Maths Policy
Mission Statement
To follow in Jesus’ footsteps, caring for each other when we work, play and pray.
This policy outlines the teaching, organisation and management of the maths taught
and learned at St. Joseph’s. The school’s policy is based on the Statutory Framework for EYFS and the
New National Curriculum 2014 document for Years 1-6. The implementation of this policy is the
responsibility of all the teaching staff. The policy will be reviewed in line with new initiatives and
advice.
Rationale
Mathematics is an integral part of everyday life. It is a whole network of concepts and relationships
which provide a way of viewing and making sense to the world. The study of Maths helps us to develop
the thinking skills necessary to tackle and solve the problems we encounter.
Aims
1. To ensure that all children are introduced to every aspect of the National Curriculum for
Mathematics and the Early Years Foundation Stage Framework which are appropriate to their
level of development and learning.
2. To ensure that Mathematics is covered in depth, with regular reinforcement and consolidation in
each area.
3. To provide a broad, well balanced breadth of learning experiences which are supported by a
variety of approaches and resources with regular use of ICT.
4. To nurture within each child a sense of enjoyment and confidence in Maths, alongside a
fascination of Mathematics.
5. To enhance the attainment of children with special educational needs in Maths, promoting self
esteem through achievement.
Principles of Practice
1. Maths should be presented using a variety of approaches to support the National Curriculum for
Mathematics 2014 and The Statutory Framework for the Early Years Foundation Stage. Children will
have an hour of mathematics throughout the day in KS1 and 2, which will include a mental maths
emphasis and a clear focus on direct, instructional teaching, this may also include cross curricular
opportunities. The Foundation Years will receive a discrete session of mathematical content once a day
and their learning will be reinforced with mathematical play opportunities.
2. By following the Medium Term Plans and the Early Years Foundation Stage, plans will ensure that
children are taught appropriately to their level and that the topics are regularly reinforced and
consolidated. Teachers will identify differentiated curricular targets and then plan opportunities for
children to achieve these. Regular observation and assessment will ensure children are progressing,
learning at their level and next steps are being identified. Optional SAT testing and assessing with the
use of the year group objectives will be used to support these judgements.
St. Joseph’s Catholic Primary School Policy for Maths Summer 2015
3. Through careful planning and preparation we aim to ensure that maths will be taught using a variety
of methods and opportunities:
Differentiated calculating strategies for mental, informal written, formal written methods (see
calculation appendix for the four number operations).
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Exposition by the teacher and pupil
Discussion between pupil/teacher and pupil/pupil
Appropriate practical activities and mathematical games
Oral discussion work
Consolidation and practice of fundamental skills and routines e.g. tables, number bonds
Problem solving and investigation activities
Open and closed tasks
Individual, group and whole class discussions and activities
Working with computers as a mathematical tool
Cross curricular activities, where appropriate
Homework activities
4. The National Curriculum for Mathematics offers everyone involved in teaching children aged from 4
to 11 an opportunity to continue the progress made in raising standards by embedding the ethos and
principles of the school. Children are encouraged to choose their own methods when tackling problems
and to select appropriate resources that they may access independently. Every opportunity will be taken
to celebrate children’s success. We have adopted a common approach to teaching methods for the
calculation of the four main operations (See calculation appendix). The use of intervention groups will
focus on building the confidence of target children.
5. Every pupil’s access to the National Curriculum for Mathematics and the Early Years Foundation
Stage will be ensured through the S.E.N and Gifted and Talented policies. Differentiation should be
considered in the majority of mathematics lessons and can be done in various ways: stepped activities,
common tasks, resourcing, grouping, guided maths, provision of practical resources etc.
Planning
Medium term planning is obtained from the National Curriculum objectives and is carefully organized
to allow progression across the terms.
Short term planning is carried out weekly. These plans include learning objectives, success criteria,
mental maths work, main activities and AfL tasks. Classroom support in the form of teaching assistants
are identified on the short term planning with details of which group/child they are working with. St
Joseph’s School uses a variety of published materials to facilitate the teaching of mathematics but
recognises the need for the teaching of maths to be ‘scheme assisted not scheme driven’.
Mathematics Curriculum Planning (New National Curriculum 2014)
Mathematics is a core subject in the National Curriculum and we use the new mathematics strategy as
the basis for implementing the statutory requirements of the programme of study for mathematics.
