A proud member of the Diocese of Sheffield Academies Trust (DSAT)


Andover Street, Sheffield, South Yorkshire S3 9EF

0114 2760 472

Maths Mastery

Mathematics Statement of Intent Aims and Implementation 

Click on the box above to for our Year Group Plans

Mathematics Statement of Intent: 

We want our children to receive an exceptional mathematics education where all pupils develop the knowledge, skills and habits necessary to master mathematical concepts. 

This will be done by delivering a carefully planned, sequential curriculum which develops the children’s ability to think mathematically and enhance their life choices. 


Aims of Mathematics Curriculum: 

  • All pupils become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. 
  • All pupils reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language 
  • All pupils can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. 

What does Maths look like at Pye Bank? 

Maths Meetings F- Y2 

The intention of Maths Meetings is to give pupils daily opportunities to retrieve and embed a range of skills within key areas of mathematics.  These sessions are shorter and focus on a range of specific key objectives each day including number bonds, times tables, money and dates. These are strategically mapped out across the year. These sessions allow pupils to retrieve information, practise and embed a skill within their long term memory. Pupils embed their skills and are able to apply these skills within the main maths session. 


Essential Skills: Y2- Y6 

The intention of Essential Skills sessions are to give pupils daily opportunities to return to key skills within mathematics allowing pupils to retrieve and practise the most efficient methods. The sessions are designed to support pupils in developing their number sense and ensure skills are embedded in their long term memory.  


Mathematics Implementation at Pye Bank School: 

Lesson Design: 

  • All lessons are carefully structured within a well-crafted sequence of learning 
  • Throughout each lesson there is a narrow focus, which follows on from the previous session; with depth, fluency variation, precise questioning and dialogue between teacher and pupil and pupil to pupil with constant assessing of conceptual and procedural knowledge 
  • Concrete resources allow pupils to explore and support the sequential learning taking place 
  • A range of direct whole class teaching and an emphasis on independent exploration and guided practice, allows the children to grapple with mathematical content. 
  • Teachers and Teaching Assistant’s circulating, providing oral feedback to support and consistently challenge pupils learning allowing rapid progress (less teacher talk more pupil talk).  
  • Rapid Intervention sessions carried out during the mathematics lesson or sessions later in the day to support those pupils that need more input and support. This is to ensure that the majority of pupils continue to work at the same pace. 
  • More able children and those ready to move on, being challenged further with deeper problem solving and investigative tasks encouraging them to think harder.  

What to expect to see in Maths Journals: 

  • Evidence of children practising the fluency of a skill with a degree of accuracy, with questions which are progressive and encourage pupils to think deeper, moving into pupils’ reasoning and explanations for their answer (the answer is the starting point).  
  • Pupils solve problems daily applying the skills taught 
  • Clear evidence of progression and differentiation through carefully chosen tasks which take pupils on a journey to master a concept and then further, Greater Depth challenges for those pupils who are ready to take their learning further. 
  • Children who have received additional adult support or rapid Interventions will be clearly indicated within the Learning Journal and questions to support this will be evident. 
  • The majority of pupils work will be marked in lessons where possible with adult support to correct misconceptions or identify next step tasks to deepen pupils understanding of a concept. At times, pupils are also encouraged to take ownership of the marking process and to self-assess the next steps in their learning.  

Maths Meetings in FS and KS1: 

  • Pupils will be part of a 15 minute Maths Meeting session each day. 
  • Pupils will be practising daily, a range of key objectives which have been mapped out throughout the year to ensure retrieval practice and embedding of skills 
  • The majority of this session will be mental; however there will be opportunities for pupils to record on whiteboards to support understanding and for teachers to assess understanding. 
  • Pupils will be assessed on one of the objectives once every 10 days.  This will be recorded in the back of their learning Journal and dated. 

What to expect to see in Essential Skills in Key Stage 2 and in Year 2: 

The Essential Skills will provide pupils the opportunity to practice a specific mathematics skill. The books will show regular practice of mental and written arithmetic skills in order to enable pupils to embed key skills. Each objective will be revisited throughout the year and as skills are built upon within the main session, fluency of skills will be continually retrieved. 

  • The pupil books will demonstrate regular practice of all four operations and key objectives for mathematics which are carefully mapped out throughout the year.  
  • There will be, 10 questions per session which the pupils will have completed within a 10 minute period 
  • These will have been carefully designed supporting the pupils to make connections between the maths they are doing 
  • A new skills will be practised and embedded each week. 
  • There will be a variety of pupil and teacher marking throughout and opportunities for pupils to return to mistakes.  Misconceptions will be addressed either during the lesson or at another time.