At Goldfinch, we want all of our pupils to be confident, competent and successful mathematicians. We aim for all of our pupils to have the ability to think mathematically, be curious, ask questions, solve problems and reason around mathematical concepts.
We use a Teaching For Mastery approach, which focuses on small-step learning in order to deepen understanding and encourage long-term retention. Teaching for Mastery encourages children to have a conceptual understanding of why they do what they do, rather than simply ‘how’. It supports pupils to use mathematical language, problem solve and as a result, approach their maths learning with confidence and enthusiasm.
At Goldfinch, we follow the NCETM curriculum prioritisation. The curriculum is designed and sequenced carefully to allow learning to be built on each year through small-steps, which enable all learners to achieve. The curriculum covers the full mathematics national curriculum and draws upon the ready-to-progress criteria from the DfE guidance.
Lessons are designed using the Five Big Ideas (NCETM), which are the fundamental characteristics for teaching for mastery:
We understand how important it is for children to have fluency in calculation and a confidence and flexibility with numbers from the early years. In EYFS and Year 1, we use Mastering Number (NCETM) in order to develop pupils’ number sense and secure firm foundations in mathematics, allowing them to be successful mathematicians in KS1 and beyond. Mastering Number uses a range of manipulatives and pictorial representations in order to support the learning of pupils, as well as focusing on language so children are able to clearly communicate their mathematical ideas. Mastering number is also used as an additional intervention for Years 2, 3, 4, 5 and 6.