Intent
For the critical subject of Mathematics we use the Oak National Academy curriculum because we want every student to embrace mathematics regardless of their initial aptitude or enthusiasm. We encourage children to reason mathematically and follow a line of enquiry, observing patterns and mathematical relationships as they go. We expect the children to apply their knowledge in a variety of ways so that they can become problem solvers and independent thinkers. This is reflected in their use of shape in art, measurement in DT, and the variety of counts in music and dance, as well as in direct applications such as telling the time. Indeed, Oak Academy allows for mathematical mastery and promotes genuine depth of learning for all.
Our aim is for pupils to become fluent in the fundamentals of maths through repetition and frequent practice of basic concepts which get progressively more complex as confidence grows.
Implementation
In EYFS, we use the NCETM Mastering number programme to cover Number and Numerical patterns. Measures and shapes are covered through the Oak Academy Scheme and our Continuous Provision.
In KS1, we use the Oak Academy Maths Scheme and White Rose Maths Scheme to help form our small steps in our weekly numeracy lessons. In addition, we use the NCETM mastering number programme to help build fluency and number facts.
We are on our journey to embed mastery within our school. In 2023, we began the development phase of the NEHS mastering readiness programme, which is designed to help prepare the school for the full Teaching for Mastery programme.
In 2024, we began the development phase of this programme.
What does mastery mean?
Five Big Ideas in Teaching for Mastery | NCETM
What does it mean to master something?
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A sense of automaticity
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I know how to do it
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I’m really good at it
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I can show someone else how to do it
What are the benefits of a mastery approach?
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Achievable for all​
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Deep and sustainable learning​
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The ability to build on something that has already been sufficiently mastered​
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The ability to reason about a concept and make connections​
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Conceptual and procedural fluency​
What are the outcomes from a mastery approach?
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High level of positivity, engagement and enthusiasm for mathematics.​
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Children feel confident, resilient, tenacious, strategic and thoughtful about their learning.​
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Schools recognise the importance of mathematical language, widening access for EAL (English as an Additional Language) or those with lower level of literacy.​
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Children were using precise vocabulary, recognising the importance of physical and verbal representations, not just written.
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What does it mean to be fluent?
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"Efficient, accurate recall of key number facts and procedures is essential for fluency, freeing pupils’ minds to think deeply about concepts and problems, but fluency demands more than this. It requires pupils to have the flexibility to move between different contexts and representations of mathematics, to recognise relationships and make connections, and to choose appropriate methods and strategies to solve problems."
At Peaslake Free School, we use the Mastering Number programme to help increase our fluency. This programme has been recognised by Ofsted, where the latest report 2023 ‘Coordinating Mathematical Success’ stated: The NCETM’s Mastering Number Programme was particularly helpful [in schools where the curriculum emphasised both understanding and quick recall of addition facts]. In these schools, pupils were successful and received lots of praise. They were learning how to subitise (recognise a number of objects without having to count), understand numerical concepts and recall addition facts. Primary section, paragraph 10
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What does variation mean?
At Peaslake Free School, we ensure variation is taught through daily questioning, exploring what is the same and what is different. Within KS1, one example is through presenting our questioning is different ways. Such as: 8 + 1 = 9 and 9 = 8 + 1.
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What does it mean to be coherent?
"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."
At Peaslake Free School we use the White Rose Programme to ensure that each lesson is broken down into small steps.
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What does it mean to by thinking mathematically?
"If taught ideas are to be understood deeply, they must not merely be passively received, but must be worked on by the student, though about, reasoned with and discussed with others"
At Peaslake Free School we think mathematically through our questioning, problem solving and cross-curricular application. We incorporate maths into our outdoor environment, whether that be playing games outside or creating shapes and patterns in our forest school.
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What do we mean by representation and structure?
"Representations used in lessons expose the mathematical structure being taught, the aim being that the students can do the maths without recourse to the representation."
At Peaslake Free School we ensure that children have access to the CPA approach (concrete, pictorial and abstract). All classrooms have access to a variety of manipulatives that help support each child.
