> |~{ M*bjbj ||'"%&&8D4&
DDZZZOOOt&v&v&v&v&v&v&$(+&-"O&ZZ&jZZt&t&#%Z:$`&&0&%=,X=,4%=,%Ocq}SOOO&&DvOOO&=,OOOOOOOOO& F:
Greenleys First School
Mathematics Policy
July 2017
Where children come first.
Mathematics is a creative and highly-connected discipline that has been developed over centuries, providing the solution to some of historys 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.
We aim to deliver a high quality mathematics education which provides a foundation for understanding the world, the ability to reason mathematically, and a sense of excitement and curiosity about the subject. We will ensure that as pupils learn mathematics, they acquire fluency in procedures and develop a conceptual understanding in order to solve increasingly complex problems.
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 they develop the conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
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
Programmes of study
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 apparently 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.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However decisions about when to progress should always be based on the security of the pupils understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through content those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice before moving on.
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 (eg. Concrete objects and measuring tools)
At this stage our 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.
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. This is a particular area for development in 2017-2018.
Information and communication technology (ICT)
ICT is a good tool to use to improve mathematics. Use of computers, APPS, games are all good ways to reinforce and practise skills. Teachers should use their judgement about when ICT should be used to support learning in mathematics.
School Curriculum
The programmes of study for mathematics are set out year by year for key stage 1. Our school is required to teach the relevant programme of study by the end of the key stage. Within the key stage, schools have the flexibility to introduce the content earlier or later than set out in the programme of study. In addition, we may introduce key stage content during an earlier key stage, if appropriate. Our curriculum follows the programme of study and is set out on a yearly basis online. ( See appendix 2)
Lessons
In Key Stage 1, our lessons will be delivered daily and will begin with a session where our pupils learn about whole numbers, counting and place value in order to develop confidence and mental fluency. Lessons will be differentiated according to ability, using additional staff to work in small groups or help to support in whole class lessons.
Then we will focus on using the four operations, measurement, Geometry-properties of shape and Geometry- position and direction. These sessions will use practical resources, the outdoor area and link to topic work where necessary. Spellings of mathematical vocabulary will be linked to phonics lessons.
Inclusion
Our staff always set high expectations for all pupils and are aware of the requirements of equal opportunities legislation that covers gender, race and disability. Differentiation of activities for each group of pupils who have particular requirements are always catered for within planning.
Attainment targets
.
CONTINUITY AND PROGRESSION
We plan for progression by using the mathematics programme of study for key stage 1. We are working within our cluster group and with the Junior School towards ensuring clear continuity and progression between Year 2 and Year 3.
HEALTH AND SAFETY
Each class teacher is responsible for ensuring the safety and suitability of the equipment used with reference to current health and safety guidelines.
RESOURCES
There is a variety of mathematical equipment and resources stored in the classrooms and in the resource room. This equipment is categorised and audited frequently to ensure the equipment is of a safe, usable standard and to inform future purchasing.
RECORD KEEPING AND ASSESSMENT
Assessment is an integral part of planning and delivery of the curriculum. It is an ongoing and essential activity allowing for assessing both teacher effectiveness and pupil learning. It informs future planning and allows for clear analysis of the progress of specific groups of children.
Assessment opportunities are identified in the planning. Each child will have a Maths Challenge book that will contain notes, photos, stickers, work etc. that shows how the children are progressing independently. Evidence of attainment is stored to inform consultation meetings and as a record for the next school.
Each maths lesson is planned for, using an objective and success criteria format. Children are identified as having achieved the lesson objective, working towards the objective or not succeeded in its achievement.
There is a progress sheet for each child which is updated each half term.
Children may record work in their books written, pictorially or graphically. Work and evidence may also take the form of a verbal response recorded on stickers and stuck into progress book.
MONITORING AND EVALUATION
The leader has a responsibility, together with the senior management for monitoring teachers planning, delivery of maths lessons, childrens achievements in mathematics and the effectiveness of policy into practice.
