At Sidbury CE Primary School we have adopted the principles and practices of teaching for mastery in mathematics in order to deliver the three aims of the National Curriculum: fluency, reasoning and problem solving. These principles and practices permeate everything we do and underpinning this pedagogy, is a belief that all children can achieve in Mathematics. We aim for our pupils to display positive approaches to mathematics and develop attitudes that embrace challenge.

We believe in promoting sustained learning and deepening understanding within equitable classrooms by employing a variety of mastery strategies; teaching for conceptual understanding is at the heart of everything we do.  

Our approach aims to provide all children with access to the curriculum and a ‘mastery in mathematics’ through fostering growth mindsets. We aspire to create independent, resilient mathematicians who are well-equipped to apply their learning to the wider world.  



In classrooms you will see:  

  • Maths lessons planned and delivered in line with NC objectives. 
  • Fluency embedded into each lesson, with additional practice sessions outside of the lesson where appropriate, to ensure that all children are competent and develop their rapid recall. These include opportunities to develop number facts, multiplication and division facts and efficiency in the four operations. Fluency in number practise is also provided through the use of Mathletics and times tables programmes. 
  • A recognition 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. 

  • Time 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.

  • Use of manipulatives and representation to expose the structure of the mathematical concepts being taught.  
  • Talk and discussion to encourage children to verbalise their thinking using mathematical vocabulary. 
  • Opportunities to investigate and deepen understanding through dialogue, including questioning, explanation and demonstration.
  • Differentiation to ensure that all children’s learning is deepened and broadened without restricting their potential attainment.  



By the time children leave our school we aim for children to be confident and competent mathematicians who are fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They will have the skills to solve problems by applying their mathematics to a variety of situations with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios. Children will be able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof – using mathematical language.  

Assessment of learning is carried out during each lesson to ensure that children do not fall behind, and to inform future planning. As well as this, children are assessed at the end of each block of work and at the end of each term.