Mathematics Policy Bordesley Green Primary

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1 Aims Mathematics Policy Bordesley Green Primary The national curriculum and EYFS for mathematics aims to ensure that all pupils: Become fluent in the fundamentals of mathematics, including the varied and regular practice of increasingly complex problems over time. Reason mathematically by following a line of enquiry, understanding relationships and generalisations, and developing an argument, justification or proof using mathematical language. Can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Mathematics is an interconnected subject in which pupils need to be able to move fluently between mathematical ideas. The programmes of study are, by necessity, organised into distinct areas, but pupils will make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They will also apply their mathematical knowledge to science and other subjects. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress will always be based on the security of pupils understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material will consolidate their understanding, including additional practice, before moving on. Curriculum The revised National Curriculum for mathematics builds upon teaching and learning in the EYFS. It is good practice to make use of cross curricular links to enable children to use their learning in a real life context. Therefore pupils should be given plenty of opportunities across the curriculum to use and apply the mathematical skills and concepts they have learned. We also place a strong emphasis on mathematical vocabulary acquisition, teachers are required to display relevant vocabulary in the classrooms and explicitly teach the children the meaning of new vocabulary and revisit this regularly.

2 The school s calculation policy has been created to provide continuity throughout the school with all four operations, which in turn will facilitate measured progress for children in school. Cross Curricular Skills Maths is taught as part of our whole curriculum and is evident in the themed curriculum. Theme lessons that have a maths focus are planned for in all units of work. Cross curricular maths lessons must be differentiated and offer support and challenge for all our children and embed the concept of maths in the whole. A maths focus starter must introduce the lesson to ensure the children can undertake the work given. Equal Opportunities All children have equal access to the curriculum, regardless of gender, race or ability. This is closely monitored via the analysis of pupil performance to ensure there is no discrepancy between the groups. Gifted and Talented Any children that demonstrate a particular talent for mathematics and have been assessed as working beyond the normal expectations for the year group are identified and challenged within the daily maths lesson. These children are then closely monitored and stretched to develop their mathematical thinking and problem solving skills using a variety of identified support materials. Resources included are; Collins New Primary Maths - problem solving TTS Maths Puzzles and investigations. LCP Problem solving. These resources can all be found within the year group resources for maths. Children working at a mastery level are encouraged to work through problems systematically and explain their reasoning clearly. Special Educational Needs Any children who are identified as working below their expected age level in mathematics are supported in a variety of ways within the daily mathematics lesson, using the most appropriate support materials and strategies. Some children will also be identified for targeting as part of a group within the classroom and will be given further opportunities to practice and improve their understanding and

3 fluency of maths. SEN planning is available to be used to support identified children. This gives practical activities for children to take part, which help children make progress within maths. This can be found in the shared drive and is under mathematics and then SEN. Calculations Policy We have a full and comprehensive calculations policy that is progressive throughout the school. It is in line with the national framework and uses the models and images that we expect to be taught within our school. This stage related policy has been created in poster form and must be displayed in all learning areas that teach mathematics. The full calculations policy can be found on the shared drive under mathematicscalculations policy. Mental Maths Passports A mental maths challenge system called Passports is used from year 1 through to year 6. Every week each child is tested on a mental maths target set from the previous week. This is recorded in a passport book and new targets are sent home as achieved. Success is shared in star of the month assemblies with certificates given out by the head teacher. Times Tables Times tables are taught within the maths lesson and through the mental maths Passport system. Children are taught how to develop a solid understanding of the process of learning multiplication and the inverse of division. Children also need to have an instant recall of times tables facts and the children will be given activities that rehearse this. Resources available are: Schofield and Sims Times Tables test books ( book 1 and 2 available) Grid tests ( found in mathematics folder- Times Tables) These are used for testing one times table at a time. Percy Parker Times Tables to music Planning Long Term Planning - This is devised from the National curriculum objectives and gives an over view of what needs to be taught.

4 Medium Term planning The medium term planning works in conjunction with our assertive mentoring system where whole objectives are broken down into six half termly objectives that teachers will plan their short term planning from. These objectives ensure coverage of topics and progression in teaching and learning sequences. Medium term planning located on the shared drive in mathematics- medium term planning. Short Term Planning Each week class or set teachers are required to fill out a planning proforma indicating what is being taught on a day to day basis. This should include: A clear objective for the main teaching activity, taken from the appropriate medium term plan. The model or image used in the lesson outlined. An outline of the main activity to be covered during whole class teaching including the role of any additional staff during this part of the lesson. Clearly differentiated flexible group activities based on the individual progress of the children. Regularly planned problem solving/investigations linked to the current sequence of work. These should be taking place at least once a week. Clearly labelled speaking and listening opportunities. Outcomes of the lesson. Appendix 2 An example of a proforma Assessment for learning Assessment for learning (formative assessment) is the process of identifying what the learner has or has not achieved in order to plan the next steps in the teaching or learning. It involves using assessment strategies in the classroom to raise pupils achievement. A range of AFL strategies should be used regularly in English. (See Assessment for learning policy) Assessment Children are assessed against the National Curriculum for their relevant year group in years 1-6 or the relevant areas of learning in the EYFS. As a school, we regularly assess all aspects of English using Assertive Mentoring stages which are linked to the year group Programme of Study. These assessment records are then kept within the children s individual green Assertive Mentoring folders. (See Assertive Mentoring Policy)

