Mathematics Policy. The teaching of maths provides opportunities for: Whole class teaching Group work Paired work Individual work

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1 Mathematics Policy Aims Mathematics teaches children how to make sense of the world around them. It is a whole network of concepts and relationships which provide a way of viewing and making sense of the world. It is used to analyse and communicate information and ideas and to tackle a range of practical tasks and real life problems. It also provides the materials and means for creating new imaginative worlds to explore. Through their growing knowledge and understanding, children learn to appreciate the contribution made by many cultures to the development and application of mathematics. Our aims of teaching mathematics are: to promote a positive attitude and an enjoyment of learning through practical activity, exploration and discussion; to promote confidence and competence with numbers and the number system in all children, irrespective of home language; 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 make links with ICT so children understand how technology can be used to support mathematical understanding; to develop an ability to use and apply mathematics across the curriculum and in real life to develop initiative and an ability to work both independently and in cooperation with others; to develop an understanding of mathematics through a process of enquiry and experiment. Teaching and learning style The approach to the teaching of mathematics within the school is based on three key principles: a minute mathematics lesson every day a clear focus on direct, instructional teaching and interactive oral work with the whole class and group an emphasis on mental calculation Lessons generally follow the format of a mental and oral starter, a main activity and a plenary session. In the Nursery, maths is integrated into the daily activities. Maths activities are very practical and involve games and songs. In Reception, the practical activities are further developed and a more formal Numeracy session is developed over the course of the year. The teaching of maths provides opportunities for: Whole class teaching Group work Paired work Individual work

2 Through careful planning and preparation we aim to ensure pupils are able to develop their personal qualities and a positive attitude to mathematics through a wide range of activities including: The development of mental strategies Written methods Practical work Investigational work Problem-solving Mathematical discussion Computer based tasks Special maths activity days Maths clubs We recognise the importance of establishing a secure foundation in mental calculation and recall of number facts before standard written methods are introduced. We use the vocabulary specified in the Numeracy Framework when planning to help determine the appropriate vocabulary to use in our teaching and children are expected to use it in their verbal and written explanations. We endeavour to set work that is challenging, motivating and encourages the pupils to talk about what they have been doing. Mathematics curriculum planning Mathematics is a core subject in the National Curriculum, and we use the Numeracy Framework as the basis for implementing the statutory requirements of the programme of study for mathematics. Planning is undertaken at three levels: Long term planning is based on the yearly teaching programmes set out in the Framework. Medium term planning is carried out at the beginning of the year. Class teachers annotate and amend where necessary any changes to the Yearly plan. We recognize the need to revisit topics regularly to revise and consolidate skills and then extend them. 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, any differentiation and key vocabulary. Planning is annotated to meet the needs of individual classes, groups and children. In the Early Years, planning ensures the Early Learning Goals from the Foundation Stage Curriculum are covered. From Y1- Y6, teachers use the Abacus Evolve New Framework Scheme as a basis for their lesson planning. The medium and short term planning is monitored by the Maths coordinator and senior management team. The Foundation Stage In the Nursery and Reception classes mathematical development is an integral part of the Foundation Stage of the National Curriculum, we relate the mathematical aspects of the children s work to the objectives set out in the Early Learning Goals, which underpin the curriculum planning for children aged three to five. We give all the children ample opportunity to develop their understanding of number, measurement, pattern, shape and space, that allow them to enjoy, explore, practise and talk confidently about mathematics through a variety of very practical and play based activities. Mathematical activities may be undertaken as a whole class Numeracy session or be integrated into the activities during the school day. By the end of the Reception year the children begin to participate in a more structured Numeracy session in preparation for Year 1. Assessment in Numeracy is

