When teaching Maths for mastery, the whole class moves through topics at broadly the same pace. Each topic is studied in depth and the teacher does not move to the next stage until the children demonstrate that they have a secure understanding of mathematical concepts.

Pupils are given time to think deeply about the maths and really understand concepts at a relational level rather than as a set of rules or procedures.  Children are not introduced to column calculations until the end of year 4 as emphasis is placed on conceptual understanding and the children being able to manipulate numbers.

This slower pace ensures that students are secure in their understanding and teachers don’t need to revisit topics once they’ve been covered in depth.

Teaching maths for mastery offers all pupils access to the full maths curriculum. This inclusive approach, and its emphasis on promoting multiple methods of solving a problem, builds self-confidence and resilience in pupils.

Though the whole class goes through the same content at the same pace, there is still plenty of opportunity for differentiation. Those pupils who grasp concepts quickly are challenged with rich and sophisticated problems within the topic. Those children who are not sufficiently fluent are provided additional support to consolidate their understanding before moving on.