St Teresa's Catholic Primary School


Clairmont Road, Colchester, Essex, CO3 9BE


St Teresa’s Mathematical Mastery Vision

Mathematical Mastery is embedded, deep, connected and fluent mathematical learning that impacts positively on the progress of each individual in our school. Teaching for Mastery at St Teresa’s encompasses the thorough and creative mathematical teaching that already happens with the good aspects of the Shanghai model. Our teaching will use the four structures of Mastery: Representations, Mathematical thinking, Fluency and Variation. Through with these 4 headlines, as well as the creative minds of St Teresa’s, we intend on embedding a comprehensive and detailed conceptual mathematical learning journey for all in our classrooms.

So how will we achieve this?

  • By using small steps to children’s learning, the coherent journey begins, providing detailed scaffolds for all children, regardless of ability, to achieve and succeed. Mathematics can be an abstract subject, a variety of representations have the potential to provide all children to access and develop understanding to close gaps and move the mathematical learning journey forward.
  • St Teresa’s does not just teach for fluency on the 2016 National Curriculum. We develop fluency and procedures to become automatic so their minds become free to think about concepts and apply the skills to problem solving scenarios.
  • The role of repetition enables the teachers to provide a sentence stem for children to communicate their ideas with mathematical precision and clarity. These sentences should provide key conceptual ideas or generalities. It provides a strong basis to build understanding and reasoning skills.
  • Mathematical Thinking is how we think about relationships. In carefully designing practical activities, fluency development exercises and problem solving scenarios, the teachers of St Teresa’s create an opportunity to practise the thinking process with creativity.

What is the expectation for my child in mathematics?

The documents below are in bands that correspond to the child's year group. (E.G Band 1 is the expectation for Year 1.) We understand not all children will be working at the band for their Year group - each child's learning journey of mathematics is different in every class and teaching the knowledge and mathematical skills is tailored to each child's needs using Target Tracker as our form of assessment.

These Target Tracker documents show the statements for the bands for each aspect of mathematical learning with examples of expected outcomes for that band. These documents are designed for school staff but may be useful for parents and carers.