DRONFIELD JUNIOR SCHOOL
School Philosophy
Mathematics is a very important part of everyday life. It is concerned with the discovery
of relationships and with the expression of these in a symbolic or abstract form. Pupils
need to discover and understand these relationships in the spheres of number, shape and
measurement. They should also develop the ability to use the skills and concepts they
acquire to solve everyday problems speedily, accurately and intelligently in other problem
solving situations.
What is Mathematics?
Mathematics is a fluency of procedural proficiency and conceptual understanding, which
involves confidence and competence with numbers and measures, including mathematical
reasoning and problem solving. It requires an understanding of the number system, a
repertoire of computation skills and an inclination and ability to solve number problems in a
variety of contexts. Mathematics also demands practical understanding of the ways in
which information gathered by counting and measuring, and is presented in graphs,
diagrams, charts and tables. The new curriculum demands a ‘mastery’ approach, ensuring
that the majority of pupils are working at age related expectations with the more able
being given further opportunities to solve more complex problems.
General Aims
 To encourage pupils to think clearly and to develop the confidence to do so.
 To help them understand the processes involved in computation and compute quickly
and accurately.
 To teach the pupils to estimate and measure accurately.
 To help them to understand the concepts and relationships in the areas of shape and
space.
 To help them to gain a real understanding of mathematics and a liking and enthusiasm
for the subject.
 To encourage the pupils to develop across a broad spectrum of experience and at the
same time ensure a systematic and continuous progression.
Aims of the new National Curriculum (2014)
The national curriculum for mathematics 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 pupils have
conceptual understanding and are able to recall and apply their knowledge rapidly
and accurately to problems

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.
The National Curriculum 2014
Inclusion
 Our pupils are placed in ability groups across the year cohort. This is to ensure that
the pace of leaning is appropriate to individual needs. Class sets are fluid and pupils
may receive extra tuition in intervention groups to consolidate and practice specific
concepts.
 All pupils are of equal value and will have opportunities to learn and be successful.
 We will be proactive in removing barriers to learning and success.
 Since all pupils are of equal value they will be treated equally. This does not mean that
they will all be treated in the same way. Significant differences in culture, outlook and
experience will be recognised and respected. Pupil’s backgrounds and experiences will
be acknowledged and appreciated.
 It is important that all pupils should feel that they belong - we aim to promote a feeling
that they are accepted, welcomed and valued so that they can contribute and
participate fully in mathematics as in all areas of their school life.
Teaching Mathematics
 Mathematics is taught as separate subject but we try to make cross-curricular links
within topics to develop mathematical skills. All classes are taught a range of
mathematical skills and concepts which are non-negotiable. Our approach to teaching
mathematics is based on the following key principles;
 direct teaching and interactive oral work with the whole class and groups;
 an emphasis on both mental and written calculations;
 controlled differentiation, with all pupils engaged in mathematics in relation to a
common theme.
Planning
The programmes of study from the National Curriculum for Year 3 to Year 6 will be used
to plan appropriate provision and ensure high expectations are set. Differentiation and
progression is built into teaching and a balance is provided between oral and written work.
Links with other Curriculum Areas
As part of our creative curriculum we are continually looking for opportunities to draw
mathematical experience out of a wide range of pupils’ activities.
Mathematics
contributes to many subjects in the primary curriculum, often in practical ways.
English: Mathematics lessons can help to develop and support pupils’ literacy skills by
teaching mathematical vocabulary and technical terms, by asking pupils to read and
interpret problems to identify the mathematical content, and by encouraging them to
explain, argue and present their conclusions to others. Pupils are encouraged to read nonfiction texts in which mathematics vocabulary, graphs and tables have to be interpreted.
Science: Almost every scientific investigation is likely to require one or more of the
mathematical skills of clarifying, counting, measuring, calculating, estimating, language and
recording in tables and graphs. In science pupils will order numbers, including decimals,
calculate simple mean and percentages, use negative numbers when taking temperatures,
decide whether it is appropriate to use a line graph or bar chart, and plot, interpret and
predict from graphs.
Art and Design, Design and Technology: Measurements are often needed in art and
design and design technology. Many patterns are based on spatial ideas and properties of
shape, including symmetry. Designs may need enlarging or reducing, introducing ideas of
multiplication and ratio. When food is prepared a great deal of measurement occurs,
including working out amounts and calculating costs.
ICT: Pupils will apply and use mathematics in a variety of ways when they solve problems
using ICT. They will collect and classify data, enter it into data handling software,
produce graphs and tables and interpret and explain results. Their work in control
includes the measurement of distance and angle, using uniform non-standard then standard
measures. When they use computer models and simulations they will draw on their abilities
to manipulate numbers and identify patterns and relationships.
