Intent

At Trinity we have high expectations for all our children and want them to leave school with a good mathematical understanding. Through mastery, children not only become fluent in mathematical processes, but learn to reason and problem solve too. We aim to promote confidence and competence with a secure understanding of numbers and the number system. We want children to see how mathematics links to their everyday life. This prepares children for using mathematics in their future and to develop their resilience when facing new problems. We hope that through rich mathematical teaching and through mastery will promote enjoyment in a lively, exciting and stimulating environment in which the children can learn and enjoy maths. Our central component is the 5 big ideas that underpin the teaching of mastery: coherence, representation and structure, mathematical thinking, fluency and variation. Trinity School is part of the NCETM Maths Mastery Programme and the NCETM Mastering Number Programme.

Implementation

• To ensure full topic coverage, the school uses ‘The White Rose’ schemes of learning as a foundation for planning and teaching.
• White Rose is supplemented by resources from the NCETM, Third Space, Nrich and isee reasoning.
• Daily maths lessons include fluency, reasoning and problem solving.
• Teaching is through a CPA approach.
• Concrete resources are used to support the CPA approach, ensuring that children are exposed to mathematical structures, which promote deeper understanding.
• To open up maths thinking children use maths journals. These are used to keep children engaged in their learning, self assess and understand their own learning, develop higher level thinking skills and help teachers assess strengths and needs. 
• In years 1 to 6 lessons generally start with a 5-minute count.
• Using Variation Theory through an Intelligent Practice activity.
• Use of low threshold, high ceiling questions.
• Children use mathematical vocabulary to reason. An explanation is expected to include ‘because’.
• Daily maths lessons will often include an Anchor Task. This is a diagnostic or reflection opportunity.
• All children in Year 1 to 6 have a Times Tables Rockstar logins  to be used in and outside of school.

Impact

As a result of our Maths teaching at Trinity CE Primary School you will see: 

• Engaged children who are supported and challenged.
• Confident children who can talk about and explain their thinking. 
• Children who can apply their mathematical thinking and understanding to a range of situations.
• Different representations of mathematical concepts and structures.
• Lessons that use a variety of resources to support learning.

Subject lead: Nick Clarke