The Fairlawn Haseltine Federation
Mathematics Policy
Purpose
The purpose of this policy is to ensure that all staff are able to implement the
teaching of maths to a high standard in order for our pupils to ultimately
achieve a mastery of mathematics. It has been developed by the Mathematics
Subject Leaders to ensure that all pupils are ‘secondary ready’ by the end of
Year 6.
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 non-routine problems with increasing sophistication, including
breaking down problems into a series of simpler steps and persevering in
seeking solutions.
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Based on the aims from the new national curriculum, our objectives in the
teaching of mathematics are:
_ to promote enjoyment of learning through practical activity, exploration and
discussion;
_ to develop confidence and competence with numbers and the number system
through rapid recall;
_ to develop their conceptual understanding in order to solve problems through
decision-making and reasoning in a range of contexts;
_ to develop a practical understanding of the ways in which information is
gathered and presented;
_ to help children understand the importance of mathematics in everyday life.
Principles of the Teaching and Learning of Mathematics
Mathematics is a core subject in the National Curriculum. The fundamental
skills, knowledge and concepts of the subject are taught through the new
curriculum (2014):
Key Stage 1:
Number – Number and Place Value
Number – Addition and Subtraction
Number – Multiplication and Division
Number – Fractions
Measurement
Geometry – Properties of Shape
Geometry – Position and Direction
Statistics
Key Stage 2
Number – Number and Place Value
Number – Addition and Subtraction
Number – Multiplication and Division
Number – Fractions and Decimals
Measurement
Geometry – Properties of Shape
Geometry – Position and Direction
Statistics
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See full curriculum for each year group on our school’s website
The 2014 Mathematics National Curriculum (2014) is used to guide our teaching.
Context
Mathematics teaches children how to make sense of the world around them
through developing their ability to calculate, reason and solve problems. It is a
core subject with a range of cross-curricular links but most often, is best
taught discretely, using opportunities from other subjects to rehearse skills in
a context.
Numeracy involves developing confidence and competence in number work;
geometry; statistics and the application of these skills.
We aim to support children by equipping them with a range of skills and the
ability to solve problems in a variety of contexts. This is implemented by using
the Early Learning Goals for Mathematics in Foundation Stage, and the National
Curriculum 2014 to guide planning, teaching and assessment across Key Stages 1
and 2.
Teaching and Learning
Our mathematics curriculum is delivered using the Early Years Learning Goals
and the 2014 National Curriculum as a tool to ensure appropriate pace,
progression and coverage of the subject. This coverage is reviewed continually
by class teachers and planning is adjusted accordingly to ensure appropriate
coverage of all mathematical strands.
Challenge for all is planned for by the class teacher; this allows the children to
steadily progress through the programme of study. Once they understand a
mathematical concept, they are then required to solve problems and carry out
investigations to deepen their conceptual understanding while also becoming
more sophisticated in their Mathematical approach.
Class teachers should include the noticing aspect of ‘Building Learning Power’ in
their planning. This will encourage children to look for patterns, make links
between their learning in maths and develop greater curiosity.
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Resources
All classes have access to the appropriate resources for their varying topics of
learning in Maths. When additional resources are required, further items are
ordered through the Maths subject leader. Numicon is available throughout the
school to aid children in their conceptual understanding of number.
Each class has its own selection of practical resources and visual aids
appropriate to the year group. Resources for the children are made accessible
to them, although we also encourage pupils, where appropriate, to select their
own resources.
Displays
All classrooms must have a number line (relevant to year group) and a hundred
square prominently displayed. Each classroom / resource area should also have a
maths display / learning wall relating to current learning.
Early Years Foundation Stage
Mathematics is an integral part of the curriculum in Nursery and Reception
classes. It involves providing children with opportunities to develop and improve
their skills in counting, understanding and using numbers, calculating simple
addition and subtraction problems; and to describe shapes, spaces, and
measures.
