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Our 'Mastery' approach is built upon the foundational beliefs that we are being mathematical and not just doing maths..

  • A pupil does not have a fixed ability.
  • All pupils can learn all of the content if their learning is coherently sequenced and given the right amount of time – learning at pace.
  • Assessment plays an important role in ensuring that all children are exposed to the right level of mathematics, with opportunities to go ‘deeper’ into a concept for those who have grasped the initial structure of a concept.
  • There is no limit to the depth of reasoning one can have around a concept so understanding can be seen as infinite (quite often in mathematics, great new insight comes from attention to an area of mathematics that one is already fluent in).
  • The belief that one’s own efforts matter is imperative for all pupils to learn mathematics.


We regard a mathematician as someone who:

Is curious in all aspects of life

Enjoys the state of not yet knowing the resolution

Ask their own questions

Can spot patterns

Can generalise

Can reflect and notice

Tries to disprove ideas

Argues with their own thinking

This is BEING MATHEMATICAL not simply doing maths