When teaching maths for mastery, the whole class moves through topics at broadly the same pace. Each topic is studied in depth and the teacher does not move to the next stage until all children demonstrate that they have a secure understanding of mathematical concepts.

Time to think deeply about the maths

Students are given time to think deeply about the maths and really understand concepts at a relational level rather than as a set of rules or procedures. This slower pace leads to greater progress because it ensures that students are secure in their understanding and teachers don’t need to revisit topics once they’ve been covered in depth.

Builds self-confidence in learners

In a traditional primary school maths lesson, children are put in different groups and given different content based on their anticipated ability. This means that from an early age children are classed as those who can and can’t “do maths”. Teaching maths for mastery is different because it offers all pupils access to the full maths curriculum. This inclusive approach, and its emphasis on promoting multiple methods of solving a problem, builds self-confidence and resilience in pupils.

Differentiates through depth rather than acceleration

Though the whole class goes through the same content at the same pace, there is still plenty of opportunity for differentiation. Unlike the old model, where advanced learners are accelerated through new content, those pupils who grasp concepts quickly are challenged with rich and sophisticated problems within the topic. Those children who are not sufficiently fluent are provided additional support to consolidate their understanding before moving on.

Key Instant Recall Facts

As part of our ongoing effort to maximise our curriculum offer, we have introduced KIRFs as a whole-school program for raising standards in Maths.  KIRFs (Key Instant Recall Facts) are designed to support the development of the mental skills that underpin much of the maths work in schools. They are particularly useful when calculating, be it adding, subtracting, multiplying or dividing. An important part of maths development has always been rote learning of certain numeracy facts. For many years this has included practising times tables. We have added more structure to this throughout school with daily maths meetings or fluency sessions in every class.

Each half term children will be given Key Instant Recall Facts (KIRFs) to practise and learn at home as well as the work in school. These will be sent home on A4 sheets and include practical ideas for parents / helpers to assist children in grasping the key facts. It is important that they know these thoroughly and can recall specific facts instantly. Whilst children have a wide range of abilities in mathematics, the KIRFs are designed to be a set of facts that need to be learnt thoroughly as they build on each other year on year. Again, we stress that the children must aim to know their KIRF inside out, back to front and with instant recall.

We strongly encourage you to engage with your children in the learning of their KIRFs; fun, practical ideas are included on the sheet and should be undertaken regularly as part of their homework schedule. We know that, by internalising these key facts which have been carefully structured to build upon each other term by term, year by year, children will leave SMC with a much stronger foundation of mathematical understanding to build upon.

KIRF overview: