At Rednal Hill Junior School we teach for mastery, equipping children with the skills of fluency, reasoning and problem solving that they need in life beyond school. Pupils across a year group will usually move through the programmes of study at the same pace. There are opportunities for deepening understanding for rapid graspers and scaffolds to support struggling learners. Conceptual understanding is taught in tandem with procedural fluency in order to deepen mathematical thinking. Children will then apply their understanding through real life problem solving activities.
Maths is taught daily at Rednal Hill Junior School. Lessons last an hour and are taught discretely through a mastery approach. We believe that the three aims of the National Curriculum should be addressed every day, Fluency, Reasoning and Problem Solving.
Lesson begin with a problem, instead of ‘Let me teach you …’ as a starting point, children are encouraged to explore the problem themselves this is referred to as the anchor task. Children then practice on whiteboards before attempting the do it, twist it, deepen it elements of the lesson within their practice books. Finally, children will journal their thinking at least once a week or at a point when the teacher believes the children can demonstrate new learning. Journaling takes place in a separate book to their maths practice books.
The whole class is taught together, lessons are scaffolded and depth is available for children at some point within the lesson. However, activities will not be differentiated unless there is an identified need to do so.
We use the WhiteRose scheme of Learning to inform our planning. We spend longer on topic areas, rather than revisiting topics term on term.
We recognise that a lack of fluency skills can be detrimental to the progress children make when accessing problem solving activities. To address this we have an additional 10 minutes of Maths every day. This is separate to the Maths hour and is based on the fluency needs of the class.
Children also have access to Timestable RockStars. This is used to support children’s fluency and rapid recall of multiplication facts. Children are encouraged to access this resource inside and outside school and are rewarded with certificates for their participation.
To support our children’s understanding of mathematical concepts teachers plan for rapid intervention for those that have struggled to grasp a concept. This is delivered prior to the next maths lesson.
- Daily assessment for learning opportunities through marking, pupil observations and discussions evidence progress.
- Work in books is of a good quality for their age and ability.
- Termly Maths tests evidence progress and are used to support teacher assessments.
- KS2 MTC demonstrate knowledge and skills taught.
- KS2 SATs tests demonstrate knowledge and skills taught.
- Monitoring opportunities in school demonstrate pupils can apply taught mathematical skills independently.
- Pupils talk with passion during pupil conferencing about their learning in Maths.
At RHJS we have been working very closely with the Central Maths Hub and the National Centre for Excellence in the Teaching of Mathematics (NCETM) to move our teaching practices forwards. We ran workshops during last year to explain the changes to parents, but if you were unable to attend, the key elements of mastery are set out below;
- The essential elements of maths teaching for mastery are contained in this paper, published in June 2016
If you have any questions regarding our maths curriculum please just talk to Mr. Flanagan, our Primary Maths Mastery Specialist Teacher.
Mr. C. Flanagan
If you'd like to find out more please contact me via the school office using:
Tel: 0121 453 2520 or
Yearly Overviews for Y3 to Y6
Year 3 Planning and assessment documentation
Year 4 Planning and assessment documentation
Year 5 Planning and assessment documentation
Year 6 Planning and assessment documentation