The Glyn Learning Foundation


Maths at Danetree

Maths is a fundamental part of everyday life. It is critical to science, technology and engineering and a necessity for employability. Our high-quality maths education at Danetree provides a foundation for understanding the world, an ability to reason and encourages a sense of enjoyment and curiosity about the subject. Teaching for Mastery offers all pupils the opportunity to access the full maths curriculum: building self-confidence and resilience in every child regardless of their starting point.

As a school, we follow the NCETM and the White Rose scheme for maths, both of which adopt small step teaching to mathematical concepts so that all children can achieve. Below is further details about the maths mastery approach. Pupil's are taught as a whole-class moving at the same time before moving forward, therefore leaving no pupil behind.

The Essence of Maths Teaching for Mastery 

  • Maths teaching for mastery rejects the idea that a large proportion of people 'just can't do maths'.
  • All pupils are encourage by the beliefe that by working hard at maths they can succeed.
  • Pupils are taught through whole-class interative teaching, where the focus is on all pupils working together on the same lesson content at the same time, as happens in Shanghai and several other regions that teach maths successfully. This ensure the pupil is ready to move forward with the whole class in the next lesson.
  • Lesson design identifies the new mathermatics that is to be taught, the key points, the difficult points and a carefully sequenced journey through the learning. In a typical lesson, pupils sit facing the teaching and the teacher leads back and forth interaction, including questioning, short tasks, explanation, demonstration and discussion.
  • Procedural fluency and conceptual understanding are developed in tandem because each supports the development of the other.
  • It is recognised that practice is a vital part of learning, but the practice used is intelligent practice that both reinforces pupils' procedural fluency and develops their conceptual understanding.
  • Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. the structure and connections within the mathematics are emphasised, so that pupils' develop deep learning that can be sustained.
  • Key facts such as multiplication tables and additiona facts within 10 are learnt to automaticity to avoid cognitive overload in the working memory and enable pupils to focus on new concepts.

(National Centre for Excellence in the Teaching of Mathetics)


Page Downloads