At Walton le Dale, our Mathematics Mastery curriculum has been developed to enable every child to achieve excellence in maths. Our aim is for children to leave as confident, skilled and resilient mathematicians; who understand that maths is a fundamental part of everyday life and the world we live in. Our children will thrive on conquering the challenges and puzzles that maths will bring and not be afraid to ‘have a go’.
We aim that all children:
Become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
Can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios.
Can reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
At Walton le Dale, we believe that mathematics is an important life skill. Mathematics will be planned and delivered within the framework of the 2014 National Curriculum, Power Maths programme for all year groups and the Early Years Foundation Stage curriculum, together with our school policies for teaching and learning, assessment, special needs and equal opportunities.
Created especially for UK primary schools, and aligned with the 2014 National Curriculum, Power Maths is a whole-class, textbook-based mastery resource that empowers every child to understand and succeed. Power Maths rejects the notion that some people simply can’t do maths. Instead, it develops growth mindsets and encourages hard work, practice and a willingness to see mistakes as learning tools.
To develop mastery in maths children need to be enabled to acquire a deep understanding of maths concepts, structures and procedures, step by step. Complex mathematical concepts are built on simpler conceptual components and when children understand every step in the learning sequence, maths becomes transparent and makes logical sense.
Interactive lessons establish deep understanding in small steps, as well as effortless fluency in key facts such as tables and number bonds. The whole class works on the same content and no child is left behind.
In our Mathematics lessons we aim for:
Quality first teaching; tailored to meet the needs of the learners in each class, and immediate intervention to address gaps in learning where necessary.
Resilient learners with Growth Mindsets and a ‘We Can’ attitude to Mathematics, whatever their previous level of attainment.
High-quality questioning and formative assessment techniques to explore children’s understanding and develop it further.
Use of misconceptions to further understanding of key concepts.
Teachers using a range of methods to explore key Mathematical concepts, employing concrete, pictorial and abstract representations.
Children being given the opportunity, through careful planning, to linger longer on and go deeper in mathematical concepts.
Children learning together.
The importance of fluency is recognised in the National Curriculum and is a key foundation for higher-level maths skills. Maths facts are the answers to simple equations inaddition, subtraction, multiplication and division and are often termed ‘number bonds’ and ‘number facts.’
When children have automatic recall of these number facts, they can quickly retrieve answers from memory without having to work them out. If children are not fluent in these, then when they are solving more complex problems, the working memory is taken up by working out these basic facts, and children have less working memory to focus on solving the actual problem.
At Walton Le Dale, every Maths session begins with a discrete Fast Facts starter where the children learn and practice strategies to enable them to recall number bonds and facts automatically and improve their fluency.
Through ‘in the moment’ formative assessment, staff identify and support children through immediate intervention when appropriate. If not, those who are at risk of gaps in learning emerging are supported through quality first teaching and, if necessary, 1:1 sessions, in order to maintain the mastery approach of all the class moving through the curriculum together at the same pace.
Children who are struggling with certain concepts are given opportunities to catch up in small group sessions, matched to their learning needs.