Beckford School. Policy For Maths

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1 Beckford School Policy For Maths Mathematics is important to all pupils because it provides a way of viewing and understanding the world in which we live. Mathematics is about assimilating information, understanding it and making decisions based upon that understanding. Without these skills we remain dependent upon the skills and knowledge of others. If we wish to promote independence amongst all our children we must then include mathematics in their curriculum. [Porter, 2000] Anna Middleton October 2012 POLICY STATEMENT Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills and the ability to think in abstract ways.

2 Mathematics is important in everyday life, many forms of employment, science and technology, medicine, the economy, the environment and development and in public decisionmaking. Different cultures have contributed to the development and application of mathematics. Today, the subject transcends cultural boundaries and its importance is universally recognised. Mathematics is a creative discipline. It can stimulate moments of pleasure and wonder when a pupil solves a problem for the first time, discovers a more elegant solution to that problem, or suddenly sees hidden connections. (National Curriculum Orders 2000) AIMS The mathematics teaching at Beckford is geared towards enabling each pupil to develop within their capabilities; not only the mathematics skills and understanding required for later life, but also an enthusiasm and fascination about maths itself. Beckford School s aims for Mathematics are: Pupils are entitled to a broad and balanced Maths curriculum appropriate to their age and level of understanding. Pupils of differing abilities and whose experiences are wide ranging are entitled to develop at their individual level and stage of development. Maths should be incorporated within a cross curriculum approach as well as being taught as a separate time-tabled subject. Parental partnership and community involvement should be given full regard in the delivery of the Maths curriculum. ICT will form an important part of pupils learning of Maths. To maintain and increase confidence in mathematics, shown by the ability to express ideas fluently, to talk about the subject with assurance and to use the language of mathematics. THE NATIONAL CURRICULUM AND THE

3 NATIONAL NUMERACY STRATEGY The National Curriculum Order for Mathematics describes what must be taught in each Key Stage. Beckford follows the Primary Framework for Mathematics, which provides detailed guidance for the implementation of the Orders and ensures continuity and progression in the teaching of mathematics. In Early Years, the curriculum is guided by the EYFS document including the Early Learning Goals. There are 3 attainment targets at Key Stage 1 and 4 attainment targets at Key Stage 2 which provide long-term teaching and learning aims. Planning is undertaken at three levels: PLANNING Long term planning is based on the yearly teaching programmes set out in the Framework. Medium term planning is carried out half-termly. Teachers select their main teaching objectives from the yearly teaching programme and use the suggested sheets in the Framework to ensure a balanced mathematics curriculum. At Beckford we recognise the need to revisit topics regularly to revise and consolidate skills and then extend them. Every objective in the yearly teaching programme is covered at least once by the end of the year. Short term planning is carried out weekly. These plans include learning objectives for the mental oral starter and the main activity, resources to be used, differentiation, key vocabulary and key questions, homework and links with ICT. The short term planning is collected and monitored by the maths co-ordinator and senior management team. CROSS-CURRICULAR LINKS

4 Mathematics is taught mainly as a separate subject but every effort is made to link maths with other areas of the curriculum. We try and identify the mathematical possibilities across the curriculum at the planning stage. We also draw children s attention to the links between maths and other curricular work so children see that maths is not an isolated subject. In the Early Years, these links are more evident because of the less formal timetable. TEACHING METHODS AND APPROACHES Lessons follow the Primary Strategy format with a mental and oral starter, a main activity and a plenary session. In Reception the aim is to have prepared the children by the end of the year for a daily 45-minute maths lesson. (Refer to Introduction section in Framework for more details) The teaching of maths at Beckford provides opportunities for: Group work Paired work Whole class teaching Individual work Pupils engage in: The development of mental strategies Written methods Practical work Investigational work Problem- solving Mathematical discussion Consolidation of basic skills and routines At Beckford we recognise the importance of establishing a secure foundation in mental calculation and recall of number facts before standard written methods are introduced (See Written Calculations Policy). We use the Mathematical Vocabulary Book when planning to help determine the appropriate vocabulary to use in our teaching and children are expected to use it in their verbal and

5 written explanations. The use and application of mathematical principles (MA 1) underpins the whole of mathematical teaching and learning. Opportunities are given so that pupils can apply their knowledge to a wide range of real life situations. They need to be able to choose appropriate equipment and methods for the task and to enable them to communicate and justify their findings in a manner appropriate to their age and ability, showing increasing concern for clarity and accuracy of meaning. At Beckford, we endeavour to set work that is challenging, motivating and encourages the pupils to talk about what they have been doing. ORGANISATION In K.S.1 mathematics lessons are held on a daily basis and last for approximately 45 minutes. The children are taught in mixed ability classes. When children start in Reception the organisation is more flexible building up to a daily 45-minute lesson in the summer term. In K.S. 2 the daily maths lessons last for approximately one hour. The children are usually taught in mixed ability classes although some ability group teaching takes place in Year 4, 5 and Year 6 where this appropriate to maximise achievement. DISPLAY We recognise the important role display has in the teaching and learning of mathematics by having maths work displayed in the school. Every class has a mathematics board, where possible in the main teaching area, which has number lines (relevant to the work the children are doing), number grids, vocabulary and other display materials that provide a visual support for the children s mental processes. ASSESSMENT AND RECORD KEEPING

