Mathematics teaching at Leighswood School is based on the principles of Teaching for Mastery, which originally came from exchanges with teachers in Shanghai. Mastering maths means pupils of all ages acquiring a deep, long-term, secure and adaptable understanding of the subject. This is achieved using a range of pedagogical strategies, most notably a carefully sequenced small steps approach to learning and careful variation of representations and questions. 

Research shows that children taught following a mastery approach have a much deeper and more connected understanding of mathematics and can not only carry out procedures, but understand and explain the maths underpinning them too. The approach is based on a large amount of research undertaken by the NCETM. Some of the key articles can be found on the NCETM website:  https://www.ncetm.org.uk/teaching-for-mastery/mastery-explained/supporting-research-evidence-and-argument/

Our vision for mathematics at Leighswood is to develop positive attitudes and a fond fascination of the mathematical world so that all children can become lifelong mathematicians. As a school, we follow the Mastering Number programme to deliver our Reception curriculum and to develop a deep understanding of number in KS1. We use the Oak National Academy program to deliver our curriculum from Year 1-6 which was developed based on the Teaching for Mastery approach alongside the NCETM. This means that teaching for mastery principles are embedded within all lessons, representations and questions. As they embark on their journey through the curriculum, children build up their ‘tool kit’ of strategies to solve calculations in a range of contexts, building their problem solving and reasoning skills.

Each lesson’s structure follows the gradual release of responsibility approach (I DO, WE DO, YOU DO) where there is a focus on mathematical vocabulary, clear explanations, modelling and frequent checks for understanding which is interweaved with guided and independent practice. Within each lesson, learning is sequenced into small manageable chunks called learning cycles to ensure learning is built on gradually and all children can feel successful. The repetitive nature of this model allows children the opportunity to practice and embed skills whilst the ‘check for understanding’ aspect allows teachers to assess if children are ready for independent practice and scaffold where necessary. To support children’s understanding of concepts, we use the concrete, pictorial and abstract (CPA) approach which uses physical and visual aids to build a child’s understanding of abstract topics. We know that children achieve a much deeper understanding if they don’t have to resort to rote learning and are able to solve problems without having to memorise. 

Leighswood School are proud to have begun our journey with the North Mids Maths Hub since 2018. We are now on the journey to embed our approach to teaching mastery across the school to ensure all children develop a positive relationship with maths and gain a deep understanding this beautiful subject ready for their secondary education and lifelong journeys.