Sneyd Green Primary School Mathematics Policy Together we make a difference.

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1 Sneyd Green Primary School Mathematics Policy Together we make a difference. Leader name - Mr J.Hyder Date 04/12/14

2 Aims and objectives Mathematics teaches us how to make sense of the world around us through developing a child s ability to calculate, to reason and to solve problems. It enables children to understand and appreciate relationships and pattern in both number and space in their everyday lives. Through teaching with a problem solving approach, children will learn to understand, refine and clarify information; consider what they know that will help them to solve problems, realising what they need to know next; create systems and strategies, organizing information in a way that helps find patterns and ultimately solutions and to communicate and present their findings effectively. The aims of mathematics at Sneyd Green are: To promote enjoyment and enthusiasm for learning through practical activity, exploration and discussion. To encourage children to communicate their findings and understanding so that it clarifies their thoughts. To develop logical thinking and reasoning skills through a natural curiosity and investigative approach. To promote confidence and competence so that children are proud of their achievements. To develop a thorough knowledge and understanding of numbers and the number system. To develop the ability to solve problems through decision-making and reasoning in a range of contexts. To develop a practical understanding of the ways in which information is gathered and presented. To explore features of shape and space, and develop measuring skills in a range of contexts. To understand the importance of mathematical skills in everyday life. Curriculum organisation In FS1 children receive a 15 minute long maths input 4 times a week. Child initiated activities are available for children all week to access in the outdoor and indoor learning environments. FS2 children receive 3 hours and 40 minutes of mathematical teaching throughout the week and similar child initiated opportunities to FS1 through continuous provision. In year 1, all pupils have a dedicated mathematics lesson timetabled, four times each week and from year 2 all pupils have a maths lesson every day. Lessons should be no longer than one hour. Children work in mixed ability groups, with teaching support arranged

3 as necessary throughout the year groups. Cross curricular links are made where appropriate and staff are encouraged to look for opportunities to teach and rehearse mathematical concepts in foundation subjects. Planning At Sneyd Green Primary School Maths planning comes from identified areas of weakness from our Assertive Mentoring system this allows teachers to clearly see gaps in learning and plan accordingly. Skills checks are also planned in once a week from Y1 Y6 to consolidate knowledge of basic mathematical skills in each year group. Each skills check has a variety of questions which relate to NC requirements. These are differentiated to suit the needs of each child. The results are also used to inform planning and intervention. This skills check lesson also includes a test on multiplication tables. The system of Brilliant Bonds (Y1) and Marvellous multiplications (Y2-Y6) is a comprehensive structured system which children work through to learn their number bonds and multiplication tables. In this system children are tested weekly and encouraged to reach the age related end of year expectations (see Marvellous Multiplications expectations). Planning should develop secure understanding of each of each key block of knowledge and concepts in order to progress to the next stage. Planning should include: Vocabulary to be included in the unit of work Clear learning objectives Success criteria ICT opportunities Cross curricular opportunities Resources needed Assessment opportunities Questions TA/support staff instructions Differentiation Planning is monitored regularly throughout the school by subject leaders. It is an expectation of the school that Maths plans are completed, up to date and used by the teachers to deliver focused lessons with clear objectives. Weekly Maths plans are to be sent to the Maths Subject Leader so planning can be monitored regularly.

4 Differentiation The daily mathematics lesson should be made accessible for all pupils. Teachers plan lessons, so that all pupils can be included, at their level. It is expected that there will be clear differentiation, to enable all children to reach their full potential. Provision for pupils with SEN Pupils with difficulties in learning mathematics receive support within the classroom to help them make progress. Where teachers or teaching assistants recognise that pupils are experiencing difficulties, they should discuss their concerns with the SENCO. Where appropriate and where children are meeting SEN criteria for their year group, Intervention Passports are created. It is the class teacher s responsibility to identify targets, plan work, assess targets, review progress and meet with parents. Children who have an Intervention Passport should receive adult support in relation to their targets. Extra support is given to children who are working towards targets on an Intervention Passport, in the form of 1:1 withdrawal and support. Homework Out-of-class activities need to be short, focussed and designed to aid learning. They should be varied, interesting and fun so that they motivate children in order to stimulate their learning. Please refer to the homework policy. Cross curricular opportunities Sneyd Green Primary School adopts a Creative Curriculum and we recognise the importance to find time to develop and apply mathematical skills in other subjects. Opportunities for mathematics are available in a range of subjects. For example in science- e.g. reading scales, in geography- e.g. interpreting graphs, and in art- e.g. recognising properties of shapes etc. Cross curricular links for use of mathematics in other curriculum areas are highlighted on planning. Assessment Children in Foundation Stage are continually assessed and evidence of their progress is collated in their persona profile. In years 1 6 children are teacher assessed with the help of Assertive Mentoring half termly tests and judgments are made against the National Curriculum age related expectations. Children at the end of KS1 and KS2 take SATs tests. Assertive Mentoring test results provide teachers with a list of Mathematical weaknesses within a class; therefore teachers can plan specifically to close these gaps. Reporting arrangements Parents receive copies of their child s targets after every half term (from Assertive Mentoring) and they are sent year group Non-negotiables. Each classroom has an area

5 designated solely to the children s progress against the skills checks, Marvellous Multiplications / Brilliant Bonds and Non-negotiables. Parents are invited to meet staff three times a year, to discuss the progress and attainment of their child. Teachers use the National Curriculum level descriptors to help them to identify which level a child is working at. This information can then be used to formulate the comments for the child s end of year report. In FS1 and FS2, staff share information with parents, informing them of the profile points at the end of the school year. Resources All resources needed are kept in the Maths cupboard located in the Key Stage two hall and are labelled accordingly. All equipment should be returned to the store and each teacher should ensure that all the equipment is accounted for before retuning. Any equipment needed that we do not posses should be asked for in advance (via ), so that every effort can be made to fulfil the request. The Maths equipment audit is kept in the Maths subject leader file. Health and Safety In mathematics, there may be occasions where children work with tools, equipment or materials, or in an environment with which they are not familiar. On these occasions, children are taught about and hazards and risks and how to manage their environment to ensure the health and safety of themselves and others. (Please refer to the Health and Safety Policy)

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