At Brandling we have taken on a ‘Mastery' approach to maths. We use much of the content and principles of ‘Mastery’ taken from the National Curriculum, which reflects the teaching found in high performing education systems internationally.

The Principles and Features Characterised in Our Curriculum:

  • Teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics.
  • The large majority of pupils progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
  • Pre-teach interventions that focus on subject knowledge and growth mindset are used to ensure children have the confidence and understanding to access the learning in class
  • Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
  • Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts in tandem.
  • Teachers use precise questioning in class to test conceptual and procedural knowledge, and assess pupils regularly to identify those requiring intervention so that all pupils keep up.
  • Children are articulate in explaining and justifying their thinking when answering questions.
  • Children have opportunities and are taught to work both collaboratively and independently


The intention of these approaches is to provide all children with full access to the curriculum, enabling them to achieve confidence and competence – ‘mastery’ – in mathematics, rather than many failing to develop the maths skills they need for the future.

Our Curriculum Objectives:

Our curriculum is designed with the goal of all pupils achieving mastery in Mathematics; developing a love of the subject and an ability to connect areas of learning and solve problems.

To achieve this we aim to ensure:

All pupils should become fluent in the fundamentals of mathematics, including through varied and frequent practice, so that pupils develop conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems.

Mathematics is taught in mixed ability groups that focus on the life skills of collaboration, growth mindset, resilience and problem solving as much as discrete mathematical knowledge. Pupils who grasp concepts rapidly are challenged through rich and sophisticated problems as well as developing their understanding and social skills by supporting others. Those pupils who are not sufficiently fluent with earlier material are provided with opportunities to consolidate their understanding, including through additional pre lesson and post lesson practice.