At Threemilestone School, we follow a mastery-led model for the teaching of mathematics. This approach aims for pupils to aquire a deep, long-term, secure and adaptable understanding of the subject, with all of the elements combining to give pupils the best chances of mastering maths, being able to apply it to real-life contexts and developing a true passion for the subject – something we feel incredibly eager about.

We want our children to acquire a solid enough understanding of a concept that’s been taught to enable them to move on to more advanced material – going deeper for longer so knowledge is embedded. To achieve this, the sequences of learning at TMS follow a progression designed to enrich learning through the **5 Big Ideas** of mastery – **coherence, fluency, representation and structure, variation **and **mathematical thinking. **Every lesson at TMS contains these elements and this might be practically done using concrete resources or through written calculation. We refer to this model as ‘**do it, secure it’ and ‘deepen it’**. Here is a breakdown of what you might see in each strand:

The National Curriculum states that children should become fluent in the fundamentals of mathematics through varied and frequent practice, and this is the main aim of our ‘do it’ approach. While a part of this is about knowing key mathematical facts and recalling them efficiently, the ability to be fluent in maths gives pupils the resilience and understanding to delve deeper into all areas of mathematical learning. Regular development will allow them to build a stronger number sense and choose the most appropriate method for the task at hand. This will enable them to be better equipped to grapple with many variations of mathematical concepts and problems.

‘Do it’ should not simply be presented as a ‘list’ of non-varying calculations, but instead, should be delivered in a variety of ways (see examples). This will encourage critical thinking from the children so that they do not become over familiar with one format.

Being fluent is not simply about quick recall, it is about possessing a range of understanding so that the most efficient method can be called upon at the appropriate time.

Mathematical reasoning involves thinking through mathematical problems logically in order to arrive at solutions, and being able to do this means that you are secure in your understanding. Therefore, our ‘secure it’ mathematical learning should be rich with reasoning.

‘Secure it’ involves being able to identify what is important and unimportant in solving a problem and to explain or justify a solution. It is about encouraging the children to use what they do know, to work out what they do not know and making connections wherever appropriate or possible. This is why missing number and empty box problems will often be used at this stage.

In everyday life, we are faced with problems to solve through critical thinking and efficient working. The resilience and perseverance our children possess in order to tackle solving problems effectively can be strengthened through mathematics.

It is important that the ‘deepen it’ area of TMS mathematics provides the children with an opportunity to apply their previous learning in a contextual scenario. In order for the children to be able to ‘deepen’ their learning, they must first have a solid, fluent foundation of the fundamental aspects of the mathematics they are learning. For them to apply this knowledge to solving contextual, ‘real-life’ problems, they must also be ‘secure’ in their understanding. It is important that ‘deepen it’ is not just presented as a space for writing an answer with the words ‘explain it’ next to it. The aim of ‘deepening it’ is to give the children a purpose for applying the learning they have developed in the form of a true-to-life situation, so that they can see and experience why the learning is important. ‘Deepen it’ questions will often have more than a ‘one step’ process.

A daily maths lesson

This year, the children in EYFS, Year 1 and Year 2 have embarked on the Mastering Number project, created by NCETM. The reason we have invested in the Mastering Number project at TMS is so we can better secure firm foundations in the development of good number sense for all of our children in EYFS and KS1. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. This will help our children greatly with their mathematical understanding and ability to manipulate number as they progress through KS2.

Our Mastering Number sessions take place in EYFS and KS1 after lunch, 4 times a week, and provide wonderful opportunities to explore specific aspects of number in great detail, often in a practical way. These sessions occur in addition to our timetabled maths lessons and can be used to pre-teach new learning or retrieve previous learning. Mastering Number usually lasts around 10 minutes and comprises of a variety of different learning activities, focusing on subitising, number bonds, doubles, halves etc.

**End points (by topic) **

**1 progression map place value**

**2 progression map addition and subtraction**

**3 progression map multiplication and division**

**4 progression map fractions**

**5 progression map ratio and proportion**

**6 progression map algebra**

**7 progression map measurement**

**8 progression map geometry properties of shapes**

**9 progression map geometry position direction and movement**

**10 progression map statistics**

**EYFS 2024-2025**

**Year 1 2024-2025**

**Year 2 2024-2025**

**Year 3 2024-2025**

**Year 4 2024-2025**

**Year 5 2024-2025**

**Year 6 2024-2025**

**Examples of SEND adaptations in maths:**