‘Teaching for mastery’ refers to classroom practice that gives pupils the best chances of acquiring a deep, long-term, secure and adaptable understanding of the subject. It is research and evidence-based and as such is recommended by the Department for Education (DfE) and the National College for Excellence in the Teaching of Mathematics (NCETM).

At Braywood CE First School, we now have a fully embedded ‘teaching for mastery’ approach:

• Firstly, pupils are taught by their class teacher as a whole class rather than in attainment sets. There is much evidence to support that not setting improves long-term outcomes for all pupils, regardless of their current attainment level, and in addition, it promotes a Growth Mindset. We very much want to send the message to every child that we are all mathematicians. We will, of course, continue to ensure within this approach that all pupils will be suitably supported and challenged.
• Secondly, we have invested in a high-quality DfE approved scheme called White Rose Maths. This consists of online tools to support teachers with planning and teaching as well as practice books for the pupils’ independent work. By using this scheme, we will ensure a consistent and cohesive approach across the school, alongside providing opportunities for teachers’ professional development.
• In addition to the above, practical resources are used both in the teaching and modelling and the pupil-led activities, and pupils are encouraged to represent problems in different ways to show their maturing grasp of key concepts taught.

We are also big believers that “deep learning takes longer, but lasts longer”. Deep learning happens when skills and knowledge are applied in a variety of contexts.