Mathematics at St. Mary’s reflects our mission statement in that it provides children with the means to make sense of the world created by God and illustrates the wonder of creation.

Building on their own experiences, it encourages thinking and reasoning skills to grow. It encourages natural curiosity and develops the confidence to tackle situations that arise in mathematics and other areas of the curriculum. A caring atmosphere reflecting the true spirit of Christ’s love achieves this.

Introduction

Mathematics is a creative 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 in most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, and a sense of enjoyment and curiosity about the subject.

This revised policy takes into account the new National Curriculum (2014). *

Purpose

The purpose of this policy is to describe our practice in Mathematics and the principles upon which this is based.

 

Aim(s)

We aim to develop lively, enquiring minds encouraging pupils to become self motivated, confident and capable in order to solve problems that will become an integral part of their future.

The National Curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

 

Children deserve:

  • To be set appropriate learning challenges.
  • To be taught well and be given the opportunity to learn in ways that maximise the chances of success.
  • To have adults working with them to tackle the specific barriers to progress they face.

 

 School Curriculum – Programme of Study

 

Foundation Stage

The programme of study for the Foundation stage is set out in the EYFS Framework. Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shape, spaces and measures.

 

Key Stage 1 and 2

The Programmes of study for mathematics are set out year by year for Key Stages 1 and 2 in the new National Curriculum (2014)*. The programmes of study are organised in a distinct sequence and structured into separate domains. Pupils should make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

 

Key Stage 1

The principal focus of mathematics teaching in Key Stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources (e.g. numicon, concrete objects and measuring tools).

At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

By the end of Year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.

Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at Key Stage 1.

 

Lower Key Stage 2

The principal focus of mathematics teaching in lower Key Stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.

At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.

By the end of Year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.

Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.

 

Upper Key Stage 2

The principal focus of mathematics teaching in upper Key Stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.

By the end of Year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.

Pupils should read, spell and pronounce mathematical vocabulary correctly.

 

Class Organisation

 How we cater for pupils who are more able

Where possible more able pupils will be taught with their own class and stretched through differentiated group work and extra challenges.  When working with the whole class, teachers will direct some questions towards the more able to maintain their involvement.

How we cater for pupils with particular needs

The daily mathematics lesson is appropriate for almost all pupils.  Teachers will involve all pupils through differentiation. Individual targets are set for each child and these targets are displayed on their ‘Mr Numerator’ card.

Pupils with special educational needs and individual education plans

Teachers will aim to include all pupils fully in their daily mathematics lessons.  All children benefit from the emphasis on oral and mental work and participating in watching and listening to other children demonstrating and explaining their methods. We will provide an inclusive curriculum which will meet the needs of all pupils, where the teaching and learning, achievements, attitudes and well-being of every learner matters.

From Key Stage 1, all pupils will have a dedicated daily mathematics lesson.  Within these lessons there will be a good balance between whole-class work, group teaching and individual practice. Collaborative learning (Kagan Structures) will also enhance learning within each classroom.

 

Cross curricular

Mathematics contributes to many subjects within the primary curriculum and opportunities will be sought to draw mathematical experience out of a wide range of activities. This will allow children to begin to use and apply mathematics in real contexts.

Throughout the whole curriculum, opportunities to extend and promote Mathematics should be sought. If natural links exist between subjects, then teaching should be based on prior knowledge and developed with that subject.

 

Teaching and Learning

The approach to the teaching of mathematics within the school is based on:-

  • A mathematics lesson every day
  • A clear focus on direct, instructional teaching and interactive learning with both the whole class and smaller ability groups depending on the needs of individual children.

The curriculum is delivered by class teachers. All work is differentiated in order to give appropriate levels of. Planning is based upon the new National Curriculum (2014)*. Programmes of Study should inform medium term plans and subsequently weekly planning. Class teachers are responsible for the relevant provision of their own classes and individually develop weekly plans which give details of learning objectives and appropriate differentiated activities. Although planned in advance they are adjusted on a daily basis to better suit the arising needs of a class and individual pupils.

 

Calculation Policy

The calculation policy is currently being reviewed in light of the new National Curriculum.

