At Lynch Hill, we constantly strive to enable all pupils to be the best they can be, from nursery to year 6. This is why we now work on teaching for mastery in maths. This takes place in mixed ability groups, allowing for high ceiling shared learning within each group to ensure all pupils are challenged with quality learning opportunities for all.
With maths mastery, teaching is no longer about procedures, shortcuts and tricks, its rather about understanding maths concepts. Using real life contexts, teaching practical maths right from EYFS throughout the school, ensuring the pupils appreciate that maths is a life skill needed to prepare them for everyday life.
Our maths mastery curriculum covers the EYFS and National Curriculum targets and takes the pupils further and deeper in their understanding. This is a whole school approach to the subject – consistency across all year groups and ages.
Across the school the pupils investigate the concrete form of maths (physical situations and resources), progressing on to pictorial (representations and diagrams) and then finally the abstract (symbols and calculations), in order to fully appreciate an idea, enabling them to apply their skills in all kinds of settings.
Fluency sessions are designed to enable pupils to commit key skills to the long-term memory, thus freeing up space in the working memory for assimilating the new concept based learning of the maths master scheme.
Children of all abilities are supported, from those who struggle with basic skills to those who need to stretch their understanding; a programme of keep up (not catch up) and deepening activities for rapid graspers, is skilfully implemented across the school on a daily basis.
Timely end of unit assessments ensure that the children are tracked; with support implemented if required.
We are committed to helping parents understand how to support their child in the wider context outside school, from practical experiences to Online access – such as times tables, times tables rockstars, dBPrimary activities linked to their current learning.
There is a continuous cycle of staff training, moderations (Inter-school comparisons), networking and shared experiences to best inform teacher practice and supply quality first teaching.
We encourage pupils to be more independent in their learning, by maintaining our high expectations and utilising the 5B strategy (Brain, Board, Book, Buddy, Boss).
Our classrooms are buzzing with activity – enthusiastic discovery in action. The children find that maths is more real to them, and this engages them, producing improved behaviour for learning. They can identify the maths within an every-day problem and have the confidence to apply their own chosen strategies to solve this. Pupils can explain their reasons and justifications for this using accurate mathematical language.
Development of maths talk – quality paired work enables children to explain their understanding in addition to being able to calculate arithmetically.
With a holistic approach from home and school right from the EYFS stage, the children are showing greater fluency in maths and deeper understanding.
Following our first year of teaching in this new style, the benchmark SATs results have maintained our traditional level, well above the national average. We will continue to follow this style of teaching to ensure the best outcomes for all our pupils.
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.
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 [[link:589 text Maths Mastery - More Able 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 [[link:448 text: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 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