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Mathematics Policy
1 Introduction
This policy outlines the organisation and management of mathematics at Lockington CE VC Primary School. It has been written with regard to the requirements of the National Curriculum (2014) and the Early Years Foundation Stage Framework (2014), within the context of our schools mission statement: to developing lively, enquiring minds and promote outstanding standards of achievement in a happy, safe and caring environment, based on Christian values, which encourage all to show respect and understanding of others.
2 The Nature of Mathematics
Mathematics helps children make sense of the world, developing their ability to calculate fluently, reason, solve problems and think in abstract ways. It enables children to understand relationships and patterns in number and space. Through their growing knowledge and understanding, children learn to appreciate the contribution made by many cultures to the development and application of mathematics.
Mathematics is essential to everyday life, critical to science, technology and engineering and necessary for financial literacy and most forms of employment. It is essential that children acquire a good understanding of basic mathematical concepts and enthusiastic attitude that will stay with them throughout life.
3 Aims
We aim to provide a curriculum that promotes enjoyment and enthusiasm for learning through practical activity, exploration and discussion, enabling children to become confident mathematicians and achieve outstanding progress in this subject.
Using the National Curriculum (2014) programmes of study for mathematics as a basis, it is our aim to:
promote enjoyment and curiosity of learning through practical activity, exploration, investigation and discussion;
help pupils to develop an appreciation of the beauty and power of mathematics;
develop understanding of the importance of mathematics in everyday life;
develop the ability to move between concrete, iconic and symbolic representations fluently and confidently;
promote confidence and competence in understanding and using numbers and the number system;
develop the ability to solve problems through decision-making and reasoning in a range of contexts, and other curriculum areas;
develop a practical understanding of the ways in which information is gathered and presented;
explore features of shape and space, and develop measuring skills in a range of contexts;
enable children to select and use a range of mathematical tools effectively;
equip children with the mathematical language needed to understand problems and explain their methods and reasoning;
think logically and to work systematically and accurately;
promote and provide opportunities for children to develop the core learning skills of confidence, determination, curiosity, aspiration, teamwork, independence, communication and focus, creativity and imagination.
To embody principles of the distinctively Christian nature of our school in all aspects of learning.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity organised into distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
Specifically, our pupils should:
have a sense of the size of number and where it fits into the number system;
know by heart number facts such as number bonds, multiplication tables, doubles and halves;
use what they know by heart to calculate mentally;
calculate accurately and efficiently, drawing on a range of calculation strategies they have been taught;
make sense of number problems and recognise the operations needed to solve them;
explain methods and reasoning, using correct mathematical terms;
assess whether their strategies are reasonable and have strategies for checking them;
suggest suitable units for measuring and make sensible estimates of measurements;
explain and make predictions from data found in graphs, diagrams, charts and tables;
develop spatial awareness and an understanding of the properties of shapes;
know when it is appropriate to use a calculator.
4 Teaching and Learning
Children learn in different ways so we use a variety of teaching styles in mathematics, adapting to the needs of the children as necessary and appropriate. During our daily lessons we encourage children to ask as well as answer mathematical questions. We develop their ability to independently select and use appropriate concrete apparatus to support their conceptual understanding and build procedural fluency. Wherever possible, we provide meaningful contexts and encourage the children to apply their learning to everyday situations. We recognise the importance of establishing a secure foundation in mental calculation and recall of number facts before standard written methods are introduced. We endeavour at all times to set work that is challenging, motivating and encourages the pupils to talk about what they have been doing.
The teaching of mathematics at Lockington CE VC Primary School provides opportunities for:
whole class work
group work
paired work
individual work
group or individual work with the teacher or teaching assistant
We aim to ensure that throughout the school the children are given opportunities to engage in:
the development of mental strategies;
written methods;
practical work;
mathematical games;
investigative work;
problem solving;
consolidation of basic skills and number facts;
mathematical discussion;
working with computers.
We aim for children to achieve mastery of the key areas in Maths, narrowing the gap between the most and least able learners. Decisions about when to progress will always be based on the security of pupils understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material will consolidate their understanding, including through additional practice, before moving on. We achieve this through a range of strategies, such as the use of differentiated work, booster programmes and SEN intervention programmes. We also use peer-support pairs and guided or targeted input from the teacher and teaching assistant. We have high expectations of our pupils and encourage them to be successful and achieve their full potential.
5 Maths Timetable
KS1 1 hour maths lesson daily
KS2 1 hour maths lesson daily (minimum)
6 Mathematics curriculum planning
Mathematics is a core subject in the National Curriculum (2014), and we use the Mathematics Programmes of Study as the basis for our school curriculum, ensuring we teach the relevant statutory content. This, along with the non-statutory guidance from the National Curriculum and other useful resources such as Abacus and Hamilton Trust planning and resources, informs our curriculum. The schools Calculation Policy details the approach and learning progression in the main operations of addition, subtraction, multiplication and division, and is a working document that all staff are expected to apply.
