At High Street, we believe that all pupils can achieve in mathematics. We believe that at each stage of learning, children should be able to demonstrate deep, conceptual understanding of a topic and build on this over time. We want children to be able to not only recall and use the maths taught but to also be able to transfer and apply it in different contexts, being able to reason and problem solve. The ‘deep learning’ that we are aiming for is achieved by teaching maths using the mastery approach.

Maths Mastery - The majority of pupils will move through the programmes of study at broadly the same pace. Pupils who grasp concepts rapdily should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, through additional practice, before moving on (NC 2014 p3).

Children at High Street need to see how maths is useful in their daily lives and must aspire to want to improve these skills to carve a furture career for themselves. Our student will face unique economic, environmental, and hmanitarian challenges in the future. We aim to build skills for problem solving which will address thes challenges. We must encourage new problem-solving strategies through creativitiy and big thinking!



Using our calculation policy to support, each unit of work is designed in small, carefully sequenced steps that pupils should aim to master before moving on to the next stage. When designing these small steps, the concepts of mastery underpin the lesson planning to ensure children have a secure, conceptual understanding of what is being taught. The objective is explored using a range of representations and structures; fluency is developed as well as the flexibility to move between different contexts; variation is used to develop well-rounded and holistic understanding and children are encouraged to think mathematically throughout.

Reasoning is developed through all stages of teaching.  Children are encouraged to reason about the structures of mathematics as they are working through their activities, this includes reasoning about the strategies that they are using during the teaching and learning of fluency and the methods of calculation. This is then consolidated with a selection of mastery level reasoning activities.  Children who are ready to reason at a deeper level are given the opportunity to generalise about the mathematics involved in the topic they are working on. 

Children have the opportunity to reason during problem-solving elements of work. They reflect on the strategies that they are using whilst solving problems and evaluate how successful they have been. Problem solving will take many forms. It may be in the form of word problems, practical problems or open-ended variations. One problem may take up the majority of a lesson, or a series may be given to a student.  All will have the aim of increasing a child’s skills of resilience and perseverance, whilst helping them to achieve their objective.

By giving the children the opportunity to understand their maths fully and apply it to real life situations, we believe our children will be ready to successfully meet the challenges of the next stages of their education.


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