In the Riviera Education Trust mathematics is taught using the principles of Teaching for Mastery and planning is underpinned by the 5 big ideas:

• Coherence
• Mathematical thinking
• Representation and structure
• Fluency
• Variation

We believe pupils develop mathematical understanding through connecting new mathematical ideas and concepts to previous learning. Teachers use S-planning to ensure maths lessons are a carefully sequenced conceptual journey. New concepts are taught through the use of carefully chosen models and images, which reveal the structure behind mathematical concepts and build understanding from year to year.

Pupils practice new learning, using a range of examples to deepen understanding, as well as applying their learning in a range of non-standard problems. We believe it is important for pupils to gain automaticity in basic number facts and procedures so time is given to develop mathematical fluency, which is planned and taught regularly.

We believe that all pupils should have access to high quality tasks and expect the majority of pupils to move on at broadly the same rate. Those pupils who grasp concepts quickly are provided with opportunities to deepen  their understanding rather than simply moving onto new mathematical learning. To support pupils who are in danger of falling behind, we use pre-teaching and assigning competence as an intervention to enable more pupils to take an active part in mathematics lessons.

Implementation plan

Every year begins with ‘a week of inspirational maths’ that is used for children to understand what it means to be a mathematician and explore mathematical behaviours. This work is drawn on throughout the year. The long term plan begins with number and place value to secure the basics and build on these skills throughout the year. Power maths textbooks are used from Year 1 to 6 to support coherent planning through these sequences. Maths is taught through daily maths lessons. Each Maths lesson begins with a 10 minute fluency session to build on automaticity and the basic knowledge and skills. Before moving onto the new learning of the day. In reception and KS1 this follows the NCETM’s mastering number program and KS2 this focuses on multiplication facts fluency and automaticity within written calculations. Fluency can be completed in a variety of ways, for example using a counting stick, time tables, triangles, buddy systems, dice activities. 

In reception, they develop children's number sense through counting, composition (knowing 2 and 3 is 5 and 4 and 1), cardinality (1,2,3,4 the name of the last one is 4 and the total of the set)  and comparison. In KS2, Maths lessons usually begin with a discovery task where children work collaboratively to explore a new concept in maths. This provides opportunities for productive struggle within a safe environment as well as activating pupils' prior knowledge (asking themselves what do I know already to help me with this). New concepts are introduced in maths lessons in small conceptual steps with opportunities for pupils to practise new skills through carefully chosen questions and activities. Pupils are given opportunities to apply their knowledge in investigative and problem solving activities where they develop their ‘mathematical super powers’: conjecture and convince; organise and classify; imagine and express; specialise and generalise. Each sequence's learning journey is exemplified through a working wall. 

Maths will be sequenced as followed: