Maths

Mathematics Intent: Norton C of E Primary 
 
At Norton Primary we have adopted a ‘Mastery’ approach to teaching and learning in Mathematics.
 
Our beliefs: We believe that ability within Mathematics is not fixed. We are developing the mindsets of children and adults alike to develop a Growth Mindset and a ‘We Can’ attitude to Mathematics. We believe that through quality first teaching and intelligent practice, children learning together and immediate intervention that all children have the potential to ‘go deeper’ and broaden their understanding of mathematical concepts.
 
Our definition of Mastery: At Norton Primary School we have a core set of principles and beliefs for achieving mastery in mathematics. This includes a belief that all pupils are capable of understanding and doing mathematics. Pupils are neither ‘born with the maths gene’ or ‘just no good at maths.’ With good teaching, appropriate resources, effort and a ‘can do’ attitude all children can achieve and enjoy mathematics. Mathematics is mathematics and the key ideas and building blocks are important for everyone.
 
Mastery is not just being able to memorise key facts and procedures and to answer test questions accurately and quickly. Mastery involves knowing why as well as knowing that and knowing how. It means being able to use one’s knowledge appropriately, flexibly and creatively and to apply it in new and unfamiliar situations.
 
For all maths concepts teachers need to ensure that children are “challenged through being offered rich and sophisticated problems.” After developing fluency, children need to show that they can apply their knowledge in mathematics and then move on even further to prove they have mastered the concept.
 
Our Mathematics in Mastery curriculum: In Years 1-6 we have developed our curriculum to allow teachers and learners to achieve a secure and deep understanding of each Mathematical Concept. It is designed to give us the opportunity to address key points individually, ensure that children have a secure and deep understanding of those points, before offering the opportunity to ‘go deeper’ within them. In Early Years and where appropriate in Year 1 the principles of the EYFS Framework will be followed, and there will be the opportunity to ‘Explore Maths’ and develop their understanding of Mathematical concepts through play.
 
Mastery teaching and learning: In every Mathematics lesson you will see the following:
 
     ● ‘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,
     ● Teachers using high-quality questioning to explore children’s understanding and develop it further,
     ● Teachers making use of misconceptions to further understanding of key concepts,
     ● Teachers using a range of methods to explore key Mathematical concepts which appeal to pupils’ different styles of learning, employing concrete/pictorial/abstract representations of Mathematical concepts,
     ● Learners being given the opportunity, through careful planning, to ‘linger longer’ on and ‘go deeper’ in mathematical concepts,
     ● Pupils learning together
     ● Development of fluency, reasoning and solving.
 
Document adapted by: Fran Bussey
Credit to: Amy Hodgson (Gloucester Road), Hayley Nicholls (Coopers Edge Primary) and Steve Lomax