Anston Park Infant School. Maths Policy. J Turner January 2016

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1 Anston Park Infant School Maths Policy J Turner January 2016 Article 29 All children have the right to an education that develops their talents and abilities.

2 Aims Maths is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. The main aim of Maths in the National Curriculum is to ensure all pupils: Become fluent in the fundamentals of mathematics, including through varied and frequent practise with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. At Anston Park Infant School, a series of non-negotiables ensure all lessons have a clear purpose, cross curricular links and clear expectations and promote good quality learning outcomes. In Maths the non-negotiables are: To teach at least four Maths lessons every week. Teacher to teach mental and oral maths on a daily basis. Daily differentiated counting, forwards and backwards in different steps appropriate to year group. Use a range of practical, visual resources to support understanding. Include using and applying opportunities in all maths sessions. To plan investigations on a regular basis. To follow the marking policy. To teach calculation strategies following the progression in calculation guide. Continuous assessment for learning in place using marking, maths tracking and calculation guide. To provide children with both verbal and written feedback. 2

3 Planning Maths is planned for through the objectives and year group expectations set out in the National Curriculum and Foundation Stage Profile. There are key concepts which should be given priority. These are: Number and Place Value Addition and Subtraction Multiplication and Division Fractions Measures Geometry: Properties of shape Geometry: Position, direction and motion Data Teachers take themes and learning opportunities into account to ensure meaningful cross-curricular links are made. There is also a whole school calculation policy (Appendix 1) which teachers follow to ensure continuity and progression throughout year groups. A mental calculation policy (Appendix 2) which was written together across Key Stage One and Key Stage Two, is also used when planning mental maths sessions. Differentiation In short term planning, teachers differentiate in three main groups: Higher achievers Middle achievers Lower achievers In this way, a similar objective can be taught at three levels. For children on the SEND register, any Maths related IEP targets are taken into account. Differentiated questioning is also used throughout maths lessons and mental maths lessons. Teachers use their Teaching Assistant and any other supporting adults in class to support and differentiate lessons. Throughout oral/mental or main activity sessions questions/tasks may be open ended to allow children to work at their individual level. 3

4 Interventions One Teaching Assistant and One Higher Level Teaching Assistant are trained in the intervention. Children are selected based on assessment data and teacher judgment. Teachers may also plan bespoke interventions within their own class if they feel certain children would benefit from them. Record keeping and Assessment The children s attainments and achievements in maths are recorded in a number of ways:- Foundation Stage Profile in EYFS Sheffield STAT in Key Stage One Where appropriate, children in Key Stage One may attempt a mental Maths test or a bespoke Maths assessment booklet. Formal assessments within Year 2 are in the form of the end of Key Stage One test. These records enable the teacher to:- accumulate information about individual children and their performance in maths. facilitate differentiation and future planning to ensure that maths objectives are matched to individual abilities to inform receiving teachers of children s abilities in maths Individual Targets Every child has individual Maths targets in place. These are updated each term or more often if necessary. Moderation Throughout the year there are planned moderation meetings (staff meeting and PPA/cohort meetings) where each teacher brings examples of maths work. This ensures continuity and progression across the school. ICT Computers are in every classroom and are used where appropriate to enhance good mathematics teaching. ICT also includes Smartboards, calculators, programmable floor robots (Roamers) and audio-visual aids such as CDs etc. ICT may be used with the whole class (particularly with the Smartboards), a group or individuals. 4

5 Display Maths work is displayed with care and is changed regularly to stimulate interest. Classes also have interactive displays, such as problem solving and estimation activities. These areas promote talking about mathematical situations. All classes also have a Maths area where key vocabulary and specific objectives are listed and changed weekly. Resources Resources are available within each classroom to encourage independence, usually in the Maths area so children can access them at all times. All classes have sets of 0-9 cards for every child, number lines, 100 squares, counting boards etc. Other items are stored in the maths cupboard in the resource room. Home Support We value the support of parents and regularly children will take home a maths activity which is fun for both parents and child. It may be in the form of a game, an investigation or may be as simple as looking for numbers in the environment. Maths workshops are also put on for parents to attend. During these sessions they come with their child to work alongside them on maths activities and talk about the strategies we use in school. 5

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