etc.) so that early understanding is cemented deeply within each child.

Main Goal- Everyone Can Succeed

As a school we believe that all students can succeed in Mathematics. We do not believe that there are children who can do Maths and those that can’t. A positive mindset for mathematics and strong subject knowledge are key to children’s success in mathematics.

Our calculation policy explains the language used and approaches used which is below and can be downloaded here.

At Mapplewells, our intent for mathematics is to teach a rich, balanced and progressive curriculum using Maths to reason, problem solve and develop fluent conceptual understanding in each area.

We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.

Maths is a journey and a long-term goal, achieved through exploration, clarification, practice and application over time. At each stage of learning, children should be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time.

There are 3 levels of learning:

Shallow learning: surface, temporary, often lost

Deep learning: it sticks, can be recalled and used

Deepest learning: can be transferred and applied in different contexts

The deep and deepest levels are what we are aiming for by teaching maths using the Mastery approach

Our mastery approach to the curriculum is designed to develop children’s knowledge and understanding of mathematical concepts from the Early Years through to the end of Y6.

Objects, pictures, words, numbers and symbols are everywhere. The mastery approach incorporates all of these to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.

All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.

Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.

Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.

Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.

Teaching and Learning, Content and Sequence

In school, we follow the national curriculum and use Maths No Problem! (DFE approved) Scheme of Work as a guide to support teachers with their planning and assessment.

The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time.

At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses.

Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts.

The mastery approach incorporates using objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels.

Children work on the objective at whatever entrance stage they are assessed as being at. Children can ACQUIRE the skill, APPLY the skill or DEEPEN the skill within the lesson.

Children move through the different stages of their learning at their own pace.

Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a ‘Deeper Learning Task’.

This should be challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems.

Reasoning and problem solving are integral to the activities children are given to develop their mathematical thinking.

Resources are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group.

Children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving different problems / puzzles.

A love of maths is encouraged throughout school via links with others subjects, applying an ever-growing range of skills with growing independence.

Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress.