Cop Lane C.E. School Mathematics Policy - Revised March 2010
Cop Lane Church of
England Primary School
Policy for
Mathematics/
Numeracy
Revised March 2010 by
Mr I.P. Ashmore
Cop Lane C.E. School Mathematics Policy - Revised March 2010
Cop Lane C.E. Primary School
Policy for Mathematics/ Numeracy
Current coordinator: Mr I.P. Ashmore
Date: 14/03/10
1. Introduction
2. Rationale
3. Scope
4. Principles
5. Aims
6. Provision
7. Planning
8. Assessment and Record Keeping
9. Role of the Coordinator
10. Differentiation
11. Special Educational Needs
12. Equal Opportunities
13. Parental Involvement
14. Homework
Cop Lane C.E. School Mathematics Policy - Revised March 2010
1. Introduction
Mathematics equips pupils with the 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. It is integral to all aspects of life
and with this is mind we endeavour to ensure that children develop a healthy
and enthusiastic attitude towards mathematics that will stay with them.
The National Curriculum order for mathematics describes what must be
taught in each key stage. This school follows the Primary National Strategy
Renewed Framework for Mathematics, which provides detailed guidance for
the implementation of the National Curriculum for mathematics. This
ensures continuity and progression in the teaching of mathematics. In early
years the curriculum is guided by the Early Learning Goals, which mirror the
reception learning objectives in the Renewed Framework for Mathematics.
The objectives in the yearly teaching programmes cover all aspects of the
National Curriculum for Mathematics in Key Stages 1 and 2. The program for
Reception takes account of the Early Learning Goals for 3-5 year olds, and
provides a bridge from the goals of the National Curriculum.
This policy follows a whole school format and rationale.
2. Rationale
All school policies form a corporate, public and accountable statement of
intent. As a primary school it is very important to create an agreed whole
school approach of which staff, children, parents, governors and other
agencies have a clear understanding. This policy is the formal statement of
intent for mathematics. It reflects the essential part that mathematics
plays in the education of our pupils. It is important that a positive attitude
towards mathematics is encouraged amongst all our pupils in order to foster
self-confidence and a sense of achievement. The policy also facilitates how
we, as a school, meet the requirements of recent Education Acts and
National Curriculum requirements.
Cop Lane C.E. School Mathematics Policy - Revised March 2010
3. Scope
This statement of policy relates to all pupils, staff, parents and governors of
Cop Lane C.E. Primary School. The age range of pupils from 4-11 must be
acknowledged in the creation of the policy and the development of the
mathematics curriculum.
4. Principles
We ensure that:
 policy and provision are evaluated and reviewed regularly
 resources of time, people and equipment are planned, budgeted for
and detailed when appropriate in the SDP
 the governing body fulfil their statutory responsibility with regard to
mathematics
 cross curricular opportunities will be regularly planned for
 planning of mathematics ensures continuity and progression across all
year groups and key stages
5. Aims
General
Although relating specifically to mathematics our aims for the subject are also
in line with the school’s general aims.
We aim to provide the pupils with a mathematics curriculum which will produce
individuals who are numerate, literate, creative, independent, inquisitive,
enquiring and confident. We also aim to provide a stimulating environment so
that pupils can develop their mathematical skills to their full potential.
Specific
Our pupils should:
 have a sense of the size of a number and where it fits into the number
system
 know by heart number facts such as number bonds, multiplication tables,
doubles and halves
 use what they know by heart to figure out numbers mentally
 calculate accurately and efficiently, both mentally and in writing and
paper, drawing on a range of calculation strategies (in line with the school
written calculation policy)
 recognise when it is important to use a calculator and be able to do so
effectively
 make sense of number problems, including non routine problems, and
recognise the operations needed to solve them
Cop Lane C.E. School Mathematics Policy - Revised March 2010
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explain their methods and reasoning using the correct mathematical
terms
judge whether their answers are reasonable and have strategies for
checking them where necessary
suggest suitable units for measuring and make sensible estimates of
measurements
explain and make predictions from the numbers in graphs, diagrams,
charts and tables
develop spatial awareness and an understanding of the properties of 2-D
and 3-D shapes
6. Provision
Pupils are provided with a variety of opportunities to develop and extend their
mathematical skills in and across each phase of education.