STAFF DEVELOPMENT
Staff needs are identified during their CPD discussions. These needs are addressed by attending courses, curriculum meetings and school based Inset. Consultants and external advisors are used if appropriate.
REVIEW
This policy will be reviewed annually, taking into account national and school-based activities.
Written July 2017 by Maths Coordinator.
Review date: July 2019
Appendix
PAGE 4
#$%+,5678:;<=>XYZ
¶vh`U`UMh<6AOJQJh@F^hAOJQJhfOJQJh@F^hA56OJQJh@F^56OJQJh@F^h@F^5OJQJh@F^h@F^OJQJh@F^OJQJhAOJQJjh@F^UmHnHuh@F^h}5OJQJhsJj5OJQJhA5OJQJh}5OJQJh@F^hA5OJQJh@F^5OJQJhmI:5B*OJQJph,689:;<=>YZ
45=
&FhV^h`VgdA
&FV^`VgdAgd2kgdAgd<6A$a$gdA5<
=
V
.*STļzrrg_SJhPf5OJQJh}hR5OJQJhROJQJh"h|'OJQJh|'OJQJhAOJQJhOJQJh}h5OJQJh"h"OJQJh2kh2kOJQJh"OJQJh0OJQJh2kOJQJhfOJQJhf5OJQJh2k5OJQJh@F^hA5OJQJh@F^hAOJQJh@F^h<6AOJQJT<[\vwxyzgdAgdh^hgd"N"Z[\uv;8:FGtu¹|tltdddld[h4s5OJQJh{OJQJh4sOJQJh|'OJQJha>hh5OJQJhR5OJQJha>hR5OJQJha>5OJQJh0hOJQJhhOJQJh05OJQJh5OJQJhROJQJh=T|OJQJhPfOJQJh0OJQJhOJQJh}hh5OJQJ" *+O P Q d f g i!j!|!}!"" "!"
9r gdAgdAgdAXg !)*++ @ A N O P Q R d xxm_mmh@F^hA5OJQJ\h@F^hAOJQJhROJQJh_OJQJhDoOJQJhPfOJQJha>hh5OJQJhR5OJQJha>hR5OJQJha>5OJQJh4sh4sOJQJh=T|OJQJhuOJQJhhOJQJh4sOJQJh4s5OJQJhh5OJQJ# !!i!|!!"### #!#"#@#A######d$e$f$$$$$$$$ݺݲǘ}}q}eh4sCJOJQJaJhn^_CJOJQJaJh{CJOJQJaJh*]hxCJOJQJaJh*]hACJOJQJaJhxhxhxhxOJQJh@F^hACJOJQJh@F^hA5OJQJ\h@F^OJQJh@F^hAOJQJh^OJQJhhOJQJh]OJQJ'!"#### #!#"#@#A#e$f$%%{&|&&&'''''~(
&F^`gdAgd{gdx
&FgdAgdxgdAgdAgdA$9%;%%%%4&S&z&{&|&&&&&&'&'3'\''''''