3 through close observation of the children s development and skills. This information is then recorded and used for the Foundation Stage Profile. Contribution of mathematics to teaching in other curriculum areas Mathematics is taught mainly as a separate subject but every effort is made to link Maths with other areas, in accordance with our Creative Curriculum approach. We try to 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. English The teaching of Mathematics contributes significantly to children s understanding of English in our school by actively promoting the skills of reading, writing, speaking and listening. For example, in mathematics lessons we expect children to read and interpret problems in order to identify the mathematics involved. They are also improving their command of English when they explain and present their work to others during plenary sessions. In English lessons, too, maths can contribute: younger children enjoy stories and rhyme that rely on counting and sequencing, while older children encounter mathematical vocabulary, graphs and charts when reading non-fiction texts. Personal, social and health education (PSHE) and citizenship Mathematics contributes to the teaching of PSHE and citizenship. The work that children do outside their normal lessons encourages independent study and helps them to become increasingly responsible for their own learning. The planned activities that children do within the classroom encourage them to work together and respect each other s views. Every opportunity is made to make links between mathematics in the classroom and real life situations eg how to spend money, planning a holiday... Spiritual, moral, social and cultural development The teaching of mathematics supports the social development of our children through the way we expect them to work with each other in lessons. We group children so that they work together, and we give them the chance to discuss their ideas and results. Critical thinking skills are developed through analysis, evaluation and reflection We incorporate mathematics into a wide range of crosscurricular subjects and seek to take advantage of multi-cultural aspects of mathematics. eg the history of early beginnings of angle, number, coordinates, Rangoli patterns etc. Children are encouraged to participate in the World Maths Day challenges and other competitions. There is also a Maths Club for students who want to extend themselves and have fun in mathematics The teacher as a good role model will: value each contribution insist students listen and respect each other prepare lessons well to meet student needs it they feel valued, they are more likely to value us create the atmosphere and the opportunity for pupils to ask questions praise and encourage build pupils confidence have high expectations of tolerance, behaviour, work output

4 The school aims to provide a mathematically stimulating environment: through displays that promote mathematical thinking and discussion through displays of pupils work that celebrate achievement by providing a good range of resources for teacher and pupil use. number lines, hundred square, place value charts and multiplication squares are displayed as appropriate and used as resources for whole class or individual work, for children to become confident in their use and understanding of the number system. Every Child Matters Be Healthy Mathematics enables students to understand the numerical data related to becoming and staying healthy. By becoming financially capable, students are able to exert greater control over factors affecting their health such as housing and money management. Strategy games and logic puzzles are an important part of maintaining mental health. Stay Safe Understanding risk through the study of probability; Using this knowledge to make informed choices about investments, loans and gambling. Making a positive contribution Having confidence and capability in mathematics allows students to develop their ability to contribute to arguments using logic, data and generalisations with increasing precision. This in turn allows students to take a greater part in a democratic society. Achieve economic wellbeing An understanding of mathematics, and confidence in using a variety of mathematical skills, are both key to student s ability to play their part in modern society. The skills of reasoning with numbers, interpreting graphs and diagrams and communicating mathematical information are vital in enabling individuals to make sound economic decisions in their daily lives. Mathematics skills and habits of mind are highly prized by many employers and mathematics is a gatekeeper to many careers and professions. Mathematics and ICT Information and communication technology enhances the teaching of mathematics significantly. It offers ways of impacting on learning which are not possible with conventional methods. By using the Interactive Whiteboards (available in each classroom) teachers can use software to present information visually, dynamically and interactively, to benefit children s understanding of concepts. Younger children use ICT to communicate results with appropriate mathematical symbols. Older children use it to produce graphs and tables when explaining their results, or when creating repeating patterns, such as tessellations. When working on control, children can use both standard and nonstandard measures for distance and angle. For a more personalised experience using ICT, the children have access to class sets of portable laptops. Mathematics and inclusion As a staff we endeavour to maintain an awareness of, and to provide 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.

5 In the daily mathematics lesson we support children with English as an additional language in a variety of ways. eg. repeating instructions, speaking clearly, emphasising key words, using picture cues, playing mathematical games, encouraging children to join in counting, chanting, finger games, rhymes etc.. In Years 1-3 there are classes of children of differing mathematical ability. From Years 4-6 the children are set according to mathematical ability and individual needs, in order to ensure maximum progress. However, we acknowledge that even within these sets there children of differing mathematical ability. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies: ensuring that work is matched to the needs of individuals. differentiated group work differentiated individual worked matched to ability and needs organising the children to work in pairs using open-ended questions, activities, problems or games. using classroom assistants (Year 1) to support some children Wherever possible we aim to fully include SEN pupils in the daily mathematics lesson so that they benefit from the multi-sensory activities provided. Where applicable children s IEPs incorporate suitable objectives from the NNS Framework and teachers keep these objectives in mind when planning work. Where necessary teachers will liaise with the Maths Coordinator and SEN coordinator to provide support/challenge for individual children. Children who require extra support in maths will be assessed carefully recommendations made to the child and to their parents. and individual Children who require additional challenge will be given more demanding targets and extra challenging and investigative tasks to complete at school and at home. Assessment for learning 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 (please refer to school assessment policy). We not only assess mathematical ability but also the pupils personal qualities and attitudes towards maths. Assessment is carried out on three levels. Short-term assessment is an informal part of every lesson and is closely matched to the teaching objectives.

