11/12 12/13 13/14
School Action Plan
Curriculum Area Document
'God used beautiful mathematics in creating the world' ~ Paul Dirac
St. John’s CE Primary School
Problem Solving and Mathematical Understanding Policy and Yearly Plans
St John’s CE Primary Curriculum Leader Policy
Cycle of Development for Problem Solving and Mathematical
Understanding
Curriculum Leader Statement-
We embrace the concept that mathematics equips pupils with a uniquely powerful set of tools to understand
and change the world. These tools include logical reasoning, problem-solving skills and the ability to think in
abstract ways. Mathematics provides a foundation to understanding the world and is essential to everyday
life, critical to science and technology, many forms of employment, the economy, the environment and
development. Mathematics is a creative subject. We believe it can stimulate moments of pleasure and
wonder when a child solves a problem for the first time, discovers a more elegant solution to a problem or
suddenly sees hidden connections.
Within the NC Programme of Study for Mathematics our learners will participate in planned activities
that promote:
• Using and applying mathematics
• Numbers and the number system
• Calculations
• Geometry and Measures
• Handling Data
During Key Stage 1 Learners will:
Develop their knowledge and understanding of mathematics through practical activity, exploration and
discussion. They will begin to count, read, write and order numbers with enthusiasm. They will develop a
range of mental calculation skills, learn about shape and space through practical activity which builds on
their understanding of their immediate environment. They will use mathematical language using it to talk
about their methods and explain their reasoning when solving problems.
During Key Stage 2 Learners will:
Develop their use of efficient written and mental methods and perform calculations accurately. They will
explore features of shape and space and develop measuring skills in a range of contexts. They will discuss
and present methods and reasoning using a wider range of mathematical language, diagrams and charts.
Within a range of contexts they will solve problems by using and applying their mathematics , including
problems which model/are real-life scenarios.
Our Curriculum.
We believe that as part of our thematic approach to learning problem solving and mathematics will be fully embedded within all themes
with a meaningful link.
Whole School Themes
2011 /12
Autumn 1
The view from the artist’s palette
Autumn 2
The view from pyramids
Spring 1
The view from the pyramids
Spring 2
The view from my habitat
Summer 1
The view from the winner’s podium
Summer 2
The view from my window
Whole School Themes
2012/13
Autumn 1
Life Journeys
Autumn 2
Celebrating the journeys of life
Spring 1
The Prince and the Pauper – Henry’s
Journey
Spring 2
The Prince and the Pauper – the
Pauper’s journey
Summer 1
The Journey from A to B
Summer 2
To infinity and beyond
Whole School Themes
2013/14
Autumn 1
Great
Autumn 2
Great Celebrations
Spring 1
Great Britons
Spring 2
Great Britain
Summer 1
The Great Outdoors
Summer 2
Feeling Great!
The Curriculum Leader is responsible for reviewing the themes linked to Problem solving and mathematical understanding.
She or he will evaluate the themes covered and make adjustments in the following year to ensure that skills are being
taught. She or he will present their findings in an Action Plan that feeds into the School Improvement Plan and highlights
key objectives for the following year.
Leadership and Monitoring
Throughout the year the area of learning will be monitored through:
•Lesson observations
•Planning monitoring
•Book Scrutiny and Feedback
•Pupil Interview
•Class presentations through assemblies, curriculum events to parents
•Assessment tracking and reports to parents.
Assessment and Tracking
The assessment of maths is a thorough and detailed process. Children are assessed termly against NC levels. APP is used
as a tool to support this work in the Autumn and Spring term. In the Summer term OATS and SATS are used to assess
from Years 2 – 6. In Year 1 APP and FSP is used for assessment and in Reception assessment is observed and completed in
line with the FSP.
End of year assessments in both written and mental maths are scrutinised to ascertain which children are exceeding
expected progress, meeting expected progress or falling behind expected progress. Those children not meeting
expectations are discussed and necessary interventions are put in place.
Those children exceeding expectations are highlighted for future planning and are then supported by additional challenge
and extension.
Tracking grids show the progress the children make from the benchmark of Year 2 as they progress through Key Stage 2.
Class teachers are responsible for monitoring this progress over the year. This is monitored closely by the senior
leadership team and the curriculum leader.