We carry out curriculum planning in mathematics in three phases (long-term, medium-term and short-term). Our long-term plans provide an overview to ensure the appropriate content is covered in each year group.
Our medium-term mathematics plans give details of the main teaching objectives for that theme or topic and provide the structure of the mastery approach to our curriculum design and organisation. For Number, Addition and Subtraction, Multiplication and Division and Fractions, blocks will be taught in a progressive manner across the year. There is an expectation that at least three out of five lessons each week will still contain some content relating to the four operations.
The short-term plans contain the specific learning objectives and expected outcomes for each lesson, and give details of how the lessons are to be taught. The class teacher keeps these individual plans as well as uploading them onto the school server. The subject leader and class teacher discuss them on an informal basis as part of the subject leaders monitoring, as well as when more formal monitoring takes place.
7 Curriculum organisation
Early Years Foundation Stage
Children follow the Early Years Foundation Stage Framework (2014). We relate the mathematical aspects of the childrens work to the objectives set out in Development Matters and the Early Learning Goals, which underpin curriculum planning. We give all the children ample opportunity to develop their understanding of number, measurement, pattern, shape and space, through varied activities that allow them to enjoy, explore, practise and talk confidently about mathematics.
Key Stage 1
The principal focus is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the four operations, including with practical resources. Pupils develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching involves 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 aids fluency. Pupils learn to 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 is to ensure pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. 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 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. 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.
We provide a variety of opportunities for pupils to extend and develop their mathematical thinking. Lessons follow a flexible format according to the concepts being taught and the needs of the pupils. Teachers organise a daily lesson of age appropriate length and make cross-curricular links with mathematics where possible.
Programmes of study for mathematics are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage (NC, 2014). Within each key stage, we therefore have the flexibility to introduce content earlier or later than set out in the programme of study.
The strands of the Primary Curriculum are:
Number & Place Value
Addition & Subtraction
Multiplication & Division
Fractions, Decimals & Percentages
Measurement
Properties of Shapes
Statistics
Position & Direction
Ratio & Proportion
Algebra
Not every year has objectives in each of the strands.
Progression towards a standard written method of calculation (algorithm) is detailed in Appendix 1.
8 The use of technology
Information and communication technology enhances the teaching of mathematics significantly. It also offers ways of impacting on learning which are not possible with conventional methods. Teachers can use software and i-pad apps to present information visually, dynamically and interactively, so that children understand concepts more quickly. Children may use ICT (including i-pad apps) in order to learn or apply mathematical concepts and skills either within maths lessons or in other curriculum areas.
When considering its use, we take into account the following points:
Any decision about using computing in a particular lesson or sequence of lessons must be directly related to the teaching and learning objectives for those lessons.
Computing should be used if the teacher and/or the children can achieve something more effectively with it than without it.
Calculators should not be used as a substitute for good written and mental arithmetic. They should therefore only be introduced to support pupils conceptual understanding and exploration of more complex number problems, if written mathematics and mental arithmetic are secure.
Teachers should use their judgement about when ICT tools should be used.
We have a variety of programmes for numeracy work and IXL Maths logins for use at home or in school. We use Active Learn and Purple Mash. There are a range of programmes available on the interactive whiteboard. Teachers share resources and websites.
9 Cross-curricular links
Throughout the curriculum opportunities exist to extend and promote mathematics. Teachers seek to take advantage of these opportunities within our topic based curriculum. It is important to find time in other subjects for pupils to develop their numeracy skills, for example, there should be regular, carefully planned opportunities for measuring in science and technology, for the construction of properties of shape and geometric patterns in technology and art and for the collection and presentation of data in history and geography.
Mathematics actively promotes the skills of reading, writing, speaking and listening. For example we encourage children to read and interpret problems in order to identify the mathematics involved. The children explain and present their work to others during plenary sessions. Younger children enjoy stories and rhyme that rely on counting and sequencing. Older children encounter mathematical vocabulary, graphs and charts when using non-fiction texts.
Children use and apply mathematics in a variety of ways when solving problems using computing. Younger children use computing to communicate results with appropriate mathematical symbols. Older children use computing to produce graphs and tables when explaining their results or when creating repeated patterns, such as tessellation. When working on control, children use standard and non-standard measures for distance and angle. They use simulations to identify patterns and relationships. All children play games to reinforce mathematical concepts.
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 others views. We present children with real-life situations in their problem solving and money work.
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 often group children so that they can work together and we give them a chance to discuss their ideas and results. The study of famous mathematicians around the world contributes to the cultural development of our children. Mathematics contributes to childrens spiritual development. Children can find shapes and pattern in nature. They can see the order, logic and pattern that numbers offer.