6 At Beckford we are continually assessing our pupils and recording their progress. We see assessment as an integral part of the teaching process and endeavour to make our assessment purposeful, allowing us to match the correct level of work to the needs of the pupils, thus benefiting the pupils and ensuring progress. Assessment is carried out on three levels. Formative assessment is carried out informally during the course of teaching. It enables the teacher to identify a child s understanding and progress in particular aspects, to inform their immediate teaching and to plan for their forthcoming lessons. Teachers follow the APP Guidelines for assessing mathematics. Evidence of achievement may be gathered from: Small group discussions in the context of a practical task Short tests given in oral or written form at the end of each unit of work Specific assignments for individual children Individual discussions with children to evaluate progress and to set new targets Medium term assessments are carried out every half-term. The purpose of these assessments is to review and record the progress the pupils have made in relation to the key objectives. Children s progress towards the key objectives is recorded on class records. Long-term, summative assessments are carried out towards the end of the school year when pupils attainment is measured against school and national targets. This is done by drawing on class records of Key Objectives and any supplementary notes that have been made and where applicable QCA tests. REPORTING All parents receive an annual written report on which there is a summary of their child s effort and progress in mathematics over the year. At the end of Key Stage 1 and Key Stage 2 each pupil s level of achievement against national standards is included as part of their annual written report. RESOURCES

7 Resources for the delivery of the maths curriculum are stored both centrally and in classrooms. Everyday basic equipment is kept in classrooms. Additional equipment and topic-specific items are stored centrally. There are central stores in both K.S. 1 and K.S. 2 departments. Beckford uses a variety of published materials to facilitate the teaching of mathematics but recognises the need for the teaching of maths to be scheme assisted not scheme driven. The main published scheme being used at present to support the delivery of the Framework for teaching mathematics is Abacus but a variety of teacher books are also available. Materials are constantly updated, as new and relevant items become available. The maths coordinator orders new resources after consultation with the staff. EQUAL OPPORTUNITIES As a staff we endeavour to maintain an awareness of, and to provide for equal opportunities for all our pupils in mathematics. We aim to take into account cultural background, gender and Special Needs, both in our teaching attitudes and in the published materials we use with our pupils. CHILDREN WITH SPECIAL EDUCATIONAL NEEDS Wherever possible we aim to fully include SEN pupils in the daily mathematics lesson so that they benefit from the emphasis on oral and mental work and by listening and participating with other children in demonstrating and explaining their methods. Where necessary teachers will, in consultation with the SENCO, draw up an Individual Educational Plan for a child. If a child s needs are particularly severe they will work on an individualised programme written in consultation with the appropriate staff.

8 When planning teachers will try to address the child s needs through simplified or modified tasks or the use of support staff. Where appropriate a Group Educational Plan is developed with common objectives and learning targets for a group. HOMEWORK Children are given mathematics homework once a week. The amount of homework set is about 10 minutes in KS 1 and about 30 minutes in KS 2. Not all homework is written work, which needs marking. We encourage teachers to set work, which makes use of the home context. MONITORING AND EVALUATION The purpose of monitoring and evaluation activities is to raise the overall quality of teaching and levels of pupil attainment. The mathematics co-ordinator and Head teacher will monitor the quality of teaching and learning as part of the school s self-evaluation policy. Monitoring will include: Scrutiny of planning Quality of teaching through lesson observation and feedback Moderation of standards in children s work Evaluation of children s attainment against targets As part of external monitoring the LA inspector and numeracy consultant may carry out similar evaluations from time to time. The quality of mathematics in the school will also be inspected as part of any OFSTED inspection of the school as a whole. THE ROLE OF THE MATHS CO-ORDINATOR

9 Take the lead in policy development and review, including the continuing successful implementation of the Primary Framework for Mathematics. Support colleagues in the development of weekly plans from the Primary Framework and in assessment and record keeping activities. Keep up-to-date on local and national initiatives and disseminate information. Take responsibility for the purchase and organisation of mathematical resources. Analyse pupils test results to inform future policy, set school targets for mathematics in conjunction with the senior management team, and to assist staff in setting individual pupil and group targets. Take the lead in writing the mathematics section of the School Improvement Plan. Encourage the professional development of staff. Policy Agreed: Review Date: