Mastery MathsLIPA Primary School

At LIPA Primary School we believe Maths is an integral part of a

child’s education to prepare them for the future.

Our intent is to teach a rich and balanced mastery curriculum, enabling children to

use their Maths knowledge to problem solve, reason and develop fluency in all

areas. We want our children to enjoy the subject and see the Mathematics that

surrounds them everyday, developing vital life skills. Our curriculum allows them to

apply these skills with confidence, resilience and a clear understanding when

solving problems in all areas of the curriculum.

In our implementation of mastery mathematics at LIPA Primary School, we aim to:

• Ensure that in our mastery planning there is full coverage of the National Curriculum

objectives through the use of the School Improvement Liverpool Maths Plans supplemented

with White Rose Hub schemes of work and NCETM mastery resources.

• Provide opportunities for the three core aims of the National Curriculum; Fluency, Reasoning

and Problem Solving to be integrated into every Maths lesson.

• Teach a range of appropriate age-related calculation strategies, formal and informal, written

and mental, in line with the school Calculation Policy and progression documents. This will

ensure clear progression and consistency of teaching throughout the school.

In our implementation of mathematics at LIPA Primary School, we aim to:

• Ensure that all children are provided with appropriate age-related and challenging tasks

• Instil an enjoyment and love for mathematics all our children through engaging and interactive

lessons and interventions.

• Enable children to have opportunities for mathematical thinking and discussion

• Provide opportunities for children to demonstrate and use their mathematics in real life situations

• Encourage a fascination for mathematics and the manipulation of numbers

• Use the outdoor environment, where appropriate, to further develop their understanding

• Encourage children to take responsibility for their own learning and become independent learners.

• Provide opportunities for mathematical skills to be applied in Project Based Learning contexts

The impact of our Mathematics curriculum is that children will be confident, able

mathematicians who understand the relevance of the what they are learning and

how it can be used in real-life situations. We have fostered a learning environment

where Maths is seen as a fun subject, where mistakes are welcome and resilience is

promoted throughout. Our children demonstrate a growth mindset in this subject

and they make measurable progress against their targets.

Our Mastery Maths lessons encourage a love for

learning, through a structured format, giving children

the opportunity to discuss, problem solve, reason and

explore mathematical concepts in every session.

The foundations of each new unit in Maths is

underpinned by the CPA approach to learning-

Concrete, Pictorial and Abstract.

Concrete: using equipment and real life objects to understand the

mathematical concepts and ideas being taught.

Pictorial: drawing pictures, diagrams and bar models to represent

their understanding of a mathematical concept.

Abstract: using numbers and symbols to show their clear, secure

understanding of the mathematical skill/concept.

Throughout every maths lesson, all

children are taught to think at a

mastery level, through questioning,

discussion, opportunities to

investigate and explore

mathematical concepts and the

encouragement to ‘have a go’.

Teachers promote a ‘can do’

mindset in all lessons through the

‘small steps’ approach and children

are supported, when needed, by

working in mixed ability partners

and through targeted, tailored

interventions.

Our mastery lessons are designed so children move through their mathematical learning at roughly the

same pace. This is supported by the small steps sections of each lesson, giving children chance to discuss

and work together to solve a range of questions/problems.

• Brain Boost- every lesson starts with a picture, real life scenario or discussion question to enable our

children to immediately be ready to learn and awaken their love for Maths.

• Problem Buster Time- next children are given a real life problem to solve as a whole class, pair or

independently. The problem will be challenging and linked to the lesson’s main concept/skill.

• Question Time- this is an opportunity for children to generate mathematical discussion and to

further develop their vocabulary through questioning and use of the ‘Maths Mouth’, which is part of

their class’ working wall display.

• Main Input- children are taught either a new skill or the next part of the mathematical sequence they

are currently learning, through interactive, scaffolded teaching. This is where the concrete, pictorial

and abstract approach is modelled by the teacher. During this part of the lesson children are

constantly encouraged to share their ideas with their peers, creating a ‘buzz for learning’.

• Task- this is an opportunity for children to work either independently, with their partner or be

supported by an adult to complete the work given.

• Challenge- every lesson ends with a mathematical problem/challenge to further deepen the children’s

understanding and develop their reasoning skills.

Our learning environments promote a love for Maths, through interactive working walls and displays

to support children’s understanding. They promote real life Maths through the images, activities and

problems displayed. The working walls play a central part in every mastery Maths lesson and are added

to, adapted and referred to throughout lessons, ensuring children use them to become independent

and confident mathematicians.

Our Maths curriculum is not just restricted to our mastery Maths lessons. It is promoted throughout all

aspects of school life. An integral part of this is the use of our Project Captains, who encompass the skills

and qualities a confident, resilient mathematician needs.

As Captain Problem Buster, children are encouraged to solve challenging problems and enjoy the process of finding

out the answer, e.g. working out the area of a performance space in m².

As Captain Explorer, they are given opportunities to explore the relationships of numbers and make connections

within other areas of curriculum, e.g. creating a chronological timeline in History.

As Captain Resilience, children are encouraged to ‘have a go’ and teachers model a ‘can do’ attitude towards Maths,

e.g. being encouraged to use their mathematical skills during projects and not being ‘scared’ to get the wrong answer.

As Captain Performer, they are given opportunities to take part in mathematical discussions and share their reasoning,

e.g. through the use of the Seesaw Class app- when children can record their verbal reasoning and share with their class.

As Captain in Charge, children are encouraged to find new ways of doing things, e.g when creating, devising their

own project outcomes as a team, using strategies such as ‘trial and error’ to lead their group to success.

As Captain Creative, they are taught to think about Maths in lots of different ways and to use their knowledge to

make new things, e.g creating a Fibonacci Spiral in art.

I love Maths because you use it in your

everyday life. I also like Maths because it is

very fun. My favourite part of Maths was

learning about the column method.

Nora Y3

I love Maths because I like the column

method and I like to challenge myself.

Charlie Y3

I think Maths is very fun. I enjoy using my

Maths toolkit to help me understand. Also I

like using my times tables to answer questions.

Myla-Leigh Y5

Maths make me use my brain. I like sitting

next to my Maths partner. I can help her if

she is stuck and she will help me when I find

something tricky.

Jordan Y5

I love the challenge and learning about Maths

because it teaches us about everyday life. My

favourite part of Maths is Problem Buster

Time as I like a challenge.

Lilyth Y5