Willow Dene
Mathematics, Reasoning
Problem Solving and Investigation
Policy
‘Seeing possibilities, realising dreams’
Exceptional teaching for exceptional learners
Reviewed policy agreed by GB on :
Summer 2012
Reviewed policy shared with staff on:
Summer 2012
Policy to be reviewed again on:
Summer 2014
Committee responsible for review:
Learning and Achievement
Please note: “Executive Headteacher” hereinafter referred to as “Headteacher”
This policy refers to and should be read in conjunction with:
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Planning, teaching and assessing the curriculum for pupils with learning difficulties - Mathematics
QCA
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The National Curriculum Key Stages 1 and 2 DfEE/QCA
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The National Numeracy Strategy DfEE
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The Equals National Numeracy Strategy for pupils with Learning Difficulties Key Stages 1 and 2
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NNS - Towards the National Curriculum for Mathematics
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WD Maths Curriculum (inc. WD Counting and properties of numbers)
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Curriculum guidance for the foundation stage
Aims of the Policy
Rationale
Mathematics is an important part of our everyday lives and can provide pupils with powerful ways of
exploring, investigating and understanding the world. Mathematics is used to analyse and
communicate information and ideas. We use mathematics to tackle a range of practical tasks and to
solve real life problems. Mathematics can help us approach problem situations flexibly, to move from
random to trial and improvement responses, and on to anticipate and predict. It can be exciting,
creative and enjoyable. It is a priority for pupils at Willow Dene and we want our learners to
become confident and competent users of mathematics. The potential to apply the skills of making
comparisons, identifying differences, investigating relationships and establishing connections reflects
the importance of the subject across the curriculum.
Objectives
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To provide a Mathematics curriculum through engaging appropriate and relevant activities
and resources that enables us to deliver maths in a
meaningful, systematic and interesting manner to our pupils
To teach Mathematics in a variety of contexts to ensure pupils are actively engaged in tasks
and activities which are functional and can be used and applied in their daily lives
In our teaching and learning of maths, we want pupils to
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enjoy what they are doing and fully engage with their learning
be motivated by a variety of teaching and learning strategies
achieve the highest possible standards/their own personal best
develop mathematical skills, knowledge and concepts relevant to everyday life
be able to communicate their mathematical knowledge and understanding with others
develop ways of working, exploring and investigating both independently and collaboratively
acquire, use and apply mathematical skills and techniques in order to solve real life problems
use numbers and measures with confidence
appreciate the power of pattern in relationships and of shape and space in the environment
develop key skills and processes which are integral to further learning
Curriculum and Organisation
As an area of the core curriculum, maths is one of those areas that directly support developing
independence. The Core Areas of Learning draw on the topics and maths skills may be taught
through all curriculum areas as appropriate.
Maths is also taught as a discrete subject and all classes teach a maths lesson at least 3 times a week,
ensuring coverage of Numbers and the Number System, Calculations, Shape, Space and Measures
and Problem Solving an emphasis on Using and Applying throughout. Children at Early Development
Stage will work on developing key processes which will scaffold later acquisition of mathematics
skills. These can be broadly covered through the above areas.
Each maths lesson will include differentiated teaching and learning outcomes, with some whole class
teaching and some individual and/or small group activities and a plenary at the end of each lesson.
Annual and Termly targets are set in maths through Annual Reviews and Personal Learning Plans.
Children at Early Development Stage have fewer annual review targets and although they may not
have a discreet maths target their annual review targets relate to cross curriculum key skills which
will be reflected in maths planning.
Pupils will benefit from the effective use of additional adults, enabling children, observing reactions
and evaluating as well as standing back and giving time.
Planning
In order for children to have an effective learning experience, each maths lesson must be well
planned with personalised differentiated learning objectives forming the central principle. Teachers
have access to the planning documents listed above to support their planning. Planning shows details
of positioning, organisation and equipment, vocabulary, key signs and symbols, resources, use of
computers, differentiated learning objectives that build on prior learning, evidence of using and
applying throughout, success criteria, assessment opportunities and use of adults.
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maths lessons are shown on a weekly timetable;
maths medium term plans show key differentiated learning objectives for each strand of
maths. This will ensure coverage and will be informed by evidence of prior learning;
weekly grids for maths are derived from medium term plans;
maths targets on PLPs (personal learning plans) for each child are integrated into planning As
described above children at early development stage may not have a discreet maths annual
review target;
therapist and MOVE advice are integrated into planning where relevant;
some children may have separate specialist programs which are integrated into planning.
The EYFS use weekly plans showing
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plans for the “focus child” including relevant prior learning and a detailed plan for priority
areas and assessment;
maths activities showing how children are going to access activities and differentiation for
each child;
on-going assessments and observations to allow for revision and modification of learning
activities.
All plans ensure that differentiation, continuity and progression are allowed for throughout the school
Resources
All classes have a range of school made and commercially produced resources. Classes will build up
their own bank of resources for number work to ensure that the material used is age appropriate
and matches the children’s needs and abilities. This also ensures that pupils working on the same
target for a long period of time will encounter a range of materials as they move through the school.
Resources for maths topics are centrally stored and should be returned to the central location when
not in use.
Resources should be stored tidily
Assessment and Monitoring
 assessments
 record keeping
 work samples
 observations
 maths displays
This policy is to be read in conjunction with:
 Teaching and Learning Policy
 Curriculum Policy
 Planning guidelines
 Assessment Policy
 Monitoring Policy