Maths Policy
Date of Policy – Autumn 2014
Date of review – Autumn 2016
Co-ordinator – Mrs G Hayward
What is Mathematics?
Mathematics is a creative and highly interconnected 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 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.
(National Curriculum 2014)
Aims
The national curriculum for mathematics aims to ensure that all pupils:
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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 non-routine problems with increasing sophistication, including
breaking down problems into a series of simpler steps and persevering in
seeking solutions
(National Curriculum 2014)
Organisation
All children in KS1 and KS2 participate in a daily mathematics lesson. Reception
and Nursery follow the foundation stage profile. In KS1 and lower KS2 children
are taught in 3 ability groups, In Year 5 the children are taught in 2 ability
groups and Year 6 are taught as a discrete year group.
The framework for the teaching and learning of Mathematics in our school is
the Primary Framework for Numeracy. This is delivered through a range of
individually designed and commercially produced resources, most significant of
which are Pearson’s ‘Big Maths’ and the ‘Ginn Abacus’ scheme, which is available
to all classes, with online support. Additional resources include Rising Stars
Maths, mental maths tests to match the objectives in the New Primary
Mathematics Curriculum. A bank of other essential mathematical resources is
kept in each classroom.
The learning objectives are drawn from the Abacus scheme which is matched to
the National Curriculum 2014
We use ‘Big Maths’ to deliver core numeracy skills and Abacus to deliver outer
numeracy. Once a week (Friday) all children complete a mental maths test.
Each year group has Key Objectives taken from the New NC 2014, these are
placed at the front of the mathematics books.
Components of a typical mathematics lesson
Section of
lesson
Oral and
Mental
starter
Main
teaching
activity
Plenary
What it comprises
Big Maths
Content may include…
C – counting
L – learn its
I – It’s nothing new
C – calculation
Staff will be working on
accurate steps of progression
known as Progress Drives
One or more of these:
Based on objectives from the
. Whole-class introduction to
New National Curriculum 2014
topic with some paired work
for the appropriate year/s, one
.Follow up teaching to the whole or more of:
class or a group
.Introducing new work
.Group work – usually three
.Extending or consolidating new
groups at most
previous work
.Individual practice
.Using and applying what has
.Key concepts recorded in
been learned
mathematics books
.Assessing what has been
taught
.revising and further practice
.Pupil self-assessment of the
.Identifying and putting right
learning taken place
common errors or
.Short reports from groups who misunderstandings. Identifying
have been working
what to remember. Making links
independently. Reflection of
to other work. Giving work out
to do out of class or at home
the lesson and summary of key
facts and ideas.
Explanation of what the class
will do next.
Information and communication technology (ICT)
Calculators should not be used as a substitute for good written and mental
arithmetic. They should therefore only be introduced near the end of key stage
2 to support pupils’ conceptual understanding and exploration of more complex
number problems, if written and mental arithmetic are secure. Teachers should
use their judgement about when ICT tools should be used to support learning
and motivate children’s learning.
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.
Attainment targets
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.
The key objectives can be found at the front of their mathematics books.
Homework
All children are expected to complete a piece of mathematics homework each
week. This will be related to number work relevant for their ability, it will focus
on the ‘Learn It’s’ section from Big Maths.
The role of the Subject Leader
The Subject leader is responsible for improving the standards of teaching and
learning in Mathematics through:
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Monitoring and evaluating Mathematics:- Pupil progress
- Provision of Mathematics
- The quality of the Learning Environment
Taking a lead in policy development
Auditing supporting colleagues in their CPD,
Purchasing and organising resources,
Keeping up to date with recent Mathematics developments.
Works with the SENCO and Intervention Co-ordinator.
Staff responsible: Gurbax Hayward
Date updated: November 2014
Date of review: November 2016