Mastery Maths Teaching and Learning Philosophy at Goldington Green Academy

At Goldington Green Academy we pride ourselves in our innovative and forward thinking pedagogy and curriculum.

As a result of researching different models and styles of Maths pedagogy and the positive impact on standards these have, our school has decided to adopt and adapt the Shanghai model of Maths Mastery.

In a Maths lesson at Goldington Green Academy:


  • Children across all key stages use concrete manipulatives, pictorial and abstract (equations) representations to support their understanding of mathematical concepts and to encourage independent learners. IMPACT – As a result children develop their own preferred strategy to solve problems, supporting children in being secure in mathematical concepts, thus increasing the number of children achieving ARE and all children make at least good progress.

  • Children apply their fluency skills covered in both daily maths and maths basic skills sessions to solve problems related to newly introduced mathematical concepts. IMPACT – As a result children demonstrate a deeper understanding of number facts interrelate to other mathematical concepts, thus contributing towards children making good progress and achieving ARE/ ARE+.

  • Children work collaboratively to investigate and solve mathematical problems, including critiquing and developing each other’s learning, using age appropriate mathematical language effectively. IMPACT – As a result children reason, apply and share their knowledge to deepen their understanding through learning from each other; contributing towards children achieving ARE/ARE +.
  • All children work with the class teacher to complete guided practice questions. For those children who are working significantly above or below ARE, teachers use their professional judgement to ask these learners personalised questions and guided practice opportunities to meet their learning needs. IMPACT - As a result all children are challenged, have their learning needs met and thus make at least good progress.

  • Children recite stem sentences, which are also displayed in the classroom to support their learning. IMPACT - As a result all children remember key points of their learning by rote and apply this to their learning and thus make at least expected progress.

  • All children complete the same intelligence practice activities. The class teacher uses their professional judgement and children use their understanding of metacognition and growth mindset to move their learning on at a pace and level appropriate to their learning needs. The class teacher provides children with the next step in their learning, challenge/ reasoning activity; which deepens children’s’ understanding of a mathematical concept. Those children who are working at significantly below ARE, a personalised curriculum is planned and delivered. IMPACT - As a result all children’s needs are met and thus meet their learning potential; children are secure in their learning which can be applied to different concepts and as a result all children are exposed to achieving ARE+ and at least good progress is made by all children.
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    Through adopting and adapting the mastery approach: exposing all children to all levels of learning, providing fluency opportunities, teaching children to solve problems using a wide range of strategies and providing children with reasoning opportunities; we believe that we are supporting all of our children in being the best that they can be.


    Maths Policy