Auriol Junior School
Mathematics Policy
Philosophy and general aims
At Auriol Junior School we believe that mathematical knowledge and understanding is a
vitally important life skill.
Mathematics is a creative and highly interconnected discipline, it is essential to everyday life.
A high quality mathematics education 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.
Rational is 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
develop 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 nonroutine problems with increasing sophistication, including breaking down problems
into a series of simpler steps and persevering in seeking solutions.
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.
Pupils who grasp concepts rapidly should be challenged through being offered rich and
sophisticated problems before any acceleration through new content. Those who are not
sufficiently fluent with earlier material should consolidate their understanding, including
through additional practice, before moving on.
(Mathematics National Curriculum 2014)
Mathematics Version 1
Page 1
Aims









To teach Mathematics in an exciting and interesting way so as to capture the
imagination and interest of the pupils.
To develop pupils knowledge and understanding of Mathematics through first-hand
experience, real-life situations, exploration and discussion, whilst developing their
ability to work systematically and with persistence and confidence.
To develop a range of mental calculation strategies which enable pupils to tackle a
problem prior to using any other approach.
To develop a secure knowledge and understanding of mathematical vocabulary.
To enable pupils to explain their reasoning when solving problems.
To teach pupils how to use the number system with confidence and to know specific
number facts by heart.
To explore shape and space, and develop measuring skills in a range of contexts.
To explore and promote active thinking that engages learners and builds
mathematical understanding.
To secure conceptual understanding through the use of physical manipulatives and
visual images.
Organisation




Mathematics is planned in year groups, following the 2014 National curriculum.
It is embedded within our curriculum and we use a variety of relevant resources to
support this learning.
Medium term plans are prepared termly. Short term plans are prepared and
evaluated daily.
In Key Stage 2 the pupils participate in daily mathematics lessons as part of an
integrated programme of learning. Where appropriate, lessons are cross curricular.
Teaching and Learning






There is a whole school approach to the teaching of mathematics where
differentiated learning takes place that caters for the needs of the children. There are
focused guided teaching sessions to support needs.
Mental calculation strategies are developed through a programme of structured and
interactive teaching. Pupils are encouraged to use jottings to support their mental
calculating.
Teachers plan carefully to ensure pupils have scope to record in their own way and
move progressively from more informal methods of recording to more formal
methods. As outlined in the calculation policy.
Children are given the opportunity to explore mathematical concepts and as they
move through the school and they become secure in their mathematical knowledge
their written recording increases and develops.
ICT, science and the outdoor environment are significant in supporting and enriching
pupils' experiences of mathematics (along with other areas of the curriculum as
appropriate).
Parents are informed of the school’s approach to the teaching of mathematics
through workshops and calculation booklet, they are encouraged to support maths
learning at home.
Mathematics Version 1
Page 2
Assessment





Formative teacher assessment is a continuous process as part of our assessment of
pupil progress.
Children are encouraged to reflect on their own learning and achievement.
Results from teacher assessments are analysed and progress in learning or areas of
development are highlighted and this information informs future teaching and
learning.
At the end of Key Stage 2 pupils participate in statutory end of Key Stage
assessments.
All children have specific targets which the children are familiar with. These are
reviewed and updated on an on-going basis and communicated with parents half
termly.
Resources




Each classroom has a bank of basic mathematical equipment.
Other mathematical equipment is stored centrally.
Use of resources is identified in planning.
Effective resources and manipulatives are outlined in the calculation policy.
Equal Opportunities




All pupils will have access to the 2014 National Curriculum regardless of need,
gender, culture or race.
Where pupils have a disability, every step will be taken to ensure that their progress
and participation is in no way hindered by their disability.
Where pupils have particular needs, these will be addressed through a planned
programme for the individual pupil and bespoke interventions.
The new curriculum aims to challenge all, through mastery of concepts, rather than
acceleration through new content.
Date approved by staff:
Date approved by the governing body:
Date to be reviewed:
Responsibility:
Mathematics Version 1
Half Term 6 2014
Half Term 6 2014
Half Term 6 2015
Senior Leadership Team
Page 3