The Early Learning Goals set out the expectations for the end of the
Foundation Stage.
Understanding of mathematics is developed through: stories, songs, games and
imaginative play, so that children enjoy using and experimenting with numbers,
including numbers larger than ten. This area of learning also includes: sorting,
matching, seeking patterns, making connections, recognizing relationships and
working with shapes, space and measures.
EYFS Planning: In the Foundation Stage planning is done weekly using the EYFS
Framework which is reflected in what is available to children in daily provision
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both inside and out. Adult focused activities, linked to the current theme (see
medium and weekly planning), are planned to address individual and group needs.
Planning in Key Stages One & Two
Across the federation we follow the new National Curriculum guidelines. These
encourage a real breadth and depth of understanding so that learning is
securely embedded alongside challenge for all.
Medium term and weekly plans are completed across year groups. These plans
are monitored regularly by the subject leader.
Challenge for All is shown using:
E…expected level, LA…lower attainers, HA…higher attainers.
The role of adults in the lessons is also planned and Support Staff are expected
to evaluate the learning outcomes of their focus children.
Computing
Computing can enhance the teaching of mathematics significantly. It has ways
of impacting on learning that are not possible with conventional methods.
Teachers can use software to present information visually, dynamically and
interactively, so that children understand concepts more quickly. A range of
software and hardware (iPads with numerous apps and laptops) is available to
support learning across the school.
Maths Home Learning
Fairlawn subscribes to an online resource – Mathletics. Learning is set on a
weekly basis, and pupils are invited to a home learning club if they are unable to
access this resource.
EYFS: Alternative activities are sent home regularly.
Teachers are expected to monitor their class’ Mathletics results, ensuring that
the school’s ethos of challenge for all is maintained across the tasks that are
set.
Haseltine has a home learning policy which states that children are given weekly
learning that consolidates the concepts that they have been looking at in class.
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Learning multiplication and division facts
The new curriculum states that children should know their tables up to 12 by
the end of Year 4. There is also an emphasis on pupils developing strong mental
skills across the school. With this in mind, parents, class teachers and pupils are
expected to work together to ensure that these expectations are achieved.
Assessment, Targets and Recording
Marking/ feedback: Please see the school’s marking policy.
Ongoing self-assessments should be at the heart of all lessons. Through written
marking, which should be daily and reflective, teachers should be questioning,
challenging and identifying next steps.
Questions may be asked to further thinking; What if...? Have you tried…? Can
you find any more ways?
Assessment for learning: Pupils are expected to engage in this process through
regular self and peer assessments in relation to their learning objectives. This
may also take the form of coaching opportunities. Success criteria or steps to
success should be used to scaffold key learning steps where appropriate.
See Assessment Policy for strategies.
Assessing Pupil Progress (Target Tracker)
In both schools, we use Target Tracker is used to track attainment and
progress. This form of assessment is ongoing throughout the year, although
data is collated and analysed and every half-term.
SATs: Standard Assessment Tests are taken in Years 2 and 6.
Monitoring and Evaluation
The quality of teaching and learning is monitored as part of the appraisal
process. This is done through lesson observations, monitoring progress and
attainment towards end of year targets and also through pupil progress
meetings.
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Continuity and progression across the school is monitored by the maths subject
leader as is the implementation and impact of Assessment for Learning. Actions
identified in the SDP and Maths Action Plan, intended to raise standards, are
also monitored for implementation and impact.
The Role of the Mathematics Subject Leader
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Take the lead in Policy developments.
Support colleagues with planning, assessment and delivery of mathematics
lessons.
Monitor progress in mathematics and discuss outcomes SMT.
Take responsibility for the purchase and organisation of mathematics
resources.
Keep up to date with developments in mathematics education and
disseminate information to colleagues as appropriate.
This policy was created in September 2015 by the Numeracy leaders from
Fairlawn and Haseltine.
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