Subject Leader- Mrs Southward

      Mathematics is a creative and highly inter-connected discipline that has been developed over centuries. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the power and use of mathematics and a sense of enjoyment and curiosity about the subject. It helps learners to understand relationships and patterns in both number and space in their everyday lives.


The 2014 changes to the national curriculum in mathematics set out three main aims: to become fluent in the fundamentals of mathematics; to reason mathematically and to solve problems. The rationale for this change is that England is significantly underachieving in terms of developing mathematicians capable of success at GCSE and A-Level. The journey to this success begins at Primary level and targeting those groups identified as able mathematicians are allowed to progress through the curriculum at a faster pace. 



Image result for maths equipment

How is Maths unique to High Legh?

    In 2018 High Legh’s curriculum took on a topic led approach. This involves the NC aims being taught through topics, usually changing at fast pace of 3 weeks’ turnaround. The curriculum has been sectioned into subject related blocks of study. That is, learning through specific areas of study e.g English, Science, History, Geography, Computing, Art, Design and Technology for a period of 2-3 weeks. Maths teaching is also encouraged through the topics, showing explicit links where appropriate. I believe this topic led method delivers a different approach to teaching and learning.

Maths Mastery:

The Mastery-learning model forms the basis of our approach to traditional teaching. This means spending greater time going into depth about a subject as opposed to pushing through areas of maths. Previously, racing through content lead to some children having large gaps in subject knowledge because the concept they had just learnt was either too big or learnt too quickly. As a Primary school, it is our duty to ensure that children have an absolutely solid, concrete understanding of subject knowledge and skills as well as being emotionally resilient for secondary school. It is about deep and sustainable learning for all children. 

What Defines Mastery Teaching?

Teaching for mastery is underpinned by 5 key principles:

1. Cohesion: Sufficient time is spent on well planned sequences to ensure that key concepts are developed and deeply embedded before moving on.

2. Representation and structure: Mathematical concepts are explored and understood through strong models and images such as Base 10, 10-grids, Numicon, block modelling, Cuisenaire.

3. Fluency: Factual knowledge (e.g. number bonds and times tables), procedural knowledge (e.g. formal written methods) and conceptual knowledge (e.g. of place value) are taught in a fully integrated way and are all seen as important elements in the learning of mathematics. Children are able to efficiently select the best method from a variety that they have developed to solve problem.

4. Variation: Conceptual variation and procedural variation are used extensively throughout teaching, to present the mathematics in ways that promote deep, sustainable learning. This is especially evident in the practice that children are given in each session.

5. Deep mathematical thinking: The reasoning behind mathematical processes is emphasised. Teacher/pupil interaction explores in detail how answers were obtained, why the method/strategy worked and what might be the most efficient method/strategy.

  • At High Legh, we follow White Rose Maths which breaks down the curriculum into small steps.
  • In our lessons, all children are working to achieve the same age-related expectation learning objective. They all have the same learning intention and access an active and engaging input that includes a range of concrete, pictorial and abstract representations to enable deeper understanding.
  • Fluency questions are introduced at the beginning of a lesson.
  • Teacher-led discussion is interspersed with short tasks involving pupil to pupil discussion and completion of short activities.
  • Children then have the opportunity to engage in discussion, guided learning (where necessary) before participating in independent learning where they can apply their understanding, secure their conceptual understanding and deepen their thought processes. During this time, adults facilitate learning through questions and examples, as well as live assessment, so that children gain security for themselves in the mathematical learning.
  • The whole class is taught mathematics together, with no differentiation by acceleration to new content. The learning needs of individual pupils are addressed through careful scaffolding, skilful questioning and appropriate intervention, in order to provide the necessary support and challenge.
  • Formative assessment is carried out throughout the lesson; the teacher regularly checks pupils’ knowledge and understanding and gives verbal feedback accordingly.


The National Curriculum for Maths can be found here


Calculation Policy:Calculation Policy (2).pdf

 White Rose Maths Progression

 SMSC and British Values

 SMSC and BV.docxDownload
Showing 1-1 of 1