At Rosehill Infant School we aim to equip all pupils with the skills and confidence to solve a range of problems through fluency with numbers and mathematical reasoning.  Children are encouraged to see the mathematics that surround them every day and enjoy developing vital life skills in this subject.

We have adopted the mastery approach to learning through the use of Power Maths, recommended by the Department for Education and linked very closely to the White Rose Scheme of Learning. A concept is deemed mastered when learners can represent it in multiple ways, can communicate solutions using mathematical language and can independently apply the concept to new problems.

The rationale behind changing our approach to teaching mathematics lay within the research of Guskey (2009) and Skemp (1976), the Mathematics Specialist Teacher Programme, the NCETM/Maths Hub led Mastery Specialist Programme as well as the 2014 National Curriculum, which states:

The expectation is that most pupils will move through the programmes of study at broadly the same pace.

Pupils who grasp concepts rapidly 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, including through additional practice, before moving on.

The three aims of the NC should be addressed every day (not just in the Maths lesson):

Fluency – Reasoning – Problem Solving.

Mastery with greater depth is characterised by children who can:

• solve problems of greater complexity (i.e. where the approach is not immediately obvious), demonstrating creativity and imagination

• independently explore and investigate mathematical contexts and structures

• communicate results clearly and systematically

• explain and generalise the mathematics 

Our intended outcomes

The EYFS team:

' In Early Years, maths is fun and practical. Contextual opportunities throughout the maths sessions allow children to use taught mathematical skills. Planning, teaching and provision reflect developmental stages and needs of the children'

The Year 1 team:

'In Year 1, maths is taught using the mastery maths approach to learning. We use a systematic and structured curriculum and planning. The latter will engage children while using concrete, pictorial and moving onto abstract concepts. Our maths is about depth of knowledge and application of skills and not about the breadth of learning. Children are continuously challenged and higher order skills are developed by encouraging children to explain and prove their answers. Problem solving is key and ensures that children apply their knowledge consistently.

The Year 2 team:

'In Year 2, Maths is taught sequentially building on prior knowledge and skills, enabling them to apply the skills to a range of mathematical problems. through fun and engaging activities, pupils will master skills to support them for the future.'