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Maths Mastery

The Maths Mastery Approach

  • Depth before breath –a rigorous and systematic programme that is developed to ensure every child can achieve excellence.
  • It provides a deep understanding of the subject through a Pictorial, Concrete and Abstract approach.
  • Mastery – when a concept or skill can be applied over time in a multiple of ways and to an unfamiliar setting
  • A child’s mindset is more important than prior attainment.

Sherborne Primary School will be using the Singapore Maths No Problem scheme from September 2017. The scheme is fully aligned with the National Curriculum. It is the only scheme recommended by the DfE for the teaching of Mastery in Maths.

A range of parental videos are available to help understand the methods pupils will be using in school. Please click on the video image below to watch.

In Sir Peter William’s independent review of mathematics teaching in early years settings and primary schools. He commented on the very notion of parents openly admitting their feelings of unease about the subject of mathematics.

“The United Kingdom remains one of the few advanced nations where it is socially acceptable, fashionable even, to profess an inability to cope with mathematics. That is hardly conducive to a home environment in which mathematics is seen by children as an essential and rewarding part of their everyday lives.”

It is not often that we hear parents boasting about their inability to read, so why is it perceived to be acceptable for mathematics? Many parents do genuinely want to help their children and play an active part in their education, but simply don’t know how. If both schools and parents are setting their sights on the same goal – helping their children to achieve their very best – then how can we all work together?

One of the initial hurdles might be convincing parents of the real value of supporting their children with their maths, and avoiding comments such as ‘I’m not a teacher, that’s why we send them to school’. When we calculate exactly how much time they spend at school compared to that spent at home with parents or carers, the results are quite astonishing. In fact, based on a child attending school every day for seven hours, for 39 weeks of the year, they are still at home over 80% of the time! That time could be a wonderful opportunity for parents to explore rich, meaningful mathematics with their children.

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