((%(A(L(~((夘{ndZP{hhCJOJQJhxCJOJQJhn^_CJOJQJh@F^hxCJOJQJh@F^hA5CJOJQJ\h@F^hACJOJQJh4sCJOJQJaJh*]hxCJOJQJaJh*]hAOJQJaJh_CJOJQJaJh{OJQJaJh*]h{CJOJQJaJh*]hACJOJQJaJh{CJOJQJaJ~((((d)e)g)h)o)))********* *!*"*#*$*%*&*'*)*$a$gd|pgdA(((e)f)h)o))))))))))********&*'*(***+*-*.*0*1*3*9*ŧűűŧvg_[_[_[_[Wh|phjhUh|pha>CJOJQJaJha>CJOJQJaJh|ph|pCJOJQJaJh|pCJOJQJaJh|pCJOJQJhn^_CJOJQJh4sCJOJQJhACJOJQJha>CJOJQJh@F^hA5CJOJQJ\h*]CJOJQJhxCJOJQJh@F^hACJOJQJ")***,*-*/*0*2*3*4*5*6*7*8*9*F*G*H*I*J*K*L*M*$a$gd|p9*;*<*B*C*D*E*K*L*M*h|pha>CJOJQJaJhh|phn^_0JmHnHujh|p0JU
h|p0J ,1h. A!"#$%Ft^չ[)]{:JFIFC
C
D>"
}!1AQa"q2#BR$3br
%&'()*456789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz
w!1AQaq"2B #3Rbr
$4%&'()*56789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz?S(((((((X
N(U;JOpI@;>?:h2HCv:+wm/m0~h~)K^QNNJrr~#xBdOB@[`)9
v;
+%_Zk|Atp%OE48>nphh-QEQEQEQEQEQEQEQEQEQE!8A41.sxzVP֬QD҂꣑^C/!|?ѵ2!YT!sϭzƁCZF*Q^#[ ee='8#?m=hܞ{#BZk?g>ou;TRNT9eY߂Eͳ{f9@lpGu|=y۳FFsڽc/WǺnť%S%~aӖA
-xM>yXd9z{&a5V^ȃ"LPi^u
NmBER}@Vǉ-!]KW`"tQT3ߥ'eO|Kc~w+%$}s]H S K)dP.e9?}ox1
Xx55 8(arf2*2rO֗;o:I[JwCRIө
w-EPEPEPEPEPEPEPEPEPIZѱүnGXay?%&^/l緐e%FFb%{;|-7پ1隭܄sW9~w:|`=ʰݿ{iڐuR 0rRE?=[Z!Vq\<Λ[Wుy/<@i]/V
[s_"K |QÞ0Oiu4bL|`
G|%{m|3,yޕy }I\VQn͟v+p,als LC
[ڿ:&fKepVWܷ`m"Vhf9A9JKψΫxoS{kx۲\ m\|3־2?.061= 3q^A7
¯nLh.CxkꏃޙkZ($f6ݻ'Ƽu6mrUUFҌL1M'v|s%Ŭ905wmiR^s1u >ᖕ5v>Ӏ21^/ğZӭ粒iDtgFhbf߳Ō
I3`!LpbMVEx@?Vkz&@IԺdHe&߈VYKo[O{0*M 8$XKwgt%ӧ**zSTdh+Tzi."ē
q?NE6}4Aa_JS-bNETu18eS{쉤koP+#mblqa}g]hZ9PKx[)EpXg5xg]魢eq"f$O{/L\ICIjo[ᒲ#uo~~ 6-llrv%P|][h-u4 |Fſtt79y=Bw=uNՒ'ǺWl}>_9dNa]2+Þ4+싄_r2<ֿBݤmX˱]KH'QEQEQEQEQEQEQE47>}'HS%-c}|
SD\
J[&zr7~J-x
Qu4-[9[jVe*xakR=:U^
7t>
[H
`p }
x?ßO[YBZLJz;5N1,Qɏ4\p[?.i,Enh춥B{t+?OLL<G{*GhFq>-]G[''N.Ikvđı=)
kſݵ=vjĊ/~?at'8 SZ(Hk*:E?#=xVQkTe+q=J`z .݀p?