Lessons follow the Renewed Framework format with a starter (not necessarily
done in the Numeracy lesson), a main teaching activity and a plenary session. The
teaching of mathematics provides opportunities for:
 group work
 paired work
 whole class teaching
 individual work
 the use of ICT
 speaking and listening opportunities
Pupils engage in:
 the development of mental strategies
 written methods
 practical work
 investigational work
 problem solving
 using and applying
 mathematical discussion
 consolidation of basic skills and number facts
We recognise the importance of establishing a secure foundation in mental
calculation and recall of number facts before standard written methods are
introduced. We use the Mathematical Vocabulary book when planning to help
determine the appropriate terminology to use in our teaching and children are
expected to use it in their verbal and written explanations.
Staff are encouraged to have a working wall in their classroom. This is not a
permanent display and should be added to as a topic progresses. It should also
contain the relevant mathematical vocabulary for a particular topic.
Cop Lane C.E. School Mathematics Policy - Revised March 2010
Mathematics contributes to many subjects and it is important the children are
given opportunities to apply and use Mathematics in real contexts.
‘It is important that time is found in other subjects for pupils to develop their
Numeracy skills, e.g. there should be regular, carefully planned opportunities for
measuring in Science and DT, for the consideration of properties of shape and
geometric patterns in DT and Art, and for the collection of data in History and
Geography’. (PNS)
We endeavour at all times to set work that is challenging, motivating and
encourages the pupils to talk about what they have been doing.
Early Years
A Reception class in typically organised to promote the social skills of developing
mathematical understanding of young children through stories, songs, rhymes
and finger games, board games, sand and water, construction on a large and small
scale, imaginative play, outdoor play and ‘playground’ games, cooking and
shopping, two-and three- dimensional creative work with a range of materials
and by observing numbers and patterns in the environment and daily routines.
To give all children to best opportunities for effective mathematical
development, staff should give particular attention to:
 many different activities, some of which will focus on mathematical
development and some of which will draw out the mathematical learning
on other activities
 practical activities underpinned by children’s developing communication
skills
 activities that are imaginative and enjoyable
 opportunities to observe, assess and plan the next stage in children’s
learning
The daily mathematics lesson in Reception can be planned like this:
 an introduction with the whole class, usually involving some counting, with
finger games, number rhymes and songs
 some teaching of the whole class on the main mathematics topic of the
day
 group activities either for everyone in small groups simultaneously; for
example, in an outdoor lesson with skittles, beanbags, hoops with scoring
built into the activities, or in an indoor lesson with shapes to made from
different media; or one or more playing activities, linked to the theme of
the lesson, worked on by small groups in turn during the day, usually
supported by an adult; for example, exploring ‘one more’ when buying
stamps in the class post office, when finger painting, when making jumps
in outdoor play.
Cop Lane C.E. School Mathematics Policy - Revised March 2010
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A plenary with the whole class after the group activities are ended, to
consolidate and extend through discussion and questioning what they
have been learning and to praise progress.
The school’s aim is that by the end of the Reception year, children will be
participating in a dedicated mathematical lesson of 45 minutes.
Key Stage 1 and 2
A typical daily maths lesson will last for 45 minutes in KS1 and 60 minutes in
KS2. It will be structured like this:
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Starter (5-10 minutes in KS1 and 10 minutes in KS2) – not necessarily in
the lesson – can be done at other parts of the day
The main teaching activity (30 minutes for KS1 and 40 minutes in KS2)
This includes teaching input and pupil activities.
Plenary (10 minutes in KS1 and 15 minutes in KS2)
All times are approximate.
7. Planning
At Cop Lane Church of England Primary School staff use the ‘Cop Lane Weekly
Mathematics’ planning grid to plan mathematics lessons. The children’s progress
and self evaluation should feed into the plan. Plans should indicate
differentiation and children with IEPs.
Staff have a range of ‘resources’ to aid planning. These include Abacus, Rigby,
Nelson Thornes - ‘Can Do Problem Solving and the NNS Unit Plans. It is
important that the more able are challenged suitably and all staff have access
to resources such as ‘Mathematical Challenges for More Able Pupils in Key
Stages One and Two’. For children who are identified as having gaps in their
mathematical understanding, staff should consult the Wave 3 materials:
‘Supporting Children with gaps in their Mathematical Understanding’.
As we adopt a more creative curriculum, teachers should look at how
Mathematics can be included in cross curricular topics. For example, using
Mathematics in Geography.
8. Assessment and Record Keeping
Assessment is regarded as 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.
Cop Lane C.E. School Mathematics Policy - Revised March 2010
In our school, we are continually assessing pupils and recording their progress.
We see assessment as an integral part of the teaching process and strive 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.
Information for assessment will be gathered in various ways: by talking to the
children, observing their work, marking their work, etc. Teachers will use these
assessments to plan further work. Teachers should indicate to children their
next step learning targets on a regular basis in their books.
