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Primary Academy

Whole-School Policy


In EYFS we follow a Mastery style approach. Children are split into small groups of 5/6 for teacher led input time. This is talk based

Years 1-6

We base our main maths lessons around the high quality text book ‘ Maths No Problem’. Number fluency lessons are delivered everyday designed to improve and consolidate children’s number fact fluency skills.

Lesson structure and design

The learning journey

  • Each lesson has a very tight focus.
  • Enables all children to start at the same point.
  • Some take learning deeper.
  • Some go even deeper still- mastery with greater depth
  • All children remain on the same journey

Lesson Structure.

  • Teacher led/talk partners (30 minutes)
  • Independent practice (30 minutes)

Practice to support number fact fluency e.g. number bonds, x tables, algorithms is taught separately.

Talk partners.

  • Mixed ability.
  • Think carefully about dynamics of pairings.
  • Teach children what a good talk partner is/is not.
  • Teacher models accurate use of mathematical language.
  • Children answer in full sentences.
  • Stem sentences are used to support children’s explanations
  • Rapid graspers need to understand the levels of understanding- if you really understand deeply you can explain to someone else.

Cognitive Domain
Depth of Understanding

Resources and Representations of Mathematics   
Resources used to help build concepts



Resources and
Representations of Mathematics

  • Resources for all children
  • Scaffold learning when children are struggling.
  • Support greater depth of thinking and explanation, allowing children to take their learning deeper.

Lesson design- teacher led

  • Learning centred around solving problem in In Focus.
  • Steps in learning demonstrated in lets learn.
  • Create series of mini-challenges for talk partners to investigate.
  • Feed back to class at each step in learning.
  • Create working wall.

Think about:

  • What exactly do you want the children to learn- this becomes your stem sentence. ( Display, repeat throughout lesson)
  • Teacher questioning at each step.
  • Build challenge and depth into each stage.


  • Step by step journey through maths
  • What stays the same, what is different
  • How does this draw out the intended learning.
  • Very Important to understand the variation in your lessons.

Lesson design-Independent practice.

  • Children work silently and on their own.
  • Assessment tool.
  • Immediate teacher intervention with children who are struggling.
  • Journaling task.
  • Dong nao jin
  • Dong nao jin at greater depth

Mastery and Depth


To be able to use mathematical concepts, facts and procedures appropriately, flexibly and fluently.

To use reasoning both to explain known mathematical concepts and procedures and to use them to solve problems.

All children are entitled to think this deeply about the maths! But some will go even deeper!


  • Independent
  • Steps to success mirror and extend learning surrounding In Focus.
  • Achievable for all.
  • Some children will take this deeper.

Not all children will achieve this in every lesson- each child’s journey is different

Mastery with greater depth

To solve non-routine problems (i.e. where the approach is not immediately obvious) demonstrating creativity and imagination.

To explore and investigate mathematical contexts and structures, to communicate results clearly and systematically and to explain, generalise and prove results.

动脑筋  (dong nao jin)

A regular part of a lesson.

Sometimes it is:

  • A challenging question for students,
  • A “trap” for students.
  • Very “tricky” which may let the students “puzzle” again
  • It is an opportunity help student think about the knowledge in another way.

(Li Dong- A Shanghai Teacher)

The Essence of Teaching for Mastery

  • Every lesson should be accompanied by practice
  • Ensure the practice includes variation
  • Ensure the practice includes dong nao jin questions and dong nao jin with additional challenge

Those who answer the dong nao jin with additional challenge consistently provide evidence of greater depth.