St. Joseph’s Catholic Primary School Policy for Maths Summer 2015
Our teaching plans state the objectives which will be covered in each lesson and gives details of how
they are going to be taught. We are careful to give consideration to the wide range of children’s abilities
therefore planning includes objectives which are relevant to the children’s needs and may be taken from
the year below where appropriate. If a child is working above age related expectations, progression
statements on the planning indicate the next step for those children but teachers must ensure that
children in this situation, have had plenty of experience to use and apply a specific objective in as many
different contexts as possible to deepen their understanding and application of learning. Years 2 and 6
will move to the new maths curriculum in 2015/2016 in line with DfE policy advice. Children in Years
2 and 6 will be introduced to the new curriculum when they are secure in the renewed framework
objectives.
Cross-Curricular Links
Mathematics is taught mainly as a separate subject but every effort is made to link maths with other
areas of the curriculum. We try and identify the mathematical possibilities across the curriculum at the
planning stage. We also draw children’s attention to the links between maths and other curricular work
so children see that maths is not an isolated subject. In the Early Years, these links are more evident
because of the less formal timetable.
Assessment
At St. Joseph’s School 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 the pupils, thus benefiting the pupils and
ensuring progress.
Continual assessment is at the centre of teacher assessments to track children’s progress and inform
teacher planning. They are carried out half termly and are recorded on the tracker system across the
abilities. Teacher Assessment is supported by the evidence obtained from books whilst also taking into
account short-term assessments which are an informal part of every lesson and are closely matched to
the teaching objectives.
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 the results of ongoing Teacher
Assessment and results from testing in years 2, 3, 4, 5 and 6.
Marking and Assessment
We recognise the importance of responding to children’s work to provide praise, support,
encouragement and feedback as outlined in the school’s marking policy. These include oral feedback,
written feedback and peer feedback/assessment.
Children will be encouraged and given time to respond to ‘Gap Tasks’ which is aimed at moving their
learning forward. If a child requires support with their learning, then a ‘scaffolded’ comment will be
given where a child is shown how to do something in a series of steps then encouraged to try for
themselves. Assessment for Learning lies at the heart of promoting learning and in raising standards of
attainment.
St. Joseph’s Catholic Primary School Policy for Maths Summer 2015
Assessments will take place at three connected levels: short term, medium term and long term. These
assessments will be used to inform teaching in a continuous cycle of planning, teaching and assessment.
Short term assessments
Short term assessments will be an informal part of every lesson to check pupil’s understanding and give
the teacher information, which will assist in adjusting day-to -day lesson plans. Teacher’s will amend
their planning if necessary based on the outcomes of the individual lessons.
Medium term assessments
Medium term assessments will take place when the teacher assess the child’s understanding against their
year group objectives. The outcomes are recorded in the National Curriculum 2014 objectives part of
the ‘Tracker System’ on a regular basis. These objectives will be annotated as Working Towards,
Achieved or Achieved with Mastery level. The children will also have individual target cards, where
their targets are visible to them and are dated when achieved.
Long term assessments
Long term assessments will take place towards the end of the school year to assess and review pupil’s
progress and attainment against the National Curriculum Year Group objectives. These will be made
through compulsory National Curriculum Mathematics tests in Year 2 and Year 6 until 2015 and
supplemented by the optional tests. Results from these assessments are recorded on the ‘Tracker
System’ as Low, Mid or High for their year group. Accurate information will then be reported to
parents and to the next teacher.
Target Setting
During every unit of work, children will be set achievable but challenging targets relating to the
objectives being covered. Children will be alerted to these objectives and they will be given the
opportunity to self-assess against those key objectives within their maths books. It is every teacher’s aim
to ensure that all children have the opportunity to achieve the National Curriculum Objectives relevant
to that child’s year group.
Attainment and Progress
Attainment and progress are measured through the assessment process outlined above. Pupil Progress
Meetings take place and enable review and discussion of pupils’ progress. This information is used by
the Maths subject leader to discuss any intervention groups and ensure that those children who are not
working at age related expectations are provided with the support they need.
Reporting
All parents receive an annual written report on which there is a summary of their child’s effort and
progress in mathematics over the year. Parents also have opportunities to discuss progress at parents’
evenings and examples of progress targets are given.
St. Joseph’s Catholic Primary School Policy for Maths Summer 2015
Equal Opportunities
As a staff we endeavour to maintain an awareness of, and to provide for 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 Education Needs
Wherever possible we aim to fully include SEN pupils in the daily mathematics 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 a target within a Pupil Profile
for a child. If a child’s needs are particularly severe they will work on an individualised programme
written in consultation with the appropriate staff.
When planning teachers will try to address the child’s needs through simplified or modified tasks or the
use of support staff.
This policy is monitored by the Academy Committee and will be reviewed every two years, or before if
necessary.
Reviewed: Summer 2015
Appendix:
St. Joseph’s Catholic Primary School Policy for Maths Summer 2015