At Senacre Wood Primary school, we recognise that Mathematics is all around us and that is an important part of our daily lives. We believe that your child should experience success and excitement in their maths so that they develop a positive attitude and are confident with a range of mathematical activities. Furthermore we want to ensure that they see the essential, daily, practical application of Maths as well as the pleasure that can be gained from finding patterns, solving problems, reasoning and predicting solutions.
As a school, we aim to deliver a mastery curriculum in line with the National Curriculum. We strive for all pupils to reach a mastery level which means that they have a secure understanding of mathematical concepts and processes, combined with a genuine procedural fluency. A child who has mastered a particular skill is able to apply their understanding and solve different types of problem. This means they are able to apply their understanding not just find the answer.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Children who grasp concepts quickly are challenged through more demanding problems which deepen their knowledge of the same content. Whilst pupils who experience difficulties in the lesson, or display misconceptions, are identified quickly and receive immediate support and quick intervention. Children who did not fully understand the lesson at first point of teaching are given an opportunity to run through the key points again later on in the day. In this way we help try to keep the children up to speed.
To ensure pupils are given sufficient time to master the different areas of mathematics, longer is spent on each topic and learning is built on throughout the year. Pupils are also encouraged to make the links between the different areas of mathematics when progressing through the units of work.