Fairway Primary School
Mathematics Policy Statement
Date of Policy Statement: Jan 2013
Why teach mathematics?
Mathematics equips pupils with a uniquely powerful set of tools to understand and change the
world. These tools include logical reasoning, problem-solving skills and the ability to think in
abstract ways.
“Mathematics is important in everyday life, many forms of employment,
science and technology, medicine, the economy, the environment and development in public
decision-making. Different cultures have contributed to the development and application of
mathematics. Today, the subject transcends cultural boundaries and its importance is
universally recognised. Mathematics is a creative discipline. It can stimulate moments of
pleasure and wonder when a pupil solves a problem for the first time, discovers a more elegant
solution to that problem, or suddenly sees hidden connections”
(National Curriculum Orders, 2000)
Aims
The mathematics teaching at Fairway is geared towards enabling each pupil to develop within
their capabilities; not only the mathematics skills and understanding for later life, but also an
enthusiasm and fascination about mathematics itself.
We aim to increase pupil confidence in mathematics so that they are able to express
themselves and their ideas, make connections and form generalisations using the language
and symbolism of mathematics with assurance.
We are continually aiming to raise the standards of achievement of the pupils at Fairway.
The National Curriculum and the National Numeracy Strategy
The National Curriculum Order for mathematics describes what must be taught at each Key
Stage. Fairway follows the National Numeracy Strategy Framework, which provides detailed
guidance for the implementation of the Orders and ensures continuity and progression in the
Reviewed and written by Core Team January 2013
Carol Edwards & Sarah Marlor
teaching of mathematics. This is now supplemented by Big Maths which focuses on quick
recall and calculation of key facts.
Every teacher at Fairway has access to the Framework for teaching mathematics (via the
internet or CD Rom).
In Early Years, the curriculum is guided by the Early Learning Goals, which mirror the
Foundation Learning Objectives in the National Numeracy Strategy Framework.
Planning
Planning is undertaken at three levels:
Long term planning is based on the yearly teaching programmes set out in the Framework.
Medium term planning is carried out termly. Teachers select their main teaching objectives
from the yearly teaching programme. At Fairway we recognise the need to revisit topics
regularly to revise and consolidate skills and then extend them. The objectives taught in each
unit cycle are planned for termly.
Short term planning is carried out weekly. These plans include learning objectives for the
mental and oral starter and the main activity, resources to be used, any differentiation, key
vocabulary and key questions. We plan for daily mental maths activities focusing particularly on
multiplication tables and key facts.
Cross-curricular links
Mathematics is taught as a separate subject however links are made with other areas of the
curriculum. We try and identify the mathematical possibilities across the curriculum at the
planning stage.
Teaching methods and approaches
Lessons generally follow the NNS format with a mental and oral starter, a main activity and a
plenary session. In Reception the aim is to have prepared children, by the end of the year, for a
daily 45-minute maths lesson.
The teaching of maths at Fairway provides opportunities for:
 Group work
 Paired work
 Whole class teaching
 Individual work
Pupils engage in:
 The development of mental strategies
 Written methods
 Practical work
 Investigational work
 Problem-solving
 Mathematical discussion
 Consolidation of basic skills and routines
Reviewed and written by Core Team January 2013
Carol Edwards & Sarah Marlor

Higher order questioning
At Fairway we recognise the importance of establishing a secure foundation in mental
calculations and recall of number facts before standard written methods are introduced. We
look at the Revised Primary Framework online when planning to help determine the appropriate
vocabulary to use in our teaching and children are expected to use it in their verbal and written
explanations.
We endeavour to set work that is challenging, motivating and encourages the pupils to talk
about what they have been doing.
Organisation
In Key Stage One mathematics lessons are held on a daily basis and last approximately 45
minutes. The children are taught in mixed ability classes. When the children start in Reception
the organisation is more flexible, building up to a daily 45 minute lesson in the summer term.
As with Key Stage One, in Key Stage Two lessons are daily but last for approximately one
hour.
Display
We recognise the important role display has in the teaching and consolidation of learning by
having maths work displayed in the school where and when possible. There are reference or
learning wall displays as well as those which celebrate work.
Assessment and Record Keeping
At Fairway we are continually assessing our pupils and recording their progress. 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 our
pupils, thus benefiting the pupils and ensuring progress. Assessment is carried out on three
levels.
Short term assessments are an informal part of every lesson and are closely matched to the
teaching objectives. These may not be recorded because they are for the teachers immediate
attention and action; however, pertinent comments are recorded and then cross referenced to
APP. In Key Stage Two weekly mental maths tests are administered using ‘Rising Stars’
Framework Maths.
Where applicable, formal end of unit assessments are administered using ‘SP Educational’
Maths Assessments. These are recorded on the schools computer system.
Medium term assessments are carried out every half term. The purpose of these assessments
is to review and record the progress pupils have made in relation to the key objectives.
Children’s progress towards key objectives is recorded on APP. Parents/Carers are informed of
these via half termly ‘postcards’.
Reviewed and written by Core Team January 2013
Carol Edwards & Sarah Marlor
Each term through the use of APP and other assessments the children’s levels are up dated
onto AM7.
Long term assessments are carried out towards the end of the school year when pupils’
attainment is measured against school and national targets. This is done by drawing on class
records of key objectives (APP) and any supplementary notes that have been made and where
applicable QCA tests.
Reporting
All parents receive an annual written report, on which there are grades for their child’s effort
and progress in mathematics over the year.
At the end of Key Stage One and Two each pupil’s level of achievement against national
standards is included as part of their annual report.
Resources
Resources for the delivery of the maths curriculum are stored both centrally and in classrooms.
There is a central store for Foundation and both Key Stage One and Two equipment.
Materials are constantly updated, as new and relevant items become available. The Core
Team order new resources after consultation with the staff.
Equal Opportunities
As staff we have an awareness of, and provide equal opportunities for all our pupils in
mathematics. We aim to take into account cultural background, gender and Special Needs,
both in our teaching attitudes and in the published materials we use with our pupils.
Children with Special Educational Needs
Wherever possible we aim to fully include SEN pupils in the daily maths lesson so that they
benefit from the emphasis on oral and mental work and by listening and participating with other
children in demonstrating and explaining their methods.
Where necessary teachers will, in consultation with the SENCo, draw up an Individual
Educational Plan for a child.
When planning, teachers will address the child’s needs through differentiated tasks or the use
of support staff.
Where appropriate a Group Educational Plan is developed with common objectives and
learning targets for a group.
Two intervention programmes NSP maths and Maths Recovery are used.
Reviewed and written by Core Team January 2013
Carol Edwards & Sarah Marlor
Children who show a particular talent for maths are provided with differentiated work, enabling
them to be challenged and extended.
Homework
Children are given mathematics homework when appropriate each week. Not all homework is
written work, which needs marking. Learning homework, particularly multiplication tables and
key maths facts, is encouraged to be carried out daily.
Reviewed and written by Core Team January 2013
Carol Edwards & Sarah Marlor