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Our mathematics teaching is underpinned by a maths mastery approach and mixed ability teaching. Our teaching is structured in well-paced, small steps, which allow pupils to move broadly at the same pace. Our aim is that all pupils become fluent in sticky knowledge, can reason mathematically and can solve problems by applying their mathematical knowledge and understanding. We aim for enjoyment of learning and depth of understanding for all and so place an emphasis on reasoning and applying. The five principles of maths mastery embedded within our teaching are coherence, variation, fluency, representation and structure, and mathematical thinking:





We use Power Maths alongside White Rose, NCETM and Nrich materials to plan impactful units of work which commit learning to long term memory. The Power Maths scheme demonstrates excellent conceptual and procedural variation – changing the non-essential parts in questions in order to focus our attention of the essential foundation of each mathematical concept and structure. For example, when observing a lesson, one would see pupils exploring a series of equations with thoughtfully planned progression, finding the missing numbers within equations, and applying and reasoning through challenges.


Maths lessons explore learning through concrete, pictorial and abstract representations, and manipulatives (physical resources) are carefully selected to allow children to explore the structures of maths. For example, the even/odd structures explored through Numicon are different to the structures of five and ten explored through tens frames, while both expose number bonds to ten in different ways.




The use of concrete resources and pictorial representations allow children to develop mental models which they can then apply without relying on the concrete manipulatives. We focus on the relationships between mathematical concepts and skills and provide opportunities for children to use their understanding flexibly. Pupils develop fluency in key facts within lessons and through one focused fluency lesson per week. This automatic recall of key facts frees up space in the working memory for children to engage in higher level problem solving and we aim for all pupils to use and apply this knowledge flexibly.