kzܸΟ*[&pF
_M7Zl90;YpNz74x;AN֠iXJv?k%\:~<&5ZUG25
Fе,^nTFA|X4JB=gWqٸav(֟HV_daVǱ7e51%8'w9vƵ'բnz~5=BE.号A^}m'-)itB?j5|L!d4A:凢{XPPqSqY¶}֢Tv&?N+f)7/(":R tǬziy{u7]_4C5=Suv~1i9,VSFTj} 5 KciOw;k}c]yq:?N=+2[i6:[
ĀQs:JZE9Pih:((()(ǽs֝-Q@%~ښ=䚞ݬp诜|ƃ,@fN|K]3<^jrGbb+<"/FvEǡ;s3V>'3kbqsu{ǣ6r@q_V
ǅhizUZB0$5sV,->kK<*[>4ܷc9⼗ῇo5I&A#lg۱^G,RKiGkII{7Xm_=[/y:{pmlLFnW-!-r{Ӗu#$c45$k֯S.zlx0inrֵ|!]Kݾ[SUO`;G^̠"A'߄kS(|ucJB-s__韱w̗zYȈ*I+<G4$,
3R>ĽghyhÐSM#+}+ψ|Ch)Z#֖\q(c>s $oUǁV!@*1NHճ89b
1g?s2>|c'85'^wȠz)aLxsUl*f9V?ʽxpGNWXq1LxtrIu=aAsX')B03TKg֚|3:kHn,~ퟳCS⳼=-7zT:tvUiw8(r~ck7:2cQ_i5֡
Pgetx56YFlVecp m^@伾%%R*\;&gO4nyVWhEmbCw?I{M80>+>|!]O6Ngt3fWooJGs ]fB\!>k|-?ië@&%+ qz*~~P=~!wHue!֖O-rfݟܗCփqIֲ|;/Śr_i7ZǱA5__?M3,G{\[ROnSoG~j Le5]eYNA:uW2,0BG8
SRcfծ5~ZUΥ\G<?;|{IiB߸82ڬ~_.~&kOae#EG"am+nwح⭹sDW^Hۆ6i\B}NjLJ Q]ϒ{Gҽ7O1ˤ,ZH.Z;
ҳ|-'jcBcs5Ԁھg2oj7/&Dw$Fۭe9KkTq<rhI77,6?Jt
:qTSEiiVs.:(d
`` 8ҖbWVQ(9WWB\j2^#=9*fOpCӽzfIN.7>_L^W[yf&SڼS[?9s,6$^3Q1_}Zuc5+=RH=A%
t[MXrD}ATe ~{^[s<jI
=2j|+{vu'^iOmٞVVqPMp~0#_97z
DփO3ƺyM+y,v)Zm֟yk,lRThN0 r1+5KSw[|d~)=6Fɏ=|M/p&rwV$}> ]W(GiKlW?xzS83yafVw|qjZXj:վVa\t*zk>ӵdI@&g*Qn-.PH^oYh~5Ӿ Gb_P&呁0N _+>2K*siucȾWZCZ!8_=+'Gb1"p:ST 2H!
UكPԖqqu!8zBdgv.Mś(H7=G2SèE!KHzPSwaVwn|;D=ģeNjƑP3X~Nɟ _:K}&#FS״H|C䫡ZMX5֚j3$~W?.n$hLR1}ϵ'1FK:7OJvCz8?k_e>&>*>_>$|4Ulu1G#˭~szƭ\^\\O+I#嘜ZB7sM#'8ғc{҂e
@|Ry>գ?<L[İizdGi!`vB?ҽ' mw/YLC4Cff;?DЮ",VCyv=ه_5d}N(Uy_Vu~VM
KӢX
͎]& b*It+ỏ;TҭndK`>:Sv*[->!|s5&s5?j?K7JLqһ،"It ~[
&[z`GSf8OO=m~Q_f{4`o';m#=>=qU4EmbvmƤ^*c'v}-N5 S@J 4q^c5S&v'n1N##[HjzuwFn#Pҭ3jN
Rv?->Y1 {#?5&d3_Z?yVf:Ey'c}2̟z-[['7Q#R;̤[Ԟ7#;%ĺ3G9_½c~}flZīdwZ5M'm"bT!>Qlɞ)|gG3n;ICѯWMΣ. kojX2SW4~I@|_O|ic⏈zQjܜI8>^6MKS㰲$G7W6֪I:4B8vQHduu=NE|%N~"WӴ.Z.`0p¹M/榹'wrY1=I9]kEcUybkJb3qL+vTvXgo00=)7b圌u澗|wE턢8`aǕ~zyOH4;cW!_\k~=hz5k@oo|u$9_D}Mq֫YC3N>kẃt:P~1FVVgia5][8[>}Ee'Ǜ`c.OhM.3\$%ϡtb&^Vv=HN5#t)#Rh+ScFp3DHyCf[P:w}u2[#U QlȗOT7lھFޱy,iMgj'c1S = _c?%4#ş|=p~s8M|Ǭ蚾;%:ѕ6U1SʗW/ x[zz轫!I}3Cr֖%V\we+1ֽ_~|ydctEi72xŤN?Q\_xVKqHR!-R=1\M:XΗUUsڎih6->[{fqk )i|v~"hЋ5P'W=GzT72qOT`HG*Ow1LXʰ\A??/xf+F>|pZIDsֲXӭwGkLZtO]mb#jmHc7,x0rYhՕu=O֭
BAx/٧W3M÷,IYD؋>X/O`zd] s^gxWS#<%lfw}7zj\C{>=b?
