At Mayplace, we have a mastery approach to maths and use the NCETM spines documents to inform our planning. Our vision for maths is to build on the small steps to encourage deeper learning which takes longer but lasts longer. At Mayplace we challenge negative attitudes to maths and ensure all children are encouraged regardless of gender or prior attainment.

The curriculum is planned using a flexible approach to ensure appropriate time is spent on each topic – teachers should continue teaching a topic until the vast majority of learners understand to a reasonable depth. As a result, the yearly overview can be adapted to match the pace of the progress of each cohort, leaving space to revisit topics as required.

We promote mathematical thinking by working collaboratively both in the classroom and outside during outdoor learning sessions. We actively seek out mathematical fluency, reasoning and problem solving in a real-world context.

We provide regular high quality CPD for all teachers and support staff, drawing on the expertise and knowledge of both subject leads and external providers. This ensures that all staff are confident in delivering a high-quality maths mastery curriculum.

At Mayplace, we have a mastery approach to maths and use the NCETM spines documents to inform our planning. Our vision for maths is to build on the small steps to encourage deeper learning. Please see the below documents to find out more about a mastery approach and what how we implement this at Mayplace:

Yearly overview of Mathematics Topics 

The mathematics curriculum at Mayplace is planned using a flexible approach to ensure appropriate time is spent on each topic – teachers continue teaching a topic until the vast majority of learners understand to a reasonable depth. As a result, the yearly overview can be adapted to match the pace of the progress of each cohort, leaving space to revisit topics as required.  

Resources 

Mathematical concepts can sometimes be quite abstract. In order to support children’s conceptual understanding, different resources are used in maths lessons across the school. A number of resources are used for different maths domains, but the resources below are the main ones used by each year group. This ensures consistency across year groups and progression in the use of more abstract resources (eg: place value counters where the same sized counter represents different values).