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Maths Mastery


From Reception to Year 2

Successful Learners


 Maths Mastery is our continued commitment in raising children’s understanding, confidence and fluency in maths, leading them towards raised levels of success, achievement and attainment.

 The curriculum

What is it all about?

The maths mastery curriculum has been developed to ensure that every child can achieve excellence in maths. It provided pupils with a deep understanding of the subject through a concrete, pictorial and abstract approach. This ensures pupils fully understand what they are learning.

What are the key Features of our Maths Mastery Curriculum?

  • High expectations for every child
  • Fewer topics, greater depth 
  • Number sense and place value come first
  • Research based curriculum
  • Objects and pictures always before numbers and letters
  • Problem solving and reasoning is central
  • Calculate with confidence – understand why it works

 What is important?

Maths mastery places emphasis on the cumulative mastery of essential knowledge and skills in maths. It embeds a deeper understanding of maths by utilising a concrete, pictorial and abstract approach so that pupils understand what they are doing rather than just learning to repeat routines without grasping what is happening.

 How do we track Pupil Progress?

 Maths mastery assessment is continuous. From the beginning of every lesson, teachers and teaching assistants will be assessing what their pupils are, or are not understanding, and use this to scaffold each segment of the lesson. Interventions will be both planned for and carried out immediately in the lesson. This means misconceptions are dealt with immediately and high attaining pupils are challenged appropriately.

 How do we structure our lessons?

Our Maths Mastery lessons follow a 6 part lesson structure. This keeps the lesson pacey, gives flow and allows more opportunities to teach creatively, give immediate feedback and assess learning.

Do now - A warm up task to get the brain working quickly and effectively

In focus -In focus will use concrete objects and pictorial representation to introduce new learning. Pupils will be given chance to express and explain concepts in full mathematical sentences.

Paired talk task - Children will sit in mixed ability tables and carry out paired work based on today’s small step learning. This part of the lesson is really valuable as teacher can go around and check progress and assess pupils understanding. The main focus here is on the children working together and talking in full sentences about maths.

Guided practice – here we will build on the new learning and develop a deeper understanding. Smart questioning is key to get pupils to explain themselves in different ways and encourage a deeper understanding. Pupils can ask questions too. If the foundations are well laid during the Autumn term, the children will be able to apply their previous learning and tackle more complex problems in the spring and by summer will be able to display mastery.

Intelligence practice or interventions -Intelligence practice or interventions. Higher attaining pupils can be pushed for increased depth and explanation whereas other pupils can be given scaffolding tasks but without putting a cap on their learning. Children who did not fully grasp the new learning can be given an immediate intervention so that by the end of the lesson, every child will achieve

Plenary - to recap, check understanding and celebrate success.

How do we make sure everyone achieves?

 INCLUSION - Inclusion is important but maybe we need to think about it in a different way?

In our Maths Mastery lessons all children are taught as a whole class, using small steps. Children who do not fully grasp the new learning can be given an immediate intervention so that by the end of the lesson, every child will achieve.

 The essential idea behind this is that all children gain a deep understanding of the mathematics they are learning so that:

  • future mathematical learning is built on solid foundations which do not need to be re-taught;
  • there is no need for separate catch-up programmes due to some children falling behind;
  • children who, under other teaching approaches, can often fall a long way behind, are better able to keep up with their peers, so that gaps in attainment are narrowed whilst the attainment of all is raised. 

Column Addition

Making equal groups

Making sense of number

Painting in Maths


Problem solving using numicom


Using arrays to multiply

Recognising coins

Using place value to subtract


Telling the time


Using the bar model to work out the difference

 Maths Policy 2017.docxDownload
 st greg and st pats helping your child year 2.docxDownload
 st greg and st pats helping your child year 1.docxDownload
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