Problem Solving and Mathematical Understanding 2011/12
WHAT
HOW
BY WHOM/WHEN
Embed and secure knowledge of
progression in mathematics
between levels 2 to 4
Securing Level 3 maths –
Anthony Reddy INSET
Use of key resources (National
Numeracy strategy documents,
Overcoming barriers
documents)
Diagnostics from assessments /
evaluations from lessons used
consistently to inform thorough
and detailed planning
All Staff – INSET
Dissemination of Talk Maths
project
JR – staff meeting
MMU/MU research project
INSET for all staff at MMU
Focused content in oral and
mental starters
Use of teaching assistants to
differentiate within the oral
and mental starter
All staff – ongoing
Expectation that children learn
key number facts
All staff working alongside
children and parents
Raise the status of mental
maths and talk maths
Continue to develop professional
dialogue concerning teaching
and learning in mathematics
FINANCIAL
COMMITMENT
Time in lieu allocated to TA’s
All staff – ongoing
Joint planning in PPA sessions
Monitoring following assessment
weeks – BW and JR
MMU and MU project
Allocated mathematics staff
meeting time
All staff – PPA and informal
discussion following maths
lessons
MAST training for maths coordinator
JR – MMU dates
Joint planning in PPA sessions
Research work with Julie Ryan
and Julian Williams
Dialogue between teacher and
TA
Research project groups to
meet with Julie and Julian
Time in Lieu for TA’s
Release for staff as research
project develops
SUCCESS CRITERIA
Training completed and
implemented into planning
Children successfully
progressing from Level 2b to 4c
without falling behind in terms
of expected progress.
All staff acquiring a sharpened
understanding of mathematical
learning at Level 3.
Talk maths implemented in
planning
A greater emphasis within
lessons on mental maths skills.
Children confident in knowledge
of number bonds, tables facts
etc
Staff open in their dialogue
about mathematical teaching
and learning.
Completion of 1st Year MAST by
JR
Staff exploring children’s
mathematical misconceptions
through dialogue.
Curriculum Review July 2013 Problem Solving and Mathematical Understanding
Position Statement
In this area of learning we did the following well:
We recognise the importance of maths being a practical and visual subject and this is evident in
learning experiences
Our children enjoy maths
Data at Year 2 and Year 6 is showing continuing improvement in terms of attainment
We have an increased dialogue concerning teaching and learning in maths.
In this area of learning we need to:
Embed and secure knowledge of progression in mathematics between levels 2 to 4
Raise the status of mental maths and talk maths
Continue to develop professional dialogue concerning teaching and learning in mathematics.
Problem Solving and Mathematical Understanding 2013/2014
WHAT
HOW
Continue to develop children’s
dialogue in maths
Collaboration project with local
universities.
Staff attendance at an INSET
where they take part in a
Japanese-style lesson study and
listen to children’s dialogue.
Maths focus for Autumn lesson
observations.
SD to attend Stockport training
and coordinator courses to
develop knowledge of assessment
and moderation in maths.
Creation of an assessment tools
pack to be used by teachers.
Dissemination of assessment and
moderation strategies at staff
meetings.
Opportunities for staff to
monitor and assess together.
Enhancing staff knowledge and
skills in assessing and moderating
maths
Develop whole school approaches
to calculation and number
Curriculum area report
SD to attend Stockport training
and coordinator courses to
develop knowledge of
recommended approaches to
calculation and number in maths.
Collaboration project with local
universities developing use of the
number line as a mathematical
tool to aid calculation
The creation of a document
outlining approaches to be used
in school for addition,
subtraction, multiplication and
division.
Dissemination of recommended
approaches at staff meetings.
Written following lesson
observations, book scrutiny and
monitoring of planning.
BY WHOM/WHEN
FINANCIAL COMMITMENT
Evidence of children’s dialogue
and talk seen in lesson
observations, planning and book
scrutiny.
SD, TR and Julie and Julian –
INSET – 28th October
SLT in Autumn 2.
SD – throughout year.
SD – allocated coordinator time.
Cover for release time for SD to
attend courses.
Teaching staff have a clear
understanding of what the levels
pertinent to their year group
look like.
Cover for coordinator time.
Teachers are able to assess
understanding and attainment
from child’s work and comments.
SD – allocated staff meeting
time.
KS teams – allocated staff
meeting time.
SD – throughout year.
Cover for release time for SD to
attend courses.
Mathematical resources.
Consistency across the school in
assessment and monitoring of
maths.
There is a consistent approach to
the teaching of calculation and
the models and images used
across school.
There is a clear progression seen
in the development of calculation
strategies and skills through the
school.
SD and all staff, INSET 28th
October and Autumn 2. Feedback
early in Spring 1.
The development of a number
line model or tool to be used
throughout the school
SD – allocated coordinator time.
SD – allocated staff meeting
time.
SD – allocated coordinator time.
SUCCESS CRITERIA
Cover for allocated coordinator
time.
Cover for coordinator time.
A curriculum area report for
PS&MU