In our school children become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems, so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

In our school we teach mathematics following the mastery approach. Pupils learn maths skills and identify connections between strands of mathematics. Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. We have designed our curriculum in distinct areas of mathematics but teach children to make rich connections across strands of mathematics to develop fluency, reasoning and competence with increasingly sophisticated problems. Mathematical resources and images are used throughout all key stages to cement conceptual understanding. 

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Learning Behaviours

To develop into mathematical thinkers, children need to have: confidence, independence, resilience and perseverance. At St. Michaels we encourage children to think for themselves, make decisions, communicate their understanding and solve problems.

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What is teaching for Mastery?

Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject. The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering maths. Achieving mastery means acquiring a solid enough understanding of the maths that’s been taught to enable pupils to move on to more advanced material. The teaching of mathematical mastery centres of five BIG ideas:

Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts.

Representation and Structure
Representations used in lessons expose the mathematical idea being taught, the aim being that children can do the maths without recourse to the representation.

If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the child: thought about, reasoned with and discussed with others.

Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics.
Variation is twofold. It is firstly about how the teacher represents the concept being taught, often in more than one way, and to develop deep understanding. It is also about the sequencing of the activities and exercises used within a lesson and follow up practice, paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.

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Special Educational Needs and Disabilities (SEND)

Daily mathematics lessons are inclusive to children with special educational needs and disabilities. The maths mastery approach ensure all children access the lesson. However,  where appropriate, the targets in a child’s Individual Provision Map (IPM)  incorporate relevant objectives from the National Curriculum for Mathematics, Development Matters ot PIVATS.  Teachers are required to take into account the content of IPM's when planning lessons.  Children work on individual targets within lessons as well as on an individual and/or small group basis outside the Mathematics lesson.  Mathematics interventions in school help children with gaps in their learning and mathematical understanding.  These interventions are delivered by trained support staff and overseen by the SENDCo and/or class teacher.  It is the class teacher’s responsibility to ensure that all children are challenged at a level appropriate to their ability.

How do we promote aspiration in mathematics at St. Michael and All Angels?

One way is to higlight where we use maths in real life and what jobs use mathematics!

Jobs that use Maths - Careers - BBC Bitesize


How can I help my child at home with their mathematics?

Click here


Impact - Assessment and Recording of Attainment and Progress


Marking and feedback are essential to ensure children make sustained progress.  Work is marked against success criteria, in line with the Feedback Policy.  Children are encouraged to self-assess work and feedback is inlesson so children can respond immediately to teachers’ comments as well as to make corrections and improvements.  Same day or next day interventions take place. Pre-teaching of certain aspects of mathematics take place throughout the year. Some pieces of work - including exercises involving routine practice - may be marked by children themselves with support and guidance from the teacher.

Assessment is an integral and continuous part of teaching and learning.  Teachers and classroom based staff make formative assessments of children’s progress on a daily basis through in lesson marking of the work. Assessmentas are made from:

  • analysing errors and picking up on misconceptions;
  • asking questions and listening to answers/explanations;
  • facilitating and listening to discussions;
  • making observations;

These ongoing assessments inform further planning and teaching.  Lessons are adapted readily and short term planning evaluated in light of these assessments.

Termly assessments are carried out from Years 1 - 6 using Lancashire's Maths Mastery material. Scores and outcomes are considered alongside evidence from children’s work over time in lessons to make a judgement for each child.  Children in Year 6 complete national statutory attainment tests in early summer term.

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