Much Birch Primary School

Transcription

1 Much Birch Primary School Co-ordinator : Linda Willimont Updated November 2013 Next review date September

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3 Mathematics Policy Person Responsible:- Mrs Willimont Date Policy discussed and agreed by staff September 2014 Date for review September Subject Definition Mathematics provides a way of viewing and making sense of the world. Mathematics is a way of communicating, a tool for everyday life. It is a language through which ideas can be explained, explored and developed, and one through which relationships can be expressed, hypothesis made and tested and patterns identified. Numeracy is the ability to reason with numbers and other mathematical concepts. A numerically literate person can manage and respond to the mathematical demands of life. Aspects of numeracy include number sense, operation sense, computation, measurement, geometry, probability and statistics. A numerate pupil is a confident pupil. 2.Aim Our aims in teaching mathematics are that all children will develop :- the skills which are needed to meet the demands of adult life; competence and confidence in mathematical knowledge, concepts and skills; a positive attitude towards mathematics and an awareness of the fascination of mathematics; an understanding of maths through a process of enquiry and experiment; Develop the ability to think logically and clearly in order to solve problems; Use mathematical language to communicate ideas effectively and confidently. 3

4 3. Teaching and Learning Mathematics is a core subject of the National Curriculum. The knowledge, skills and understanding are set out in Mathematics The National Curriculum for England Key Stages 1-4 and The National Curriculum Handbook for primary teachers in England Key Stages 1 and 2. There are four areas of attainment:- Using and applying mathematics Number and algebra Shape, space and measures Handling data Objective:- for the pupils to achieve the end of year objectives as identified in the national curriculum (appendix 1). 4. Curriculum Planning Long and medium term planning The school is following the new National Curriculum and delivering the objectives through:- EYFS - Area of learning and development Problem solving, reasoning and Numeracy, using Numicon; Keystage 1 - the published scheme Abacus (using Numicon as the main practical resource), Rigby Star problem solving resources Keystage 2 - the published scheme Abacus, Rigby Star problem solving resources Years 2 and 6 are abiding by the DfE instructions to follow the previous National Curriculum orders to fulfil the statutory instructions set out for SATs tests 2015 at KS1 and KS2 4

5 Weekly planning Where necessary, objectives are drawn from years above and below in order to ensure that all children are working at an appropriate level. Lesson plans are only written if different to the Abacus weekly/daily planning 4 lessons per week (45 60mins/lesson) are planned in line with the medium term planning 1 lesson a week (45/60min) is planned with a view to develop problem solving Differentiation In general, teachers plan to deliver a core objective and adjust to make it appropriate for the more and less able pupils by use of:- teaching assistants, additional resources including ICT appropriate questioning extension activities. Special Educational Needs Pupil tracking (School Pupil Tracking Online - SPTO) enables identification of pupils who would benefit from early intervention at an appropriate level in either:- small withdrawn groups by trained TA, occurring outside of dedicated numeracy time., i.e. Wave 3 intervention differentiated work within the classroom -Wave 2 In certain circumstances a child may not be able to participate in the class lesson (e.g a child working on p scales when the majority of the class are working at level 4). In such a situation, the pupil will have his/her personal curriculum, but will be included in the class lesson when ever possible. 5

6 Work in mathematics takes into account the targets set for individual children. We recognize and make provision for pupils who have a particular ability in mathematics. Cross-curricular Skills and Links Opportunities are taken to develop the mathematical skills needed to support other subjects. Examples include measuring in technology, charts, and graphs in science and geography, time and dates in history, patterns in art, music and dance, scoring and counting in physical education. Marking See Marking Policy Homework Mathematics homework and multiplication tasks are set by the teacher according to a pupil s ability. Homework is also set on the school s VLE using Education City, and corresponds to the objectives being taught in the classroom. It provides opportunities to practise and consolidate the pupils skills and understanding. ICT and Resources The teachers aim to use a wide range of resources to maximize the visual aspect of maths and develop a very good understanding of the number line and place value. The main teaching resource is Numicon, especially in Keystage 1, but it is backed up with other resources such as Dienes apparatus, number up cards, calculators e.t.c. Located in each class are resources appropriate to their needs. Further resources are located in the maths cupboards, There is a wealth of published resources for each year group (located in the relevant classrooms), and each class has access to laptops and an interactive whiteboard which are used extensively. 6

7 ICT is used as a whole class, group or individual teaching resource. Environment 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. 4. Assessment, record keeping and target setting. Assessment School Pupil Tracker Online (SPTO) EYFS :- Assessment occurs in accordance with the Practice Guidance document for EYFS Keystage 1:- Use of SPTO -APP (Assessing Pupil Progress) Keystage 2:- Use of SPTO APP (Assessing Pupil Progress) Use of Rigby Star assessment papers Assessment occurs every half term. End of Keystage tests Keystage 1:- External SATs papers Keystage 2:- External SATs papers If Optional SATS papers are administered in the summer, the test results are inputted to year appropriate PAT for analysis. Target Setting Whole school targets are set by the co-ordinator at the beginning of the academic year based on the Raise On Line analysis from the non SATs papers and analysis of pupils class work Individual targets will be set using the maths APPs held on the SPTO and the test results. They will then be identified on the target sheet which is stuck 7

8 into the front of the pupil s maths book. These targets will be reviewed twice a year. However, a child may achieve a target not identified as one of their personal targets. In such a situation the target will be marked off. During the academic year, the system of assessment is under review at Much Birch CE Primary, as nationally the DfE has abolished the system of levels that had been in place for many years. Locally, Herefordshire is aiming to create a coherent assessment system to analyse and moderate pupil progress across the key stages from school to school in the absence of any recognised national system. Once such a system is in place, Much Birch will be pleased to work with other Herefordshire schools to continue to have a robust tracking system that prepares an accurate picture of pupil attainment and academic progression under the new, more demanding curriculum. 5. Reporting Parents Evenings - expected progress at the end of the year discussed Class teachers will speak to parents at any time appropriate Written annual report once a year -pupil progress -pupil effort and attitude -general comments about the child s performance End of year level achieved by pupil 6.Calculations Policy Agreed approach to teaching written methods of calculation. (Appendix 2). 8

9 7. Monitoring and Evaluation Monitoring and evaluation will be carried out by the Headteacher Mathematics Coordinator Numeracy governor Independent inspector (on request) This exercise will entail: scrutiny of medium and short-term planning and feedback by the co-ordinator twice a year. classroom observation and feedback will be carried out in accordance with the school s SDP reviewing children s work twice a year by the co-ordinator with each of the head of key stages analysis of test data and papers SATs and Non SATs from RaiseOnline in the summer term. This will help to form the focus for the next academic year monitoring of assessment and record-keeping, monitoring of homework a staff meeting each term will be devoted to discussion of the teaching and learning of mathematics the mathematics co-ordinator will make an annual report to the governors Signed: Mrs H. Hines Mrs L. Willimont Date: Sepember 2014 Date of next review: September