At Signhills Infants we have adopted a Mastery approach to mathematics in order to deliver the three aims of the national curriculum; Fluency, Reasoning and Problem Solving. Underpinning this pedagogy is a belief that ALL children can achieve in maths. We aim to create independent mathematicians who are well equipped for maths in the wider world and develop resilience and self confidence in applying their skills in everyday life. We aim to achieve this by ensuring the exploration of mathematics is interactive and engaging so children can approach challenges with confidence and enthusiasm.

We aim to provide a high quality mathematics education with a mastery approach so that all children: 

• become fluent in the fundamentals of mathematics.

• reason mathematically. 

• can solve problems by applying their mathematics. (National Curriculum 2014)

We intend on delivering a curriculum which: 

• Allows children to be a part of creative and engaging lessons that will give them a range of opportunities to explore mathematics following a mastery curriculum using White Rose and NCETM resources.

• Gives each pupil a chance to believe in themselves as mathematicians and develop the power of resilience and perseverance when faced with mathematical challenges. 

• Recognises that mathematics underpins much of our daily lives and therefore is of paramount importance in order that children aspire and become successful in the next stages of their learning. 

• Engages all children and entitles them to the same quality of teaching and learning opportunities, striving to achieve their potential. 

• Makes rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

• Provides equal opportunities for children to apply their mathematical knowledge to other subjects (cross-curricular links).

• Enable children to develop a passion for mathematics and celebrate maths in all areas of life. From home life to outdoor learning involving mathematics and allow these opportunities to be discussed and celebrated within the curriculum.

At Signhills Infants Academy our mastery approach to the curriculum is designed to develop children's knowledge and understanding of mathematical concepts starting in the Early Years.

• We follow the national curriculum and use White Rose Schemes of Work as a guide to support teachers with their planning and assessment. We also further supplement this with the NCETM resources.

• We aim to underpin each lesson with the 5 big ideas of teaching for mastery by NCETM. Representation & Structure, Mathematical Thinking, Variation, Fluency and Coherence.

• We follow the same structure of a maths lesson throughout the school to create a coherent approach for the children as they move between classes. This begins with a mental or quick fire starter and then moving onto White Rose ‘Flashback 4’ to ensure prior learning is being recalled. After teaching of a new concept, Children will engage in an activity which is challenged with a reasoning approach and then children who are confident can then move onto their ‘Star Challenge’.

• We use Dave Godfrey’s number fun songs to support lessons and for introducing new concepts with an engaging approach.

• We are participating in the local Maths hub and part of the Teacher Research Group to enhance our Mastery style within the school.

• Clearly defined end points showing clear structure and sequencing, each half term, provide an opportunity to evaluate children’s knowledge and understanding against the expectations. Teachers are clear with what children need to know, and do, to be able to reach them. 

• The visual calculation policy is used within school to ensure a consistent approach to teaching the four operations over time.

• At the start of each new lesson, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the concept progresses. This is shared on our mathematics working wall. 

• The learning environment encourages independence in mathematics through the use of open resources the children can access to support their learning as well as current working walls which reflect learning in the present. 

• Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. The mastery approach incorporates using objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels. We also follow a CPA approach to our teaching in all year groups. 

• Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a greater depth activity. ‘Star Challenge’ This will ensure that children are using more than just one skill to be able to answer the mathematical problems. 

• Reasoning and problem solving are integral to the activities that children are given to develop their mathematical thinking. There will always be at least one type of reasoning strategy in every lesson.

• Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress.

• Feedback is given on children’s learning in line with our feedback policy. Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and who are ready for greater stretch and challenge through planned questioning or additional activities. 

• The maths leader has a clear vision for how maths is to be implemented across the school. Termly moderation, work scrutiny, learning walks and pupil voice are also carried out by the maths lead. Feedback to teachers is passed on through staff meeting time. Regular updates and new initiatives are shared through staff meeting time or via staff email.

• During our weekly celebration assemblies, each class celebrates a ‘Math-e-magician’ who is awarded a certificate for their achievements in maths that week.

• Each school year we organise a cross-school maths challenge day to encourage an excitement for maths and create a competitive spirit whilst team building across the age ranges.