 

Inclusion and equal opportunities

All children are provided with equal access to the mathematics curriculum. We aim to provide suitable learning opportunities regardless of gender, ethnicity or home background.

 

Resources

Resources which are not used or required regularly are stored centrally and accessed by teachers at the beginning of a topic.

 

Displays

All classrooms have a display dedicated to Mathematics. This will change, be added to or re-introduced over the course of the year to suit the current learning in the classroom.

 

Assessment

Assessment will take place at three connected levels: short-term, medium-term and long-term. These assessments will be used to inform teaching in a continuous cycle of planning, teaching and assessment.

  • Short-term assessments will be an informal part of every lesson to check their understanding and give you information, which will help the teacher to adjust day-to-day lesson plans.
  • Medium term / long term assessment will be reviewed when the new performance descriptors are published. **
  • Children in the Foundation Stage are assessed in accordance with the EYFS curriculum.
  • Marking – see marking policy
  • SAT’s – These take place in Years 2 and 6 and should be analysed to inform planning. Optional SAT’s in other years.
  • Assessing Pupils’ Progress (APP’s) in Mathematics is being used to give a detailed profile of what a pupil can do in relation to the Assessment Focus. It provides high quality evidence to inform next steps in pupils’ learning and reporting on pupils’ progress.

 

Marking and presentation

  Teachers are expected to adhere to the schools marking policy when marking books and presentation policy when guiding children as to how to present their work. Children should be encouraged to try things out without fear of ‘getting it wrong.’  Investigation in mathematics often requires procedures of trial and error.  Comments on pupils’ work should include mathematical pointers towards improved performance as well as personal praise for accuracy and effort.  Pupils’ names should be used in constructing these comments.  Pupils should be encouraged to mark and report back on their work as a regular diagnostic assessment session.

Homework  

The daily mathematics lessons will provide opportunities for children to practice and consolidate their skills and knowledge, to develop and extend their techniques and strategies, and to prepare for their future learning.  These will be extended through out-of-class activities or homework.  These activities will be short and focused and will be referred to and valued in future lessons (the homework policy outlines the amount of time to spent by each pupil in each year for homework).

Monitoring and Evaluation

The Curriculum leaders, alongside SLT, are responsible for monitoring and evaluating curriculum progress. This is done through book scrutiny, planning scrutiny, lesson observations, pupil interviews, staff discussions and audit of resources.

Management of Mathematics

Role of the Coordinator

  •  Teach demonstration lessons.
  • Lead by example in the way they teach in their own classroom.
  • Work co-operatively with the SENCO
  • Attend INSET provided by LEA Mathematics consultants.
  • Discuss regularly with the headteacher and the Mathematics governor the progress of implementing the Strategy in the school.

 

Role of the Headteacher

  •  Lead, manage and monitor the implementation of the Strategy, including monitoring teaching plans and the quality of teaching in classrooms.
  • With the Mathematics governor, keep the governing body informed about the progress of the Strategy.
  •   Ensure that mathematics remains a high profile in the school’s development work.
  • Deploy support staff to maximise support for mathematics.

 

Parental Involvement

At St Mary’s RC Primary School we encourage parents to be involved by:

  • Inviting parents into school to discuss the progress of their child.
  • Parent’s Evenings in the Autumn and Spring Terms.
  • Information booklets/newsletters to inform parents via the school website.

 

Mr Lee Johnson,
Mathematics Co-ordinator.

The governors agreed this policy on 23 October and it will be reviewed in partnership with staff, parents / carers and students again on 23 October 15 unless there are changes in National or Local Guidance.

Signed by L Johnson (coordinator), J Leader (Governor), D Raynor (Headteacher)

*Pupils entering years 2 and 6 in September 2014 will continue to be taught the current programmes of study for maths in the 2014 to 2015 academic year, to allow for statutory end-of-key- stage assessments in summer 2015.

**The programmes of study within the new National Curriculum (NC) set out expectations at the end of each key stage, and all maintained schools will be free to develop a curriculum relevant to their pupils that teaches this content. The curriculum must include an assessment system which enables schools to check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and to report regularly to parents.