The rationale behind changing our approach to teaching mathematics lay within the research of Guskey (2009) and Skemp (1976), the Mathematics Specialist Teacher Programme, the NCETM/Maths Hub led Mastery Specialist Programme as well as the 2014 National Curriculum, which states:
The expectation is that most pupils will move through the programmes of study at broadly the same pace.
Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content.
Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Our intended outcomes
The EYFS team:
' In Early Years, maths is fun and practical. Contextual opportunities throughout the maths sessions allow children to use taught mathematical skills. Planning, teaching and provision reflect developmental stages and needs of the children'
The Year 1 team:
'In Year 1, maths is taught using the mastery maths approach to learning. We use a systematic and structured curriculum and planning. The latter will engage children while using concrete, pictorial and moving onto abstract concepts. Our maths is about depth of knowledge and application of skills and not about the breadth of learning. Children are continuously challenged and higher order skills are developed by encouraging children to explain and prove their answers. Problem solving is key and ensures that children apply their knowledge consistently.
The Year 2 team:
'In Year 2, Maths is taught sequentially building on prior knowledge and skills, enabling them to apply the skills to a range of mathematical problems. through fun and engaging activities, pupils will master skills to support them for the future.'