6 Children self assess using, for example, a traffic light or smiley face system and a thumb gesture will give immediate feedback. Assessment is also carried out through marking comments (please refer to school marking policy). Our ethos is to assess children in order to help them move on so any feedback is then taken into consideration when planning future lessons. Medium-term assessment - in years 1 and 2 APP related tasks are used to assess progress. More formal written and mental maths tests at the end of terms are used to support any evidence. In years 3 to 6 written and mental maths assessments are carried out approximately every six weeks and results used to update planning and individual pupil assessment. Teacher assessments of the level of pupils work are moderated in regular team meetings. (Please refer to assessment timetable.) Long-term 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 using SATs, PIPs and optional NCTs. Marking and Target Setting The children themselves can mark exercises which involve routine practice with support and guidance from the teacher. Where appropriate children in Years 5 and 6 are encouraged to check computational exercises with a calculator. This can foster independence in the children, who can seek help if they are unable to locate and correct their errors. The quality of marking is crucial. Incorrect work needs to be accompanied by an indication of where the error occurred, together with an explanation of what went wrong. Marking should be both diagnostic and summative and school policy believes that it is best done through conversation with the child where possible. Children are set individual targets, in agreement with the class teacher these are highlighted in marking comments, discussed with the pupils (especially in KS1). Exercise Books and Pupils Records of their Work It is school policy that the following books are used: Year 1: 2 cm squares + workbooks Year 2: 1 cm squares + workbooks Year 3-5: 1 cm squares Year 6: 1 cm squares gradual move to 7 mm squares when individual children are ready All children are encouraged to work tidily and neatly when recording their work. When using squares one square should be used for each digit. When involved in routine practice of calculations the children are encouraged to fold a page in half creating two columns for answers. Children should write in pencil and use a ruler. Children are encouraged to record and communicate their mathematics in a variety of ways and to develop both informal and personal methods of calculation. Children should always show their working out and look for the most appropriate and convenient method of recording. Comparing and

7 discussing different methods of calculation is fundamental and the students are urged to estimate and use mental strategies before resorting to a written algorithm. Reporting At three points throughout the year, parents are informed of their child s progress - written reports are sent home and there are 4 parent evenings. All parents receive an annual written report on which there is a summary of their child s effort and national curriculum progress in mathematics over the year. In the Early Years, the Foundation Stage Profile is completed during the year and this helps to track the children s progress and target their future development. At the end of Key Stage 2 the SAT s National Curriculum Level in Maths is reported to parents. Resources Resources for the delivery of the maths curriculum are stored in classrooms, year groups and centrally. Everyday basic equipment (such as individual whiteboards, Mathematical dictionaries dice, counters and number fans) is kept in classrooms throughout the school. Early years specific maths resources are kept in classrooms. Interactive whiteboards Abacus Evolve software and other interactive resources have either been installed on individual computers or are available centrally. The school has also subscribed to Espresso which has a big maths section incorporating teacher tools and interactive games. Resource files for special occasions (Halloween, Christmas ) are made available in the staffroom together with resources on display ideas. Calculators are used in mathematics for a range of purposes depending on the age of the children: pupils at Key Stage 1 are introduced to calculators and the patterns generated by them pupils at Key Stage 2 are taught the basic functions of a calculator calculators are not used for basic calculation where a mental or written method is more appropriate but are used for calculations where numbers are long and difficult and where it enables children to concentrate on the problem. Materials are updated yearly, as new and relevant items become available. The Maths Coordinator orders resources after consultation with staff. Monitoring and review Monitoring of the standards of children s work and of the quality of teaching in mathematics is the responsibility of the subject leader. The work of the subject leader also involves supporting colleagues in their teaching, being informed about current developments in the subject, and providing a strategic lead and direction for mathematics in the school. The subject leader gives the Head of Primary an annual summary in which s/he evaluates strengths and weaknesses in the subject, and indicates areas for further improvement. The Headteacher allocates regular management time to the subject leader so that s/he can review samples of children s work and undertake lesson observations of mathematics teaching across the school.

8 Parental Involvement We recognise the importance of making links between home and school and encourage parental involvement with the learning of mathematics. Parents are encouraged to support their child at home and parent booklets setting out calculation methods are sent home at the beginning of each year. The booklets also include real life situations when maths should be used and family games to encourage a positive attitude towards maths. There are 2 open afternoons a year when parents are welcomed to review their children s work and parent workshops in KS1. Furthermore, parents are urged to meet with their child s maths teacher to review progress and to implement support programmes where appropriate. Homework Homework also provides opportunities for children to share their mathematical work with their family to practise and consolidate their skills and knowledge, to develop and extend their techniques and strategies, and to prepare for their future learning. Created and Reviewed by: Melody Sunman September 2013 Approved by: Elena Benito September 2013 Approved by School Council: 28 th November 2013 Policy Category: Next Review: Next Review: