Maths
Maths at Middle Barton School
At Middle Barton School, a positive attitude towards mathematics is encouraged amongst all of our pupils in order to foster confidence and achievement in a skill that is essential in our society. We deliver this through an exciting and inclusive curriculum which challenges and deepens the mathematical understanding of our pupils.
We are committed to ensuring that all pupils achieve mastery in the key concepts of mathematics, in order that they make genuine progress and develop skills for reasoning, enquiring and problem solving. Assessment for Learning, an emphasis on number sense, communication and conceptual understanding to develop mathematical thinking are therefore essential components of Middle Barton School’s approach to learning in mathematics.
Our maths and calculation policies can be viewed by clicking the links on the left hand side.
Our Aims

To enable pupils to use their mathematical skills and knowledge confidently, now, and in the future

To develop the ability to think clearly and logically, with confidence, flexibility and independence

To develop a deeper understanding of mathematics through development of number sense, a process of enquiry and investigation from an early age

To develop fluency in the fundamentals of mathematics

To develop an ability and inclination to work both alone and cooperatively to solve mathematical problems

To develop strategies to allow pupils to work efficiently

To develop personal qualities such as perseverance, independent thinking, cooperation and selfconfidence through a sense of achievement and success

To give children regular opportunities to develop maths understanding through the use of ICT within the context of the maths lesson
Mastery Approach to Maths
The National Curriculum (2014) for mathematics aims to ensure that all pupils:

become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions
The process of mastering maths  a gradual, accumulative process experienced as a pupil goes through school  creates a tool for life. It is immeasurably more valuable than the short term ability to answer questions in tests.
Is mastery new? No! There’s nothing new about the desire to help pupils develop a deep understanding of the subject. But the widespread use of the word ‘mastery’ in relation to maths teaching and learning is relatively new, and it is a useful label that encapsulates the key aim of developing deep understanding.
Significantly, though, some of the implications of adopting mastery approaches to teaching maths are new. One of these is the move away from labelling pupils as ‘high ability’ or ‘low ability’ and giving them different tasks. Another is the approach, especially in the early years and Key Stage 1, of reducing the amount of mathematical topics handled in class, but taking longer over each one, so that early understanding is cemented more sustainably.