At the end of each term, teachers will undertake an assess and review period
based on the key objectives. The results of these assessments will be recorded
on the key objective assessment sheet and passed up to the next teacher to
inform future planning.
In the summer term, Years 2 and 6 will be assessed through the Statutory
Assessment Tasks for the end of each key stage. Children in years 3, 4 and 5
will be assessed through the Optional SATs. The results of these will be
collected and analysed, and the resulting information will be given to staff to
improve future teaching of mathematics.
PIPS (Performance Indicator for Primary Schools) are completed on entry to
Reception and at the end of the Reception year. They are also undertaken in
Years 2, 4 and 6. The results of these are used to assist in teacher assessments
and future groupings.
Children who receive intervention programmes such as Springboard should be
highlighted on the tracking sheet and passed up to the next class teacher/ given
to the Headteacher. This will enable their progress to be tracked and decide
whether the intervention programme has had an impact on their learning. As a
general rule, the same children should not be receiving intervention programmes
year on year. If a child has had an intervention programme year on year and not
made any progress then it would suggest that the intervention programme has
not had an impact on their learning. Therefore, a teacher should look at other
ways of supporting a child’s mathematical development.
For children who have gaps in their mathematical understanding, the teacher
should identify the gaps and use the Wave 3 ‘Supporting Children with Gaps in
their Mathematical Understanding’ to help with planning and secure the child’s
understanding.
9. Role of the Coordinator
The mathematics coordinator is responsible for coordinating mathematics
throughout the school. This includes:
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Ensuring continuity and progression from year group to year group
providing all members of staff with guidelines e.g. how aspects of
mathematics should be taught such as problem solving
advising on in-service training to staff where appropriate. This will be in
line with the needs identified in the School Development Plan and within
the confines of the school budget.
advising and supporting colleagues on the implementation and assessment
of mathematics throughout school
assisting in the requisition and maintenance of resources required for the
teaching of mathematics. Again this will be within the confines of the
school budget.
monitoring and evaluating the teaching and learning of mathematics
through:
 scrutiny of work
 lesson observations
 monitoring of planning
 analysis of test data
10. Differentiation
In all year groups the children are grouped according to ability to aid the
teacher in delivering the framework effectively. These ability groups will be
flexible and can be altered, depending on the mathematics activity. Mathematics
will be offered to children from a variety of resources.
These include:
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commercial schemes
teacher ideas
practical resources
Differentiation should always be incorporated into all mathematics lessons and
can be done in a variety of ways.
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Grouping – according to ability so that the groups can be given different
tasks where appropriate. Activities should always be based on the lesson
theme and can be differentiated according to ability normally not more
than 3 levels.
Common tasks – which are open ended where differentiation is by
outcome.
Resourcing – which provides a variety of resources depending on ability.
E.g. counters, cubes, measuring cylinders etc.
Stepped activities – which become progressively harder and more
demanding, but cater for the less able in the early sections.
Cop Lane C.E. School Mathematics Policy - Revised March 2010
13. Special Educational Needs
Children with SEN are taught within the daily mathematics lesson and
encouraged to take part when and where possible.
Where applicable, children’s IEPs incorporate suitable objectives from the
Renewed Framework and seek to take advantage of multicultural aspects of
mathematics e.g. Islamic patterns in RE.
All children have equal access to the curriculum regardless of their gender. This
is monitored by analysing pupil performance throughout school to ensure that
there is no disparity between groups.
We provide help for those children who use a means of communication other
than spoken English In developing and understanding specific mathematical
language.
Children who are identified as ‘gifted, talented and able’ should be highlighted
to the AGT coordinator and parents should be informed. The children’s progress
should be tracked on the school tracking system.
13. Parental Involvement
We encourage parents to be involved by:
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Inviting them into school in the autumn and spring terms to discuss the
progress of their child.
Inviting parents into school in the summer term to discuss the yearly
report.
circulating information via half termly newsletters when significant
changes have been/ are made to the mathematics curriculum
inviting parents of Year 6 to a meeting in February on supporting their
children with SATs
encouraging parents to help in classrooms
14. Homework
It is our school policy to provide parents and carers with the opportunities to
work with their children at home.
An outline for homework in numeracy in different year groups is as follows.
Cop Lane C.E. School Mathematics Policy - Revised March 2010
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Year 3 & 4 – Daily 10 minutes tables/ spellings
During the week – approximately 20 minute homework
activity numeracy/ literacy.
Years 5 & 6 – Daily 15 minutes spellings/ tables
During the week – approximately 20 minute homework
activity numeracy/ literacy
Friday – 30 minute homework activity