St. James CE
Primary School
“Caring, sharing, learning together”
MATHS POLICY
(June 2014)
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St James CE Primary School
Maths Policy
Aims and Objectives
The new National Curriculum for Mathematics (2014) is used as the basis of our mathematics
programme. Mathematics teaching at our school is geared towards enabling each pupil to develop
to their maximum potential; not only the mathematical skills and understanding required for later
life, but also an enthusiasm and fascination about mathematics itself.
The school aims to provide pupils with a mathematics curriculum and high-quality teaching to
produce individuals who are "numerate, creative, independent, inquisitive, enquiring and
confident".
We aim to enable pupils to:
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Understand the nature and purpose of mathematics in everyday life
Promote confidence, competence and fluency with numbers and the number system
Develop the ability to solve problems through decision-making and reasoning
mathematically in a range of contexts
Develop practical understanding of the ways in which information is gathered and
presented
Explore features of shape and space and develop measuring skills in a range of contexts
Develop confidence in using and applying mathematics and to learn to enjoy its challenges
We are continually aiming to raise the standards of achievement of the pupils in our school
Teaching and Learning
Mathematics is an interconnected subject in which pupils need to progress fluently. The
expectations are that the majority of pupils will move through the programmes of study at the same
pace. Teachers will use their professional judgement and make decisions about when to move
children on, based on the security of their pupils’ understanding. Pupils who grasp concepts
quickly should be challenged through broad and more complex problems before any acceleration
to the next concept. Those who do not grasp concepts easily, should consolidate their
understanding before moving on.
The programmes of study are set out year by year, however within each key stage we have the
flexibility to introduce content earlier or later, if appropriate.
Maths is taught:
 At the beginning of each day, children from Y1 – Y6 (phased introduction in Y1) complete a
differentiated ‘5-a-day’ task. This daily routine provides the opportunity for children to
become confident and fluent in using calculation methods. The format is usually one
calculation for all four operations, with the final question, a word problem. Twice a week,
these calculations can be bespoke to need and/or further practise of previous learning. We
also include open questions eg the answer is 70, what could the question be? A
fraction/decimal/percentage question (age and ability appropriate) is also included as part
of ‘5-a-day’ eg ½ + ½ =, ¼ of 60, what is 30% of £150 etc
 The daily maths lesson usually begins with a Big Maths CLIC/ mental session followed by a
main teaching activity.
 BMBT tests
 Once a week, a problem solving lesson is taught in addition to the daily maths lesson.
The teaching of mathematics provides opportunities for whole class teaching, group work, paired
and individual work.
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Pupils engage in:
 The development of mental strategies
 Written calculation methods
 Practical work
 Problem-solving and investigative work
 Mathematical talkability
 Building confidence with regular practise of basic skills and operations
At St James’ School, we recognise the importance of establishing a secure foundation in mental
arithmetic and the recall of number facts before formal written methods are introduced. The Big
Maths Programme provides the sequence and structure of such recall facts and mental
calculations.
We also teach and use mathematical vocabulary and expect the children to use this in their verbal
and written explanations. The quality and variety of mathematical language that the pupils hear
and speak, are key factors in developing their vocabulary when explaining and justifying their
thinking.
Mathematics contributes towards many subjects and it is important that the children are given
opportunities to apply and use mathematics in real contexts. We endeavour to set work that is
challenging, motivating and encourages the pupils to talk about what they have been doing.
We recognise the importance of developing teachers’ skills in teaching maths and through CPD
and monitoring procedures, needs can be highlighted and addressed by the Maths Leader and the
Senior Leadership Team.
EYFS
The EYFS provide the building blocks to a child’s mathematical development. Our EYFS aims to
provide a love of maths through rich opportunities to develop their understanding of number,
calculating, measurement, pattern and shape and space through structured and child initiated
activities both indoors and out. This enables the children to enjoy, explore, learn, practise and talk
about their developing understanding of mathematics. Children are engaged in activities that are
linked to the development of maths through focused activities and continuous provision. Little Big
Maths and the Number Fun songs support learning. Children will be taught relevant skills in line
with the Early Years Profile and Development Matters agendas.
Key Stage 1
The main focus of maths teaching in KS1 is to ensure that pupils develop confidence and fluency
with whole numbers, counting, place value, vocabulary relating to the four operations and an ability
to use practical resources effectively to support this eg Numicon, 100 squares etc.