5 Pupil Groupings Children from year 2 to year 6 are taught in ability sets. Within these sets children are grouped to enable the teacher to differentiate work and tasks effectively. For different aspects of maths the groupings within the class may change and this flexibility is important to ensure progress for all children. Mixed ability groups may be appropriate for investigative work or for peer tutoring of some maths objectives. Website Links and teacher reference and resources https://www.ncetm.org.uk/ NCETM -National Centre for Excellent teaching of Mathematics ( Government Funded) NRich Problem solving resources and articles Woodlands site with great games for children Child resources My Maths Username- BGPS Password- Small Maths zone Homework KS1 Children should work on their passport targets regularly at home. These targets should be regularly updated and target sheets sent home. KS2 Children in lower key stage 2 should receive a piece of written maths homework once a week given on a Wednesday and then be expected to learn fast recall of number facts (at home) in addition to this. Children in Upper Key Stage 2 will receive two written pieces of maths homework a week on a Monday and Friday. Homework must be relevant to the children s current learning or based on ongoing maths skills that need to be developed. Working Walls A classroom mathematical display should be in every classroom and should have a stage appropriate copy of the calculations policy for the four operations. The display should also include stage appropriate vocabulary (found on the calculations policy) and a place value chart. Children s work and relevant models and images relating to the children s learning should also be displayed.

6 In the EYFS mathematical areas allow children to explore and play with a range of mathematical resources and mathematical opportunities are planned for inside and outside of the classroom regularly. Resources To ensure continuity we as a School all use: Numicon from the foundation stage through to year 6 Place value resources. That includes place value counters, bundling sticks and straws. We set both practical maths and written maths in columns to ensure continuity of children developing their formal calculations. From year one we encourage children to set out any manipulatives used in place value columns so the concept is embedded throughout the school. In Key Stage 2 we have Target Your Maths text books. In Key Stage 2 we have Schofield and Sims Mental maths tests and times tables tests. Measuring equipment including clocks are kept centrally in the resources area. 2D and 3D shapes are kept within year groups. Exercise Books for Recording It is school policy that books are used as follows: Foundation stage Plain A4 book (Reception only) Any evidence of practical mathematics (e.g. photographs, art work, etc) should be recorded in children s books or electronic portfolios. KS1 A4 plain books for recording all evidence including investigative work and shape and measures work. KS2 All children will have a squared maths book for fluency in calculation and a Plain book for investigation/problem solving and additional work on other areas in maths. A Passport book is provided for each child. Maths Targets A maths target is set for all children and these are set from the outcomes of the formal assessments (assertive mentoring). Each child has a maths target card with a current target on it. Children should be given opportunities within weekly maths lessons to achieve their target.

7 Parent Involvement Support and cooperation from the home is essential if children are to develop as competent mathematicians. As a school we encourage parents and carers to be involved by: inviting them into school three times a year to look at their children s work and discuss their progress. inviting them into school to take part in maths based workshops. keeping them informed of what their child is learning via half termly newsletters. encouraging them to help support their child in working on their passport targets by sharing targets regularly. inviting the parents of children who are receiving additional support within school to meetings to discuss plans.

8 Appendices Appendix 1 Maths Curriculum Medium term planning at Bordesley Green School. The medium term objectives now match the objectives for the relevant half termly assessments for assertive mentoring. Each objective has been broken down into the 6 half terms and will make coverage progressive and more manageable. This should also have an effect on the children s progress because the objectives are now more precise. The planning can be found on the shared drive under mathematics then medium term planning. What needs to be completed: Use the planning appropriate to the stage of the children you teach. So if you teach stage 3 children use the stage 3 planning. Work through the objectives in the order you wish to do so. Date the planning when it has been taught. For a sequence of lessons put the start date and end date. Some objectives will be the focus of your mental maths work and therefore can be labelled ongoing. After the assertive mentoring assessment has taken place go back to your medium term planning and highlight in yellow any areas that need addressing. If there is more than one area highlight all and prioritise what can be re -covered. Remember you will have another set of objectives for the next half term! Use the medium term planning to aid your short term planning. Keep the medium term planning within your maths planning folder.

9 Appendix 2 Short term planning Bordesley Green J.I. School Weekly Planning Sheet For Mathematics Year: Class/Set: Week: Monday Tuesday Mental/Oral Starter Activity Learning Objective Model and image Main Activity Key Vocabulary Whole class Activity Group Work Plenary Outcomes

10 Wednesday Thursday Friday Mental/Oral Starter Activity Learning Objective Model and image Main Activity Key Vocab Whole class Activity Group Work Plenary Outcomes

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