3P튰8=d*[|,sr IMX1P3Q؊qrqK>|YU4~&]ħ~Vk֏kWZuBkK1t`kw#4+v$қwÍa璱~CW9Goh|kmݘti#ŉ#"8aQFx~sZ<WVMn27]{⇅9i5gĹ(crOҧ,=(6H@YPI'_?d[}C7?j]]D$j)I8irv?#x/W|YͬGnz|eY.S6HAJ^Fk
|c}3Ɠ_[Zqj)#}2:>&q>붚U+4q $̠rG9CR3:pu1M}Xɇ^?J~s:F-?{wK[bKC$*;y~xa[ƣ9z;
CZ
;l0Ts~+Y'F{pw^\5Ą=_8p؈֦ޝzӮOHi3_ޤu-b\<)'Ԓ~Sm_PnR9&VIb:fo wH]o~=Աh-,qq%̇lH}z
n|<)NiGDwgn3^metc]7b6ux?@N?Kzɱvv>_X`붽??CSgyr
=¾x8FfF??Jm7G4uúz:AӇJɳi`Ubᯅ/!1K,zEB>|Amiwmi
gaW|G9u&٫m7_em}]R1 0z??*9 u*9QeIv`
Km7\?cX~]cɠs=`G
m(s8'$^}ڋ,It[~?RoTuQSVl.PaXRYY[mkv
U
-ẁ&DY#`TPj]#h5z̈́Wd>r+~p\]ʹ-ٯ~t?'PNܭkm;U]o6̭'(~'Y&|}/ct֑?L)_W}Ў'2~;?}B~X٧DG^]զmz徘RCīZ3ؿdKlȲ|܌շW:Tldaن~t &f4]9=ڣךk5`-aqWxMGEy~GᶥT:r}ֶG?R_r2+
v[n.ei畋fcԓP9oiKr+*yd~8kf߉7XǇH ٳV
g*:v>wS3g7ߵwms
cniS-ŴAop5>:[_jE춬H/ycм34^S2oպO^)WEuk_B:<
ߌyCx¨Y MlHiv3Zӧ{i$mI
IҜ E:QHNiF?|Ux;GSnEC=`=y?ß37UЬpLh$c5埶/YH\B3s߲|>-[+Tg3-ϑyp>ek7e@<+5XԚK]
ndi_bCq8Akj֠6Y-%TK6À?W_#s-MC,3R3)7,yrŚ4$Ekm5_em1{X{!
