At St. John the Evangelist R.C. Primary School, the teaching and learning of mathematics is of the highest importance as we know that it is an essential skill that will impact on our pupils for the rest of their lives. We whole-heartedly believe that all of our children can succeed in mathematics.

Our aim is to send our children to the next stage of their learning as self-assured, resilient problem solvers with an enthusiasm for discovery.

Our vision for Maths

Throughout their time with us and beyond, want our children to:

Have the firm belief that they can succeed at mathematics and welcome the challenge to do so;
Become fluent and confident mathematicians;
Develop a fascination and love of numbers;
Solve given problems by reasoning;
Explain their mathematical thinking clearly;
Apply their mathematical skills in a wide range of situations.
In order to achieve this aim, we have an exciting maths for mastery curriculum which we are continuously developing.

Why a ‘Mastery Approach’?

The 2014 national curriculum for mathematics has been designed to raise standards in maths. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. Pupils who grasp concepts rapidly should be challenged through rich and sophisticated problems before any acceleration through new content. Those pupils who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

Pupils work on the same tasks and engage in common discussions. Concepts are often explored together to make mathematical relationships explicit and strengthen pupils’ understanding of mathematical connectivity. Precise questioning during lessons ensures that pupils develop fluent technical proficiency and think deeply about the underpinning mathematical concepts.

Taking a mastery approach, differentiation occurs in the support and intervention provided to different pupils, not in the topics taught, particularly at earlier stages. There is no differentiation in content taught, but the questioning and scaffolding individual pupils receive in class as they work through problems will differ, with higher attainers challenged through more demanding problems which deepen their knowledge of the same content. Pupils’ difficulties and misconceptions are identified through immediate formative assessment and addressed with rapid intervention – commonly through individual or small group support later the same day.
(NCETM – 2014)

If you have any further questions about the maths curriculum your child is accessing, please don’t hesitate to ask your child’s classroom teacher or a member of the Senior Leadership Team.