Mathematics Statement of Intent
Learning Mathematics creates opportunities for and enriches the lives of our pupils. We aim to deliver a high quality mathematics curriculum which provides a foundation for understanding the world, the ability to reason mathematically, and a sense of excitement and curiosity about mathematics. We aim to equip our children with the conceptual understanding, skills and procedures that they need to solve problems in their everyday lives and in the future with confidence.
Mathematics is an inter-connected and highly creative subject that has been developed over centuries, providing solutions to some of the world’s most interesting problems. It is essential to everyday life, academic discipline and employment. At Rivington Foundation Primary School we are passionate about our pupils leaving primary school with a sound foundation in the fundamentals of mathematics and the ability to reason, problem solve and follow lines of enquiry. Central to this lays a sense of pleasure and curiosity about the subject we hope to foster throughout our whole school community
At Rivington, we teach Mathematics using a mastery approach. We also supplement our curriculum using a programme called Power Maths. These are high quality textbooks and practice workbooks that support our teachers to plan and deliver lessons and provide opportunities for our pupils to intelligently practise and refine their mathematical skills.
What is ‘Mastery’?
The teaching for mastery approach enables children develop their conceptual and procedural fluency without having to resort to rote learning. As a result, they are able to solve non-routine problems in unfamiliar contexts without relying on memorised procedures.
We all learn together…
In maths lessons at Rivington, where possible, the whole class moves through topics and concepts at broadly the same pace. We spend longer time on key mathematical topics and concepts in order to give all learners both the practice and depth of understanding they need. We believe that all pupils can access and understand the full mathematics curriculum. There is nobody who ‘can’t do maths’.
We challenge pupils by asking them to explore mathematical concepts in more depth rather than accelerate them onto new content. This has been found to have real benefits to children’s ability to access more complex mathematical ideas as they get older.
We learn deeply…
We give our pupils enough time to explore core concepts and ideas in mathematics at a deep level in order to foster their relational understanding. This slower pace and focus on depth eventually leads to greater progress because it gives all learners the chance to become secure in their understanding. As a result, each year we are able to build new learning onto children’s existing knowledge and it is not necessary to revisit learning from previous years.
We use representations…
At Rivington we use concrete apparatus (things pupils can touch, hold and manipulative) and visual representations (things they can see) to help children to visualise and internalise mathematical concepts, allowing them to access, conceptualise and solve problems. Through the consistent use of these apparatus and representation, our pupils gain confidence as independent learners to use resources and solve problems.
Why do we use this approach?
Our approach is developed from mastery teaching approaches and pedagogy used by China, Singapore and other high performing Asian countries. This has produced a high level of achievement for these nations. Pupils are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time. Concepts are developed in small, logical steps with particular attention given to fundamental concepts. This ensures that all children can master concepts before moving to the next part of the curriculum sequence, allowing no pupil to be left behind.
The Department for Education, the National Centre for Excellence in the Teaching of Mathematics (NCETM), the National Curriculum Review Committee and OFSTED have all emphasised the pedagogy of mathematics teaching developed in Shanghai and the mastery approach.
Power Maths is one of only two textbook resources currently available to schools for match funding through the Department for Education. In order to achieve this, the programme was required to participate in a 3-step independent evaluation process.
How can you help at home?
For more information about the facts children need to know in each year group please visit:
We believe the best help you can give at home is to find ways to show children that maths has purpose and relevance to their everyday lives. If your child is in Reception or Year 1, talk about the numbers you can find on the way to school. If your child is in the middle of the school, count up coins when paying for things and ask if you have received the correct change. Meaningful experiences with maths will not only help children see the purpose of learning maths but also give them practical experience with mathematical problems.
See below for a list of external resources to support learning at home:
National Numeracy Parent Toolkit – Helpful information about maths for parents.
Times Tables Rock Stars – Times tables practise.
My Maths – Games and activities (school subscription.)
BBC Super Movers – Activities promoting active maths.
Primary School Education – Activities covering a variety of aspects of maths.
Oxford Owl – A selection of games and activities.
Cbeebies – A selection of activities and games suitable for Early Years.
Top Marks – A selection of activities coving a range of areas of maths aspects
BBC Bitesize – Guides for all aspects of Maths
ICT Games – Maths games for various aspects.
A Maths Dictionary for Kids – Definitions for maths vocabulary, animated and interactive.
Arcademics – Games for a range of maths concepts.
NRICH – Information, games and activities for maths.
Where can you find out more?
If you have any questions or concerns about Mathematics at Rivington Foundation Primary School or the mastery approach please don’t hesitate to get in touch with any of the teachers or the Maths Lead, Mrs. Davies.