1r}yhu+GQܺFuo$#ՏWy=l-`acA¨ζj;-O>ww__kR]]lU .-bHzE rHĪW UpFNRo6=ۇGVf$H=Vrieyn'&{T Ix?Oz-SB9^b9'#Rc9t&ORi&
`1_ޕ'+k9tWo`gtz1Հ}gyīf}
GJ3h
IǡwZ&5O|}iFQƜmkH;3S_egHE $sR1N8搕`qEP\>u˄%WǸg=+|U7X
Rۂr|+ʓW;0)ѪR<˱OsBAP6aokO~<|+AgD̩3 eXgk'<|kAwoP^0zrz8Ij~t1pytxSCRG\Z^<9GSaZf1
1I
h]G+F?FVw8;67uB;W'c\PYiy7`nf
79?,R]Vkg˻Fe6)"跺|']M|+>O쟩%OwQ-
dlo'|
ntV!lGfSlUekkJE<={WGtj0$^O5dϱ|~WH5b2NBcÚI\Gy1yg9~q(Y#hnȮ|LΞXn`ނ ҟ4j=Qs{PД=F:Ԡ8eY3)ɭRź/6oW+)|U`/5F]{~5SҸz&?.U]s^SDv4$4[v$n
+[Z.ջdýy߇cM&QKWZ?g1dVBaxzv}z?eo>, ͼ?-:w=ϵ}/Y|tTqYWt+Â)ie4*O]|2J7Jf
;oڣ'?%2ZcWn=Zx&t=
)\E*O?*)(WcO2ڦ %!lGތǘu'Zr7 -Pyn#QsRRr}1ުnf1=>{.{z.<8#.GIu?Ze?6:GG2òuZYu ӺiH8zftiC&9 =Úŕ^ 9Q A"Mi>z5:f~['9TЊL-T֟[ٻ\L0$~Y_ξmOpoO'x|cWE뜝Ok8$[}ǘnojx\M^Wn;]RF7vMd];xmZY61=@}4m?K5羺o.5 @f־Ư|>"bS*T}TG<_èڤW0cbp% I}n3`)'N-@GF! !@[L~wZq|OmLu,wߚ7zI=OaaSfHK*،>>Yj|CRgۭqRrFǭu)_S'J\M5ܯ *Y0BhǯB+o9|![yQ.I{I#oX֪2< Y/1c8
&
BHy;
㎿ZXVOVIӒwG
Ǫ.;=38ԼM3uۋI妐3Pާ֪NI?ʈ+|sl^g,bb.֩FP0qU{ɲv01t>WMGHheSr/Y{E]xJڕIR4]~.eD_X
kz{<ַ,
0Ȭ\l8A8Wf+;_^4lt}V]GlՋϠ&Accok)kcč1
i*\c_AU>0xߩ)EK mse}8(䌊LbrEH 6V?6ٍ=*àU1`j%Ӟ,NEIkBxg{gWI~Ujx>8,U:ƞfCwkre59Jc->2W+ex#wos{xٯv$qgPVj`$T>=BUF21`~+%ST%RG$+iW3Yx?O7_ag!'}̸(=ȯ}FkD!G/`L=TEԽ
/|aRYoX`qڠu8'
TߴWcHMYK}.aczRU{5t}Kُ p
|-#
p70
4b:Wߞ>
𮝣B 7]3iׄ8S@YrQERZ(k
o|oZK[?5ţ-?WB5Z4.Z5p~-ះR2d`wzWyޅN:tF<Րң"xO'P@UԘv".95"%t̯^Jԣ(6QD5ʲǱF~4ƁU.Ou>ƾW)麅[]@]#zJyY,Nhbo;>R3xoZ.~jgЮoWJ9>#To6֠19Mz||e2Tw/5V@WzӡM)Wqk;ğ]ǽq68zgI^3b=j&gn
Xk 2
~~~g
}d۟4:h~*]7n#Z?|HG!xSQ}iR#'F FH`#jT(R8s
X$0ʒ3@EhC$'qүx>ÓϭAtkW@/|E[u\\8DGSLt;b;$q5?