10 Differentiation
This should be incorporated into all mathematics lessons and can be done in various ways, including:
stepped activities which can be accessed at different steps, supporting and challenging all
common tasks which are open ended tasks where differentiation is by outcome
resourcing which provides a variety of resources depending on ability
grouping by ability so that different ability groups can be given different tasks.
11 Special Educational Needs and Disabilities and Gifted and Talented Pupils
At our school we teach mathematics to all children, whatever their ability and individual needs. Mathematics forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our mathematics teaching we provide learning opportunities that enable all pupils to make good progress. We strive hard to meet the needs of disadvantaged and vulnerable children, including those pupils who generate Pupil Premium, those with special educational needs, those with disabilities, and those learning English as an additional language. We take all reasonable steps to achieve this.
When progress falls significantly outside the expected range, the child may have special educational needs. Our assessment process looks at a range of factors such as classroom organisation, teaching materials, teaching style, and differentiation so that we can take some additional or different action to enable the child to learn more effectively. On-going assessment for learning and summative assessment allows us to consider each childs attainment and progress against expectations. This ensures that our teaching is matched to the childs needs.
SEND intervention will lead to the creation of an Individual Education Plan (IEP) for children with SEND. The IEP may include, as appropriate, specific targets, strategies and intervention programmes relating to mathematics.
Within the daily maths lesson teachers also provide appropriate challenges for children who are high achievers. Children who are more able or gifted and talented are provided with differentiated work according to their learning needs. This may be achieved in a variety of ways, such as individual learning programmes and collaboration with other year groups and schools.
12 Equal Opportunities
All pupils should have equal access to the curriculum, irrespective of particular circumstances such as race, background, gender and capability. In the daily mathematics lesson we support children in a variety of ways, such as speaking clearly, repeating instructions, emphasising key words, using picture cues, playing mathematical games, encouraging children to join in counting, chanting etc.
13 Assessment
This section details the various assessment methods and practices through which we ensure that children are making appropriate progress and that the activities they take part in are suitably matched to their ability and level of development.
Formative Assessment (AfL)
We are constantly assessing our pupils and recording their progress in line with the schools assessment policy. We strive to make our assessment purposeful, allowing us to match the correct level of work to the needs of the pupils, thus benefiting the children and ensuring progress.
Assessment for Learning is an integral and continuous part of the teaching and learning process at and much of it is done as part of each teachers day to day work. Teachers integrate the use of formative assessment strategies such as: effective questioning, clear learning objectives, the use of success criteria, effective feedback and response in their teaching and marking and observing children participating in activities. Findings from these types of assessment are used to inform future planning and are closely matched to learning objectives.
Summative Assessment
During 2015/16 we will begin to use the age-related expectations outlined in the 2014 curriculum to assess pupils in mathematics.
More formal methods are used to determine the levels of achievement of children at various times during the school year:
Assessment Weeks: We use half-termly assessments as a way of recording childrens progress in objectives covered across that specific half-term and helping to plan the next unit of work. This information is then updated onto the childs maths assessment sheet and Classroom Monitor and shared with the child. Individual targets for maths are given at the start of each term and are shared with the children and parents. These can be updated as frequently as required throughout the term.
Standardised Testing: Standardised tests are used once a year, towards the end of the year. They allow the school to measure each childs attainment in all areas of mathematics, and assess progress against school and national targets. The results are used to monitor individuals progress year on year and to identify those children who have Special Needs in mathematics. We can then set targets for the next school year. We pass this information on to the next teacher at the end of the year. We make the long-term assessments with the help of end of year tests and teacher assessments.
Statutory End of Key Stage Assessment.
The National Curriculum requires that each child is assessed in Mathematics using national tests. This is to be carried out at the end of Key Stage One and at the end of Key Stage Two.
Information from assessments will be used to: inform future planning, identify strengths and weaknesses, provide individual and group target setting and provide information for teachers, pupils, parents and future schooling. Classroom Monitor is used to closely monitor childrens progress throughout the school. Teacher assessments are entered on an ongoing basis and this is closely analysed by the subject leader.
14 Presentation of Maths Work
Each lesson must include the short date (e.g. 3.11.14) on the left-hand side of the page with the Learning Objective (L.O.) written on the next line directly underneath. Children are encouraged to present their written calculations in pencil as neatly as possibly by putting one digit in a square. The emphasis of neatly produced work is important as poor presentation and careless setting out can lead to incorrect calculations. Recording work may involve children making rough jottings first, followed by recording actual answers for the teacher to read. Pupils are encouraged to make estimations and may record these in their books before completing answers. All children are encouraged to work tidily and neatly when recording answers but jottings may take any form and are important evidence for the teacher.
