King s Hill Primary School

Transcription

1 King s Hill Primary School Maths Policy 2014

2 This policy outlines the teaching, organisation and management of maths at King s Hill Primary School. The school s policy is based on the 2014 maths National Curriculum for Year1 to Year 6 and the Early Years Foundation Stage Curriculum. Aims Our two main aims are: to equip our children with the mathematical knowledge and understanding required to become confidently numerate to ensure that all children are fluent in number and are able to apply their knowledge to reasoning and problem solving. We will ensure success by using a consistent and logical progression in learning. King s Hill Primary School has a whole school organisation and alignment which allows our pupils to come through school with a basic skills journey of great continuity. To allow this to happen all teaching staff use the same steps of progression and teaching in a uniform manner. Teaching Children in the Early Years Foundation Stage will work towards their Early Learning Goals following the Early Years Curriculum. Learning will be organised to promote social skills, clear understanding and the development of mathematical language. Mathematical understanding will be secured through the use of songs, stories, games and imaginative play. Little Big Maths will be used to support a secure development of number and calculation. In Key Stage 1 and Key Stage 2 we will develop high levels of numerical understanding by using the Big Maths approach to number and calculation. Every day at the start of each lesson there will be a CLIC session taking a minimum of 20 minutes. The CLIC sessions are divided into 4 sections: Counting Learn Its It s Nothing New Calculation Every Friday the CLIC session will be replaced by Beat That sessions where the children s core mental skills are tested and tracked. At King s Hill we aim

3 to ensure that children s ability to use and apply maths is developed by weekly sessions focussing on solving problems and reasoning. We will create opportunities to reinforce mathematical learning in other subject areas which will consolidate skills and put the learning into context. Each first half term will focus on calculation involving all four operations. Measurement and Geometry will be taught in the second half of each term and the opportunities for cross curricular links with other areas will be high here. To ensure that no gaps develop in the children s development of number skills, CLIC will consolidate number facts and relationships of numbers when these concepts are being covered in the main lesson. Progression and Continuity To ensure continuity and progression in the teaching and learning of calculation skills, the school is now following the progress drives from the Big Maths strategy. This is the school calculation policy contained within a folder. Differentiation Learn Its are not differentiated as all pupils are expected to achieve success in memorising those allocated to their year group. Other Tasks will be differentiated in a number of ways to ensure all pupils achieve their potential. However, it is the aim of all class teachers that the class spread is minimised by effective teaching and support. To achieve this aim, intervention strategies will be deployed and support used effectively to ensure our children make at the very least, expected progress. The main aim is for evidence of good and accelerated progress in mathematics for all children. Homework Homework will be given to enable children to practise and consolidate their skills. It will be planned to meet specific needs and will include the Learn Its. Marking Refer to the Marking Policy.

4 Assessment Assessment for Learning is an ongoing process and will be used effectively by class teachers to inform next steps when planning. Formative Assessment The children s progress will be monitored in two ways: Progress tracked against the Big maths Progress Drives. The children will begin in Year 1 with bound trackers which will record each child s achievement against each drive. There are 10 Progress Drives within Counting and It s Nothing New. There are 4 Progress Drives for Calculation and Column Methods. Children s progress against age related targets will be tracked alongside the Steps of Progression document. Achievement against these statements will be checked towards the end of each half term. Children who are significantly below age related expectations will be monitored and receive additional support to close the gap. Children exceeding the age related expectations will be challenged in using and applying these skills in line with the Big Maths strategy. Summative Assessment In order to track, monitor and set challenging targets for children, a range of summative assessments will be used throughout the year. These tests will take place towards the end of each term with the outcomes recorded on the school and required Walsall tracking systems. Resources Materials and equipment are accessible to children within their own classrooms. Each class has its own resources. Big Maths posters and displays are used to promote mathematics and provide information alongside an interactive and stimulating environment. Each classroom will have a maths board which reflects the current learning e.g. examples of Progress Drives and Learn Its. The Big Maths characters will be displayed to show continuity of approach throughout the school.

5 Staff Development When appropriate, all staff will have the opportunity to develop their mathematical skills and understanding through INSET, meetings and courses and other CPD. TAs will be trained and updated in the delivery of Big Maths by the Maths Co Coordinator. Policy and Review and Monitoring The Maths Coordinator, class teachers and the Headteacher will monitor the approaches detailed in this policy. This policy will be reviewed in September 2015