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Success We have had many successes this year. Our children have a greater knowledge of number, and in many year groups this has transferred into a greater use of mental strategies when completing calculations. The children in Key Stage 1 and lower Key Stage 2 have fully embraced the approach and are competent in using models to decode problems; consequently, they have developed their mathematical thinking. I was beaming with pride as I marked the Key Stage 1 maths papers as the children applied all of the skills they had been taught. Our higher ability children excelled and demonstrated a deep understanding, whilst a small group of children that in the past would have scraped ARE, proved they had become confident mathematicians and applied themselves in the test. However, our Year Six children’s previous habits were hard to break. In hindsight, would I have rolled out the approach differently and only focused on Key Stage 1? I think I still would have done the same as I strongly feel that the children have left our school understanding mathematical concepts better than they did previously. Integrated learning We plan to continue our journey following a mastery approach, and a key focus will be developing our staff’s knowledge and learning to dissect mathematical approaches. We aim to introduce teachers to working in triads to observe lessons and discuss the approaches afterwards. This will follow a similar approach to the Teacher Research Groups (TRG) that I will be continuing to run next year. Also, we have further developed our plans based on our learning from this year. As the year progressed, many teachers were discussing how they would link more topics to number and calculation rather than teach these as stand-alone topics. Conversion between metric measures is a prime example of this. Plans have also been put in place for the number strand of the curriculum ready for September based on these reflections. Lesson design is vital, and this will be our primary focus in the next academic year. Crafting lessons by using a range of representations and controlling variation is the key to delivering a highly effective mastery curriculum. I would strongly recommend that primary schools adopt this approach to maths; however, I strongly believe that Mastery in Maths is not just a scheme to follow. It is about having highly skilled teachers that can teach tricky concepts in a controlled way. The 5 ‘big ideas’ as set out by the NCETM is a guide to some of the elements of mastery, and should not be seen as a tick list. I look forward to seeing our children develop as mathematicians next year. I hope that they come back in September showing a good understanding in this subject and that the time spent this year deepening their understanding begins to pay its rewards • About the author, Paul Johnson Paul has been teaching for over 15 years in a number of Primary Schools, and has led Maths for the past 11 years. Throughout this time, he has always been passionate about children developing a deep understanding of concepts rather than being taught mathematical rules. He is a PD Lead and Maths SLE, and has delivered training to a number of schools on the use of models and representations. He continues to develop his own practice and is now a NCETM Primary Mastery Specialist. Page 18 | <strong>Issue</strong> 3 | <strong>innovatED</strong> | <strong>Autumn</strong> <strong>2019</strong>