45I)5c-˧m?¿
XYu[w?»[Vd0Y[jNOjڭ{y*mwc
?>3Ѥw0xc×X̗rAcsl-%NnXYU]X:0e9z#q^U4}$wm!
t{uE$i4*R5m@ByF)1zuQE!KIREPHFihPM#݂yW?vsTu'ڼCOIa<EOz7Vohyb-ʩر8$XQ汗z}4Kqp
`ª+^2|sAz<[xO7VVHkSH7VHGzZSW=F8yOC^OGSĦBB4-Զ=+sa$ӹ~T{=^͡ROpC\l9PIsO>6ZE{i(E*}G&~ȗV[ KX:Xjԏd)<;]兹w SgKqko3d*5mI88+US˖J¤ZV-xCsNCnvfed,>3^i^|Mkdؒ`eb--ψunj;Oo'6X~x~ђ>078ӊ'+>*x9v$ȬWď+$Bc9p"b}1]'Ԩd1-N2j٫A5=5¢~Hm)hxϏG|V=zX!Ntm<ἍAO_Z;/ѬcqsԚR2::G86q""Bzz3N5TABGZ*d^@?\ݴcCI@6E8dV~9z?srCU5)Qxt ԭ̳*dgb1T<^Bxô^v.o>U>Eq[}BwFѾ=O?~Zī/8a˹T
+٥rTCy돺N,~~**a1PTS:c9>EEPEPEPEP_uwpp!w5_|c{oz牦-t[=>qWӼIiMR;mۼW+ӊU?j}K%:tgf:U:9_moMK kG4VS|He/Ŀiӑcd|wti$Hj`X|>ֱ~,cliW=}kxğH<|{(ع<?LSg%
Oi.qI5[C{
o,sD!`~W3-JP
WUAd,Ϲ^|--w-}Y^7G?jg_)Mޜ?/R'
=}ik
?
6I?wMm48,㵶a"BR6rY`k{YJx#i_\i%;."|pGo+b2kĞ
]h-o+=SfXNQŰt.v4&;U⅊O־
x#Bk/0dWe
Vф4TPϛ_qd
wZD]EbE&Ӡ_Bxg~RX؋a'۰w" r@&}w|?+qG#!GG3gQ`*kw m\#{],lAә%>?PƯ[XkXf>S1}tKDqx*vGRxvRWF
G/J.`
zGA5'q斆7>;/5tirBM2*v)WT~9Feu^H6AOR;ֻo'J&$he>c_,{y3M#u\?`Qfc-Yc@)B)ԎEYQAAEPEPEPEPJn?{j6qr꧱J(JJʶ~$C75Cd䶜^vL6<Y2JwK)cN%<%
su#Ol/4mE8p3տur">E/_#S+[U&x2?ν¿
*!+ܷ'ݱt6:٣Ux,"sH"A殬|6%EյR#gFŏ0)>ÝV
gGWMؿQke7Z"4 F%kپ,xN?XC;duO+_\xs:EYIӏCZJ7<|L^W|2a' 5/ Q̫3/x+myWvǂx=_¿B#a4(ã(?|T|(@b&ϲxT}?zXXIZպ.iqis9A a|iu;ؽޢN"3܁sY|k
mOQѼ3)@Y\tKi'DA$'֤͏hSu~BxMI,k-Xg.@k@ -#TUb(();GSHQE(((((k?~58
QgS؏5~[E֬5
#kZ&Iz{)
0@#ޙW%R.]O7_.k۫.JdWklxJmn,BqlH,OSؤӚFQk7㇈6ՠhuw_7"iyLsjej^PT
3g뽫JuιNr?Cƽp*`䥇]/)\Xԕp=_ǿis,<?+Wϟj_5EPHH_Y| c\&ˆΕfnqe
uL9$_CkmCO
[5!Zvhۢ9\ȯ$9yRvCq`V;^5Eyyv+^J3T{.*J
\KE)h
(
(
(
(
(
(
(
(Z(h#8Q@aD_YCve@Er5jiVhj'ha}1]]r|:gC&}a,,.#I#oq
=^/>2a3]m.~R춓FHJzvqWWɾe/P:7Db]Ё>(|2>(u**>hG;kz
ږ|Ƭ&ÿx}W=ιۣ4.T뺟'Cj.1SXiҽ3`҇Gtz.?g+ۏ|pq}$,T_0\8?B08;`m;ᰴ妷BMRbm#Sh{PQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE^2 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH <`<ANormalCJ_HmH sH tH R@RA Heading 1$V@&^`V5OJQJ\B@BA Heading 2$@&5OJQJ\DA`DDefault Paragraph FontRiRTable Normal4
l4a(k (No List4@4AHeader
9r :B@:A Body TextCJOJQJ4 @4|pFooter
9r .)@!.|pPage Number@@2@{ List Paragraph
^PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$!)O^rC$y@/yH*)UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f
W+Ն7`gȘJj|h(KD-
