Our goal for Maths education is that children are able to solve increasingly complex routine and non-routine problems by developing:
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deep, secure and adaptable conceptual understanding;
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fluency with mathematical fundamentals and procedures; and
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proficiency with reasoning, application and use of mathematical vocabulary.
At William Tyndale, we have adopted a teaching for Mastery approach in order to deepen the understanding and improve progress for all children. Pupils are encouraged to develop a broad and deep understanding of maths in order to provide an excellent foundation for all future maths learning. We work closely with our Maths Hub and the National Centre for the Excellence in the Teaching of Mathematics (NCETM) to develop our pedagogy, which focuses on using the 5 Big Ideas of Mastery.
Fluency
All classes from Year 1-6 spend 10 minutes each day practising their factual fluency, this may include Big Maths, Beat That, Doodle Maths or other fluency practice. These short but focused sessions may involve practising number facts or times tables. This regular practice is supporting children to have greater confidence with the fluency that is required to support the learning in their maths lessons.
Maths Meetings
Years 1-3 hold regular 10-minute sessions outside of the maths lesson with a focus on time, measure, shape, data handling and number. By recapping these topics regularly, it ensures that the concepts are secure in children’s long-term memory.
Coherence
Maths lessons build on the prior learning in order to ensure that all children can remember the necessary points in order to successfully retain the new information.
Lessons are planned with small steps in order to support children to understand new concepts gradually in order that they are confident and secure.
Sequences of lessons are planned carefully to ensure that links are made between areas of learning. We use the White Rose small steps, NCETM Spine materials, Maths No Problem among other resources.
Variation
At William Tyndale, we believe that children are more able to learn and retain new concepts when they are represented in a variety of ways to show what they are and what they are not. Attention is paid to the selection and order of examples with the aim of avoiding mechanical repetition and developing intelligent practice.
Mathematical Thinking
Lessons involve opportunities to make links between areas of maths. Fluency is put into practice and pupils are encouraged to use their logical thinking and reasoning skills regularly. We encourage the use of talk partners for children to discuss and further their thinking. Explanation of a concept is a demonstration of understanding. Stem sentences are used to support the articulation of their understanding. Children are given opportunities to view concepts in different ways to make links and to deepen their thinking about maths.
Representation
Attention is paid to the structures of the maths and how best to represent them. We use a wide range of physical and pictorial resources to support children to understand the structure of maths, so that they are able to move towards the abstract understanding.