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CEO: Mrs G Coffey OBE

01753 524170

office_[at]_lhspa.org.uk

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Maths Mastery

Maths Mastery at Lynch Hill School Primary Academy

At Lynch Hill, we constantly strive to enable all pupils to be the best they can be. This is achieved through rigorous monitoring and assessment of teaching and learning. Whilst Maths outcomes for pupils and results are favourable, we still need to maintain improvement.  It has been decided after much consideration that the next steps for Lynch Hill in maths is to adopt the excellent and well documented success of the Singapore style of teaching, in the form of teaching for maths mastery.  This adopts new strategies from Singapore maths and combines them with successful British teaching to achieve the best outcomes for our pupils.

Process

By utilising local network meetings, links have been developed with local schools to experience and assess the suitability of a variety of ways of teaching for mastery. After many meetings and extensive visits to observe varying practice, it has been decided to follow the White Rose maths mastery scheme across the school from September 2018.

Staff Training and support

As the maths mastery concept is very different from the traditional form of teaching maths, staff have been supported fully in this long term transition. This is being achieved by:

  • Members of the maths team attending a Pre-Mastery course in preparation for adopting the concepts of the scheme – by cascading this new knowledge across all staff in the school.
  • Maths lead being selected to train as a maths mastery specialist teacher with the NCETM – with the view of sharing this specialism with all staff at the school and other schools in the future
  • Staff have been training since Easter of 2018 in preparation for this transition to develop and deepen understanding of the maths mastery style and ideals, along with an introduction to the new maths mastery resources
  • Year 6 conducted a teaching for mastery style trial in the summer term – to assess the usability of the resources and begin to identify and develop practice in this new concept. It was imperative that the ideology and scheme were fit for purpose for our school
  • Weekly training and support sessions area available for all staff to ensure the most successful implementation of the scheme and highest outcomes for all pupils
  • Ensuring that TAs are included in the training and development of the new teaching style to ensure the offer the highest possible standards of support in all maths mastery classes

What will Maths Mastery look like?

Teaching and learning will look very different from the ability-setted, success criteria-led, repetitive process learning of traditional British maths teaching.

Extra maths learning time is being introduced to the timetable to develop the understanding of key concepts such as number bonds, times tables as well as mental and formal written methods of calculation. This is designed to enable pupils to commit these key skills to the long-term memory, thus freeing up space in the working memory for the new style concept-based learning of the maths mastery scheme.

Mixed ability groups allow for high ceiling, shared learning within each group to ensure all pupils are challenged, with quality learning opportunities for all

Carefully designed programme of learning ensures that there are fewer topics, which are studied for a longer time to ensure deeper conceptual understanding

Learning is designed to utilise carefully crafted increases in challenge to enable all pupils to apply their maths skills in a wide variety of settings

Use of carefully planned variation to enable pupils to make and use links within and between their learning

Opportunities exist in every learning session for deepening of ideas and breadth of understanding – seeing patterns, making links and mathematical generalisations

Independent work develops the ideas in a wide variety of representations, developing fluency in a varied environment

High importance being put on the CPA approach, ensure all pupils develop their conceptual understanding using concrete, pictoral and then abstract ideas (see the Maths Mastery Calculations Policy for more details)

Problem solving and reasoning is at the heart of the concept, with multiple applications being investigated within a learning session

Differentiation is evident through how deeply and widely the pupils can reason and problem solve. This is achieved through the completion of carefully crafted increases in the challenge and variety present in a wealth of mathematical settings

Support for those needing extra help

The White Rose scheme has been expertly designed to minimise the need for interventions of this kind – the idealogy is for pupils to keep up, not have to catch-up. It is recognised that some may need support from time to time 

The extra daily learning sessions can be utilised to provide personalised provision in addressing misconceptions from the previous learning session or pre-teaching in preparation for the next learning session

Support for the more able pupils

Learning sessions are carefully designed to enable more able pupils to explain their understanding, rather than just calculating a numerical answer. This might be through exploring different ways to solve the same problem, responding to or creating their own generalisations, providing them with questions where there is no clear signpost so they have to devise their own strategies to tackle them effectively, or explaining ideas or misconceptions that have arisen. There are many ways of doing this but we challenge pupils by deepening their understanding and ability to apply this in a range of contexts, rather than pushing them on to new content ahead of their peers.

There is also a Resources section dedicated to this on the website to challenge our more able learners which has been meticulously produced by our Most Able lead teacher. 

To see more information on our More Able programme please click here.

Marking and assessment

Daily marking allows for teachers to identify trends and individual needs to be addressed. Individual work on varied fluency and problem solving and reasoning informs teacher assessment which is recorded on the school’s online assessment tool.  Termly assessments are built into the White Rose Scheme to support ongoing assessment.

Maths mastery

Maths mastery is a long-term journey that all staff and pupils will be travelling together, with constant and timely review and improvement of teaching and learning. We look forward to continued success in maths at Lynch Hill and thank all our parents and carers for their continued support.

Click here to download our Calculation Policy

Click here to download the Calculation Policy guidance