dXiJ؇(x$(:;˹!I_TS1?E??ZBΪmU/?~xY'y5g&/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ
x}rxwr:\TZaG*y8IjbRc|XŻǿI
u3KGnD1NIBs
RuK>V.EL+M2#'fi~Vvl{u8zH
*:(W☕
~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4=3N)cbJ
uV4(Tn
7_?m-ٛ{UBwznʜ"ZxJZp;{/<P;,)''KQk5qpN8KGbe
Sd̛\17 pa>SR!
3K4'+rzQ
TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn
R!y+Un;*&/HrT >>\
t=.Tġ
S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv
u"xA@T_q64)kڬuV7t'%;i9s9x,ڎ-45xd8?ǘd/Y|t&LILJ`& -Gt/PK!
ѐ'theme/theme/_rels/themeManager.xml.relsM
0wooӺ&݈Э5
6?$Q
,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧60_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-!
ѐ' theme/theme/_rels/themeManager.xml.relsPK]
M"H "$' $(9*M*!#!"~()*M* "'!l,R$չ[)]{:|^.H@V(
cxA&. GIS%20LOGO%20Small44S`TS`T4#"`?B
S ?6M"\
@f%N"'N"9*urn:schemas-microsoft-com:office:smarttagsplaceL
*,
""'")"*","-"/"0"2"3"K"N"+>X5;=Cuz!!!"'")"*","-"/"0"2"3"K"N"33333333 !!
""'"'"*"*"9";"E"N" !!
""'"'")"*"*","-"/"0"2"3"K"N"
`8'/ \8R: ~Anc~8U Vs |y
}6*h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@^@`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hHhh^h`OJQJo(@)^)`OJQJo(hh^h`OJQJo(h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@^@`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hHhh^h`OJQJo(hh^h`OJQJo(hh^h`OJQJo(h^`OJQJo(hHhp^p`OJQJ^Jo(hHoh@^@`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHhP^P`OJQJ^Jo(hHoh ^ `OJQJo(hH
~8U|y'/R:Vs\8`~A
}U @)^)`OJQJo(
,+tyU@^"\e.[7mI:>a><6A6TY03[@F^n^_PfhsJj2kDo|p=T|]}R4s*]_Tjd|'f0UGA{^u"|x'")"@""""M"@UnknownG*Ax Times New Roman5Symbol3.*Cx ArialQ SassoonPrimaryInfantCNComic Sans MS?= *Cx Courier New;WingdingsA$BCambria Math"qhjWjW==!24""3QHP ?A2!xxPERRYFIELDS INFANT SCHOOLHead TeacherLynn Rowland4
Oh+'0Tx
(4<DLPERRYFIELDS INFANT SCHOOLHead TeacherNormalLynn Rowland2Microsoft Office Word@F#@¹@¹՜.+,0hp
Perryfields="PERRYFIELDS INFANT SCHOOLTitle
!"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSUVWXYZ[\]^_`abcdefghijlmnopqrtuvwxyz}Root Entry F1TableTq,WordDocumentSummaryInformation(kDocumentSummaryInformation8sCompObjr
F Microsoft Word 97-2003 Document
MSWordDocWord.Document.89q**