Mathematics is a key aspect of the curriculum. Our aim is to achieve two things: encourage and develop a lifelong love of maths and to teach pupils to be confident, fluent mathematicians, who can reason and problem solve successfully, as skilled and competent adults.

At Mersey Primary Academy, we have implemented a mastery approach for the teaching of mathematics. This enables all pupils to move through the programmes of study at broadly the same pace. Underpinning this, is the belief that all pupils can achieve in maths, no matter where they are on their journey. This ethos maximises the potential of every pupil’s ability and academic achievement. Such an approach will develop their confidence and competence in three key areas:

To become fluent in the fundamental of mathematics

To be able to reason mathematically

To successfully solve problems by applying their mathematics knowledge.

Our intent is that pupils, who grasp concepts rapidly, should be challenged in a timely manner. These pupils will be presented with questions that require deeper thinking and understanding, before any acceleration toward new content. Those who are not sufficiently fluent with earlier material should be given opportunities to consolidate their understanding.

Mathematics is taught progressively and sequentially across the academy and this begins as soon as the children join our Nursery.

In the Foundation Stage, we know that pupils should be taught through practical’ hands on’ learning experiences. There is a focus on mastery of early number. Frequent and varied learning opportunities across the setting all pupils to develop an understanding of relationships and pattern. They begin to reason with numbers as well as reason and problem solve through practical activities.

In Key Stage One, our aim is to ensure that pupils build on the fluency, reasoning and problem solving. We want them to have confidence and mental fluency with number, space and measure. Pupils will have different opportunities within the sessions to use a range of methods that allow them to be effective learners. They will move to Key Stage 2 with the next step of applying their knowledge to more complex problem solving.

In Key Stage Two, our intent is that pupils will build on their prior learning to help them master approaches and solve complex problems. We ensure that all pupils continue through the Key Stage, on their mastery journey, with fluency and excitement. We ensure that this is frequently applied in their lessons. Our mission is for all pupils to successfully leave our academy prepared to continue on the mastery journey into Key Stage 3.

In Key Stage One and Two, we use a way of teaching mathematics called Same Day Intervention (SDI). SDI works perfectly to meet the needs of our pupils. By teaching using the SDI strategy, there are opportunities:

For direct teaching, modelling and scaffolding

For all pupils to work independently, in pairs or in groups

For all pupils to develop procedural fluency, varied fluency and reasoning and problem solving

For teachers to assess understanding and progress before either re-teaching, consolidating learning or extending pupils on the same day

To use structured models and images across the lesson.

Alongside SDI, pupils are taught to quickly recall times tables facts. This helps give pupils the confidence in all areas of mathematics. They become efficient, accurate mathematicians. We encourage and develop our pupils’ knowledge of times tables. We introduce exciting ways to learn these facts. The pupils enjoy participating and challenging themselves and others. The use of supporting resources helps to build competitiveness and drive the pupils to learn these basic skills. These are then woven into their daily life within school and it is our intent that pupils are fluent in their times tables up to 12 X 12 y the end of Year 4.

Throughout the school, we strive to have a culture where the pupils have a love of mathematics and are excited by number. We do this by inspiring pupils’ curiosity around the subject, through challenges and the wider curriculum.