Welcome to Mathematics at Newfold

"In Mathematics, children develop knowledge, skills and understanding through a consistent Mastery approach throughout all phases of school. This allows pupils to become confident, fluent, resilient and deep-thinking mathematicians; equipping them with the skills of calculation, reasoning and problem solving that they will need in life beyond school."

What's New ?

Pupil Voice

We asked all phases of school some of their opinions on Mathematics at Newfold

Take a look at some of our work from Key Stage 1 and 2 from the Autumn Term.

Teaching for Mastery 

Mastering Mathematics means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject. At Newfold we truly believe in this approach and have been 'teaching for mastery' since its introduction in Great Britain.

The essence of teaching for mastery. 

• Maths teaching for mastery rejects the idea that a large proportion of people
  ‘just can’t do maths’.
• All pupils are encouraged by the belief that by working hard at maths they can
  succeed.
• Pupils are taught through whole-class interactive teaching, where the focus is
  on all pupils working together on the same lesson content at the same time,
  as happens in Shanghai and several other regions that teach maths
  successfully. This ensures that all can master concepts before moving to the
  next part of the curriculum sequence, allowing no pupil to be left behind.
• If a pupil fails to grasp a concept or procedure, this is identified quickly and
  early intervention ensures the pupil is ready to move forward with the whole
  class in the next lesson.
• Lesson design identifies the new mathematics that is to be taught, the key
  points, the difficult points and a carefully sequenced journey through the
  learning. In a typical lesson pupils sit facing the teacher and the teacher
  leads back and forth interaction, including questioning, short tasks,
  explanation, demonstration, and discussion.
• Procedural fluency and conceptual understanding are developed in tandem
  because each supports the development of the other.
• It is recognised that practice is a vital part of learning, but the practice used is
  intelligent practice that both reinforces pupils’ procedural fluency and
  develops their conceptual understanding.
• Significant time is spent developing deep knowledge of the key ideas that are
  needed to underpin future learning. The structure and connections within the
  mathematics are emphasised, so that pupils develop deep learning that can
  be sustained.
• Key facts such as multiplication tables and addition facts within 10 are learnt
  to automaticity to avoid cognitive overload in the working memory and enable
  pupils to focus on new concepts.

A Guide for Parents - Teaching for Mastery