Maths Intent:  

At All Saints C of E Junior School, we are adopting a mastery approach in the learning and teaching of mathematics. Currently, this is developing across the school. The main aim of such an approach and development of a curriculum model that values ‘going deeper’ is to ensure that our children develop a secure knowledge of mathematical concepts, as well as an acquisition of skills such as reasoning, so that they can access age-appropriate ideas as detailed in the DfE ‘Mathematics guidance: key stages 1 and 2’ (2020) publication, and do not see gaps open in their learning over time. Integral to this is the school’s vision for mathematics which rejects the idea that a large proportion of people ‘just can’t do maths,’ and aligns with the belief that ‘everyone can learn and enjoy mathematics.’ NCETM – ‘The Essence of Mathematics Teaching for Mastery’ (2022)  

Despite starting to develop a mastery approach in the learning and teaching of mathematics, we are aware that some children will have gaps in their pre-requisite knowledge, including ‘number novices’ who transition here from infants’ schools having had a variety of different mathematical opportunities. It is intended that our medium-term planning in Key Stage 2 extends learning, plus accounts for cases where ‘catch-up’ is still required. In addition, this planning also involves longer being spent on each topic as mastery is an integral part of the system, which means a broadening of knowledge and skills can take place as part of pupils’ learning experiences.   

As a result of this approach being taken, it is intended that more whole-class teaching will be evident than before the implementation of the 2014 National Curriculum. Pupils should consequently progress through curriculum content at broadly the same rate, although support/intervention and broader learning opportunities provided can move groups of children on so that they are able to:  

• Grasp concepts and methods, e.g. through more varied use of practical equipment  

• Be taken deeper through exposure to greater depth in their learning, e.g. through tackling more complex problems in different contexts