Pupils should develop their ability to recognise, describe, draw, compare and sort shapes using the
related vocabulary.
Teaching should involve a range of measures to describe and compare different quantities eg
length, mass, capacity/volume, time and money.
Pupils should read and spell mathematical vocabulary at a level consistent with their
reading/spelling in English.
Lower Key Stage 2
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In accordance with the National Curriculum 2014, mathematics teaching in lower KS2 is to ensure
that pupils become increasingly fluent with whole numbers and the four operations. Pupils should
develop efficient mental and written methods and perform calculations accurately with increasingly
large numbers. Pupils should be taught to solve a range of problems including with simple fractions
and decimal place value.
Pupils should develop mathematical reasoning so that they can analyse shapes and their
properties confidently and describe the relationships between them.
Measuring instruments should be accurately with connections made explicit between measure and
number.
Pupils should read and spell mathematical vocabulary at a level consistent with their
reading/spelling in English.
Upper Key Stage 2
In upper KS2, the main focus to extend pupils’ understanding of the number system and place
value of larger numbers. Connections should be made between multiplication and division with
fractions, decimals, percentages and ratio.
Pupils should develop their ability to solve a wider range of problems, including increasingly
complex properties of numbers and arithmetic, and problems demanding efficient mental and
written methods of calculation. With this foundation in arithmetic, pupils are introduced to the
language of algebra as a means to solving problems.
Geometry and measures teaching should consolidate and extend the development of number.
Pupils will classify shapes with increasingly geometric properties and use the correct vocabulary to
describe them.
Pupils should read, spell and pronounce mathematical vocabulary accurately.
Calculators
Calculators should not be used to replace competent written and mental arithmetic. They should
be introduced towards the end of KS2 to support conceptual understanding or to solve more
complex number problems.
Learning Environment
The learning environment throughout the school should be rich in good quality visual models and
support materials. Each classroom should have ..... on display.
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Parental Involvement
Parental involvement is encouraged in all aspects of school life. Parents are provided with the
statutory number requirements for each year group. Parents are encouraged to become actively
involved in their children’s learning and progress. Staff share information with parents regarding
attainment and progress in maths at parents evenings or as and when appropriate.
Assessment
Assessment is an integral part of teaching and learning and is a continuous process. It is the
responsibility of the class teacher to assess all pupils in their class. In our school we are continually
assessing our pupils. We see assessment as an integral part of the teaching process and
endeavour to make our assessment purposeful, allowing us to match the correct level of work to
the needs of the pupils, thus benefiting the pupils and ensuring progress.
Children in EYFS are continually observed and assessed against the Early Years Profile and
Development Matters criteria in number. Data is collected at the end of the year to help complete
the Early Years Profile. This is submitted to the LA.
KS1 and KS2 staff should use the end of year or unit expectations in the National Curriculum 2014
to decide whether a child has reached the age related expectation.
Assessment and record keeping with reference to levels will continue to be used with Y6 (2014/15)
cohort.
Inclusion
Children with additional needs are included in the daily maths lesson. When planning, teachers
will address the child’s needs through differentiated/modified tasks. Children have access to
materials and equipment that support progress and are relevant to their ability. Where necessary
teachers will, in consultation with the Maths Leader or SENCO, draw up an intervention
programme, highlighted on the school’s provision map. Teachers and/or teaching assistants will
work with small groups and individual children with specific targets to achieve and monitor
progress.
The following are used as intervention strategies:
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Targeted maths intervention and precision teaching delivered by Teachers and Teaching
Assistants;
5 Minutes Box;
Numicon
Mathletics
More able pupils will be taught with their own class and stretched through differentiated group work
and extra challenges. When working with the whole class, teachers will direct some questions
towards the more able to maintain their involvement.
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In preparation for end of Key Stage SATs, additional booster sessions are run by teachers for Y2
and Y6 in the weeks preceding the tests. Children are selected according to their assessed needs.
Roles and Responsibilities
The Maths Subject Leader, SLT, Head teacher and link Governors will be responsible for
monitoring the impact of this policy, and standards of maths across the school, through work
scrutiny, planning scrutiny, drop in observations and lesson observations and any other relevant
monitoring activities.
Staff will take part in moderation of maths at whole school or team level on a termly basis.
It is every class teacher’s responsibility to ensure that this policy is adhered to.
Appendix 1
National Curriculum Requirements for Maths
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