We aim to provide the pupils with a mathematics curriculum which will produce individuals who are: numerate, creative, curious, reflective, resilient and confident
Here at Rode Heath Primary School, we embrace a Mastery Curriculum approach to our mathematics teaching. This means spending greater time going into depth in particular areas/concepts as opposed to quickly moving through the curriculum and the year group objectives.
We have high expectations that all children will achieve and to do this, we believe that all children should be given the opportunity to explore, pattern find, become fluent, reason and problem solve and that there should be carefully crafted questions and activities and a wide range of manipulatives at hand for each child to accomplish this.
We strive to ensure that the whole class moves through content at the same pace and when we differentiate, it is through depth rather than acceleration; everyone is given time to think deeply about the maths and we strive to develop a positive attitude in order to build self-confidence, resilience and a sense of achievement.
In EYFS, we ensure that maths is part of their daily diet and give the children a wide range of experiences and opportunities to apply their mathematical skills. In order for the mastery approach to become successful in KS1 and KS2, we have created a bespoke maths lesson structure, incorporating the Maths No Problem scheme.
The way we structure our lessons ensures a more consistent approach to teaching maths; a greater emphasis on the sequence of learning; a better use of open ended investigational type questions and the continued development of mathematical pedagogy.
The mastery approach at RH has also ensures that there is a greater expectation on all children; little chance for passive learning as there is a greater emphasis on talking maths, collaborating, exploring and investigating; the use of equipment is encouraged and there are always planned opportunities for children to make connections between subjects. Children are constantly pushed to the limits of what they are learning.
Rode Heath Maths Mastery Definition
When taught to master maths, children develop their mathematical fluency without resorting to rote learning and are able to solve non-routine maths problems without having to memorise procedures. Evidence shows that children need to be able to understand a concept, apply it in a range of situations and then be creative to really understand it. This means spending greater time going into depth about a subject as opposed to quickly moving through the curriculum and moving children onto learning in the next year group. The Five Big Ideas about teaching for mastery underpins all that we do: coherence, representation and structure, mathematical thinking, fluency and variation.
At RHPS, there is a consistent approach to the teaching of maths mastery across the school.
Children will make good or better progress from their own personal starting points. By the end of KS2 they will be able to fluently recall their times tables up to 12x; they will have a great understanding of place value; secure with the four operations; understand the relationship between fractions, decimals and percentages; use measurements effectively and accurately; understand how ratio and proportion can be used; solve algebraic problems; have a good understanding of geometry and be able to analyse statistics.
End of Academic Year 2021/2022 – currently awaiting national performance data. These statistics will be released on 6th of October 2022 at 9:30am.
Standards remain high with 80% of children meeting the expected standard in maths.
80% of children achieved the expected standards within the categories of Number and Numerical Patterns.
73% of children achieved the expected standard compared to the national average of 68%.
13% of children achieved the greater depth standard compared to the national average of 15%.
83% of children achieved the expected standard compared to the national average of 71%.
23% of children achieved the greater depth standard compared to the national average of 22%.
This is measured through a variety of methods such as: summative and formative assessments each term, pupil voice, lesson observations, learning walks, questioning and marking of books.
Click on this link for some great ways to start off your child's mathematical learning journey (really useful for reception and year one).
Maths - No Problem!
In order to further develop our maths mastery curriculum, we use the Maths No Problem scheme right the way through our school from Year one to Year six. It follows the Signapore approach to teaching mastery maths. It helps pupils develop a deep, long-term and adaptable understanding of maths.
We have decided to add some videos below to help you understand the fundamental idea behind the scheme and the methods we use to teach number bonds, subtraction, mental calculations, multiplication, long division and bar modelling (this is used to represent numbers in a problem).
Bar model 1
Bar Model 2