History, Geography and Religious Education: In history and geography pupils will collect
data by counting and making measurements of many kinds. The study of maps includes the
use of co-ordinates and the ideas of angle, direction, position, scale and ratio. The pattern
of the days of the week, the calendar and recurring annual festivals all have a
mathematical basis. Historical ideas require pupils’ understanding of the passage of time,
which can be illustrated on a time line, similar to the number line.
Physical Education and Music: Athletics activities require measurements of height,
distance and time, while ideas of counting, time/rhythm, symmetry, movement, position and
direction are used extensively in music, dance, gymnastics and ball games.
The Learning Environment
We strive to provide a mathematically rich environment with displays to support learning,
promote motivation and highlight pupils’ work.
Resources
Most of our resources are based in the Den. Frequently used resources are based in the
classroom. They are labelled and stored where the pupils may easily access them as
necessary. We have a variety of resources which are replaced and updated as funds
become available.
A wide variety of Mathematics resources are available across the key stage. Abacus,
Scholastic and Collins materials are used to assist planning. Interactive Whiteboards are
available in all classrooms and are used for many mathematical activities including
demonstration, whole class and group.
Assessment, Recording and Target Setting
Assessment, recording and reporting are important elements of teaching but they have to
be manageable. Across the school assessment is done at three levels: short-term, medium
term and long term.
Short-term assessments are usually informal and check that pupils have grasped the main
teaching objectives in each lesson, particularly through assessment for learning
questioning. They give information which helps teachers adjust day-to-day lesson plans
and brief any support staff or adult helpers about which pupils to assist and how to assist
them. Objectives are clearly displayed/discussed in each lesson therefore providing the
pupils with an opportunity to assess their own understanding.
Medium-term assessment reviews and records the progress pupils are making over time.
Termly assessments inform planning for the next half term and provide information to
feed into end of year assessments.
Long-term assessment This is the tracking of all pupils in each cohort by the SLT. The
SLT brief the governing body, the staff and others on overall progress in the school.
Formal testing takes place at the end of Key Stage 2 in the form of SATs. Pupils will take
optional SATs during the school year and the results of both optional and end of key stage
tests are analysed in order to highlight problem areas.
Target setting is part of our annual programme and teachers draw on the evidence of the
above to group pupils and action plan for the following school year. Evidence from pupils’s
books provide a means of moderating work as well as work sampling by the Co-ordinator.
Results of medium-term assessments are recorded on itrack. These also help with target
setting. Key stage 2 pupils target setting is guided by FFT Type D data and expectations.
Monitoring and Evaluation
Each team have an agreed planning format. Teaching is monitored by the Coordinator
(Deputy Head) and / or the headteacher. Resources are replaced and updated where
appropriate and where funds are available.
Continuity and Progression
The non-negotiable skills and concepts we teach are linked to the new National Curriculum
for Mathematics and provide a continuous scheme of work which is set out progressively.
The pupils are taught to appropriate programmes of study.
Cross-phase liaison
Information and records are passed on to:
 the KS2 teacher. Meetings with Y2 and Y3 staff highlight any potential difficulties
to ensure continuous progression between the phases.
 the secondary feeder schools and secondary colleagues make annual visits to meet
the Year 6 pupils. Opportunities are given for the pupils to visit their prospective
secondary schools.
Pupils with Special Educational Needs
In accordance with our SEN policy, pupils with special needs are taught in mainstream
alongside their peers, where appropriate. Pupils with planned programmes (ie with a
Statement of SEN) may follow their own programme of work in Mathematics lessons
where appropriate. Extra resources are available for these pupils.
More able pupils
Teachers are aware of the needs of more able pupils and provide differentiated work
which is appropriately challenging.
Intervention Programmes (including Springboard)
Additional teaching hours are provided within the normal teaching day to help pupils who
are not making expected progress. These intervention programmes include Springboard
but may also be specific programmes written by the class teacher (and delivered by a
teacher or teaching assistant) to address specific difficulties and misconceptions or a
particular aspect of Maths.
Parents
Parents are invited to help in all classrooms and provide a vital resource in our lessons.
They work with groups or individual pupils and help in the making of materials. They also
provide support with work sent home. Parent consultations are held twice a year and
parents receive an annual written report about their child’s progress.
Homework
In line with our Homework Policy pupils are set maths to do at home. In lower school, this
task could be 30 minutes but it upper school, the task can take between 45 minutes to one
hour.
Review and Evaluation
The Coordinator aims to review and update this policy. This will be done this after
consultation and agreement with staff. Reports for the governors will also be provided, as
and when appropriate.
Nicola Thomson (Mathematics Co-ordinator)
OCTOBER 2014
To reviewed October 2017