Purpose 

Mathematics is a creative, unique 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. A high-quality Mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of Mathematics and a sense of enjoyment and curiosity about the subject. 

Aims 

Using the Programmes of Study from the New National Curriculum 2014 it is our aim to develop: 

  • a positive and resilient attitude towards mathematics and an awareness of the fascination of mathematics 
  • competence and confidence in mathematical knowledge, concepts and skills 
  • an ability to solve problems, to reason, to think logically and to work systematically and accurately. 
  • initiative and an ability to work both independently and in cooperation with others 
  • an ability to communicate Mathematics 
  • an ability to use and apply Mathematics across the curriculum and in real life 
  • an understanding of Mathematics through a process of enquiry and experiment 

Decisions about when a child will progress should always be based on the mastery of pupils’ understanding and their readiness to progress through small steps. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on. 

Spoken language 

The national curriculum for Mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. 

Knowledge skills and understanding 

Through unique planning and preparation we aim to ensure that throughout the school children are given opportunities for: 

  • practical activities and mathematical games 
  • problem solving 
  • individual, group and whole class discussions and activities 
  • open and closed tasks 
  • a range of manipulatives to engage all learners 
  • progression through concrete, pictorial and abstract representations. 
  • working with computers as a mathematical tool 

School curriculum 

We are currently using White Rose Maths Scheme of work which is composed of reasoning and varied fluency. This develops the children’s understanding of number from Reception and builds on different concepts through school. It is based around the National Curriculum 2014 and set into blocks throughout the year. Children build on prior knowledge 

in each block developing a mastery understanding of Mathematics. Staff have undertaken weeks of training to support their planning and ensure children have access to different Mathematical strategies. 

Each class teacher is responsible for the Mathematics in their class in consultation with, and with guidance from, the Mathematics subject leader. This has also been supported by the White Rose Maths team on weekly training. The subject leader regularly attends half day updates from the Lancashire Maths team, the information from which is passed on to staff during staff meetings. 

The approach to the teaching of Mathematics within the school is based on four five principles: 

  • a Mathematics lesson every day 
  • a clear focus on direct, instructional teaching and interactive oral work with the whole class and group. 
  • an emphasis on reasoning and varied fluency. 
  • Y1 – Y6 organise a daily lesson of between 45 and 60 minutes for Mathematics. 

Lessons are planned using a common planning format and monitored by the Mathematics subject leader.

Teachers in the Foundation Stage (Reception) base their teaching on “Development Matters” to ensure that the children are working towards the “Early Learning Goals for Mathematical Development”. Additional documentation provided by the Maths and Early Years Co-ordinators is also used. The Foundation Stage teacher delivers whole class teaching and adult focus led Maths activities together with the teaching assistant each day. The children also access a range of Maths activities within continuous provision. Towards the end of the Reception Year, teachers aim to draw together the elements of a daily mathematics lesson. The readiness of the cohort is taken into consideration when preparing for transition into Year 1. 

Special Educational Needs 

Children with SEN are taught within the daily Mathematics lesson and are encouraged to take part when and where possible (please see the section on differentiation). 

Where applicable children’s IPPs incorporate suitable objectives from the New Curriculum and teachers keep these objectives in mind when planning work. 

Within the daily Mathematics lesson teachers not only provide activities to support children who find Mathematics difficult but also activities that provide appropriate challenges for children who are high achievers in Mathematics 

Equal Opportunities 

We incorporate Mathematics into a wide range of cross-curricular subjects and seek to take advantage of multi-cultural aspects of Mathematics. 

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 and rhymes. 

Marking 

It is recognised by the school that high quality next steps marking of maths is an essential tool to enhance children’s learning. Marking should be both diagnostic and summative and school policy believes that it is best done through conversation with the child but acknowledges that constraints of time do not always allow this. All teachers employ a policy of next steps marking regularly in each child’s book at an appropriate level for the child’s understanding. For younger children this will more often be in the form of verbal feedback. In the older year groups children are expected to respond to the marking themselves. 

Also see the School marking policy. 

Assessment 

From year 1- 6 the children are assessed on a half-termly basis and at end of each block in the scheme, then are given an age related expectation from teacher assessment. The results of these are recorded on a spreadsheet for all staff to view and for the Senior Leadership Team to monitor. Regular arithmetic and times table tests are carried out and results recorded by individual teachers. 

Reporting to parents 

Parents are given opportunity to discuss their child’s progress on two separate occasions throughout the year. Written reports are distributed at the end of the summer term. 

Teachers use the information gathered from their half-termly assessments to help them comment on the progress of individual children. 

Parental involvement 

Sessions are held occasionally to inform parents about how to enhance their child’s learning in Maths and to inform them of some of the alternative methods of calculation. 

During the course of the year, Foundation Stage parents are invited to attend a short, weekly “Working Together” session which offers the opportunity to play and work informally alongside their child in school and talk to staff. Parents also have the opportunity to attend Numeracy Workshops. 

Year 2 and Year 6 parents have access to SAT’s Workshops in the Autumn Term as well as a SAT’s meeting with class teachers in Spring Term. 

Differentiation 

Children are placed in groups of similar ability for mathematics lessons. There is flexibility within these groups so that a child may be altered to another group if their performance suggests that it would be beneficial for them. 

The majority of mathematics lessons in KS1 and KS2 will be differentiated at three levels. Usually there will be a common theme with tasks being set at an appropriate ability for each group. Some groups will be supported by the teacher or a teaching assistant while others will work independently. Practical resources are provided at all abilities to enhance the learning and deepen discussion. 

Some lessons provide open ended tasks where differentiation will be by outcome. Some lesson may be planned to allow children to work in mixed ability groups thus allowing higher ability children to consolidate their learning by discussing with and teaching children of lower abilities. 

Monitoring and Evaluation 

The Maths subject leader follows an annual action plan which has been prepared in line with the whole school development plan. 

The Mathematics subject leader is released regularly from the classroom in order to monitor standards of planning and teaching and to carry out scrutinies of children’s work. Support is given, if necessary, to ensure all staff are adhering to the agreed written calculations policy and planning format. Findings from any monitoring are discussed initially with the Senior Leadership Team and is also shared with teaching staff as appropriate. 

Resources 

Practical resources to support learning are stored both in individual classrooms where they are easily accessible to all children. These are used on a regular basis to ensure a solid understanding of the fundamentals of Mathematics. Additional resources are stored centrally in the Mathematics resources cupboards. 

Each classroom has a maths ‘working wall’ showing examples of the topic currently being covered and has a interchangeable display of mathematical symbols, numbers, times tables and vocabulary appropriate to the age range. This will be used to support children’s understanding of concepts and shows children correct layout formats. 

Homework 

Homework, either written or on-line, is given out on a regular basis in Y1-Y6 by each class teacher and parents are encouraged to be involved in their child’s learning. In Foundation Stage, a “Newsletter” sheet is sent home fortnightly informing parents of the learning that is taking place. 

The Governing Body 

A governor responsible for Mathematics is identified from the governing body, currently Mrs A.M. Allonby, who regularly observes maths lessons throughout the school and has regular meetings with the Subject Leader. Governors are invited to attend any Maths workshops or training days. The Subject Leader regularly reports to meetings of the curriculum committee of the governing body. 

 

Policy Review 

Updated: February 2019 

Subject Lead: Mrs V Holland

Maths Progression

Maths Overview

Maths Policies