15 Marking
The marking of the childrens work must be kept in line with the schools Marking Policy. The purpose of marking in maths is primarily diagnostic. It communicates to a child whether they have been successful, is motivational, and serves to inform a teachers planning in terms of any misconceptions. Written comments must be focused on moving learning forwards and encourage risk taking, perseverance and the often open-ended nature of maths.
Two stars reflect successful progress linked to the calculation undertaken.
A wish suggests an area for improvement or a correction of a calculation.
Incorrect answers will be marked with a dot. Responding to marking and corrections should be carried out at the start of the next lesson (or within the lesson) using a Blue Pen. The process of correcting work is encouraged to establish the importance of self-checking work by the child and to avoid making similar errors in the future.
Peer marking is used to further develop the childrens ability in problem solving, discussion and reviewing of learning this has to be carefully monitored by the teacher.
16 Resources
Resources which are not used regularly are stored centrally. Areas/ displays are then dedicated to mathematics resources and are easily accessible to all children, allowing them to become familiar with the relevant equipment. Working walls in each class help to support development in mathematics. Teachers are responsible for ensuring equipment is returned to the allocated storage area in good condition and any loss or damage should be reported to the co-ordinator.
17 Maths Learning Environment
We aim to create a rich and stimulating Maths environment that promotes learning and independence through Maths Working Walls in each classroom. Maths Working Walls and resource areas in the classroom will:
Support the children with their Maths;
Contain information relevant to current teaching (key vocabulary, models/images,
success criteria, targets);
Include Maths resources clearly labelled and accessible for the children;
Be clear/large enough for children to read.
18 Parental Involvement
We encourage parents to be involved in the mathematics curriculum by:
providing them with booklets, detailing key objectives and activities to help understanding;
inviting them into school each term to discuss the progress of their child and look at their childs work;
reporting on mathematical progress in their child/rens report;
inviting parents of Year 2 and 6 pupils to meetings about supporting children with SATs;
encouraging parents to help in classrooms;
informing parents of the mathematics curriculum;
encouraging parents to be involved in homework activities and making the
learning objectives and the task clear and achievable;
maths workshops for parents;
parents of children with IEPs are invited termly to discuss specific maths targets from their IEP;
links to Maths websites and other useful documents and resources are shared with parents;
the schools open door policy enables parents to address concerns throughout the year.
19 Homework
It is our policy to provide parents and carers with the opportunity to work with their children at home. Homework is an integral part of promoting childrens learning in mathematics. Pupils receive differentiated homework at least weekly as appropriate in order to reinforce concepts and skills being learned in school.
20 Health and Safety Issues:
Please refer to the school Health and Safety Policy. Particular care is needed when working with pairs of compasses.
21 Roles and Responsibilities
The governing body determines, supports, monitors and reviews the school mathematics policy. We have an identified governor for Mathematics. The governor is informed of progress in the subject by the subject leader.
The Headteachers role is to:
provide support by encouraging staff and praising good practice;
monitor learning and teaching through lesson observations;
monitor planning and reviews;
give feedback to teachers following lesson observations;
support staff development through in service training and provision of resources;
observes colleagues with a view to identifying the support they need.
The mathematics subject leaders role is to:
Provide a strategic lead and direction for Mathematics in the school;
Provide support and advice to staff in the delivery of the Mathematics programme of study;
Remain informed about current developments in the subject by attending CPD sessions and being involved in independent research and reading;
Deliver CPD sessions to staff, to support staff development and lead by example by setting high standards in their own teaching;
Liaise with other members of staff to form a coherent and progressive scheme of work;
Monitor standards in the subject, through planning and work scrutiny, statistics, quality of teaching and learning;
Consider with staff and work with the headteacher in the evaluation and planning of actions included within the School Development Plan;
Take responsibility for the choice, purchase and organisation of central resources for mathematics, in consultation with colleagues.
Moderating the standards of childrens work and of the quality teaching in mathematics is the responsibility of the mathematics subject leaderalong with the headteacher.
As well as regular updates, the mathematics subject leader gives the Headteacher an annual report in which s/he evaluates strengths and weaknesses in the subject and indicates areas for further improvement.
The co-ordinator will be responsible to the Headteacher and will liaise with the named link Governors.
The class teachers role is to:
be responsible for the teaching of Maths as set out in the policy;
provide planning and reviews for the Head Teacher and Maths leader to have access to;
provide samples of maths work to the Maths leader/Headteacher when required;
assess childrens work in order to detail future planning;
update skills, knowledge and understanding of mathematics;
identify inset needs in mathematics and take advantage of training opportunities;
keep appropriate on-going records in relation to school policy.
22 Review
This policy will be reviewed during the autumn term 2018.
Person responsible: Mathematics Subject Leader
Date reviewed: October 2015
Signed__________________________________ (Chair of Governors)
Signed__________________________________ (Headteacher)
Appendix
Appendix 1: Calculation Policy
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