New Invention Junior School Mathematics Policy 2014
Mathematics Policy
We aim to teach and prepare your child today, for their tomorrow
Philosophy of Mathematics:
Mathematics is a core subject in the National Curriculum.
The National Curriculum states: Mathematics is a creative and highly interconnected
discipline that has been developed over centuries, providing the solution to some of
history’s most intriguing problems. It is essential to everyday life, critical to science,
technology and engineering, and necessary for financial literacy and most forms of
employment. A high-quality mathematics education therefore provides a foundation for
understanding the world, the ability to reason mathematically, an appreciation of the
beauty and power of mathematics, and a sense of enjoyment and curiosity about the
subject.
Mathematics at New Invention Junior School is a subject children both use and enjoy,
and is also a tool to be used in lots of ways in the world beyond the classroom. Our
school views the acquisition of mathematics skills to be of the utmost importance and so
the teaching of all aspects of mathematics is given a high priority.
… attend and enjoy school achieve stretching national educational standards at
primary school…
Main Aims
Our aims agree with those set out in the National Curriculum:
 become fluent in the fundamentals of mathematics, including through varied and
frequent practice with increasingly complex problems over time, so that pupils
develop conceptual understanding and the ability to recall and apply knowledge
rapidly and accurately
 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 nonroutine problems with increasing sophistication, including breaking down
problems into a series of simpler steps and persevering in seeking solutions.
To provide a positive atmosphere conducive to enjoyable, high quality learning
The school aims to develop in all children a positive attitude towards mathematics by
making it an interesting and relevant subject as well as providing opportunities for all
children within the school to develop to their full potential in mathematics. Therefore
achieving the overall school aim: “We aim to teach and prepare your child today, for
their tomorrow.”
New Invention Junior School – K McGlynn – 2014
New Invention Junior School Mathematics Policy 2014
We aim to:
 Develop children’s’ understanding of number, in order for them to be flexible and
confident with their mental ability;
 Develop their use of practical equipment to solve and explain a range of
mathematical problems;
 Develop creativity and flexibility of mind in order to investigate and problem
solve, throughout trial and improvement, reasoning and making, testing, proving
and disproving hypotheses;
 Develop pupils’ confidence within all areas of mathematics;
 Encourage and support the use of mathematical language in order to discuss,
express and explain mathematical ideas and concepts;
 Provide access to, and support for, the curriculum for all pupils and their
individual needs;
 Provide creative and enjoyable experiences for all pupils within all areas of
mathematics.
National Curriculum and Planning
New Invention Junior School adheres to the guidelines laid down in the National
Curriculum for Mathematics (2013). The objectives laid out are used to form the basis
of our; Yearly skeletal Plans, Half Termly Plans, Weekly Plans and Daily Lesson
Plans.
Assessment
Staff at New Invention, use the results of both ongoing teacher assessment and
formative assessment to help them make informed decisions about the progress of
individual children, to plan the next developmental stage and to evaluate their delivery
of certain aspects of the National Curriculum.
 At present the framework for assessment is as follows:
Statutory end of Key Stage assessment occurs in year six. Supported by termly,
moderated teacher assessments.
 On entry into Year 3, pupils are assessed using school devised, written calculation
assessments (continuity booklets), and against National curriculum and APP
standards.
 APP is used to teacher assess the pupils termly, supported by non-statutory QCA
tests.
 Both forms of assessments are executed at the end of the year to measure
progress.
 Continuous assessment takes place daily through interaction with children and
exercise books, using teacher and pupil daily self-assessment in the form of WALTs
and WILFs.
 A clear marking policy is followed, providing ongoing challenge for all pupils.
New Invention Junior School – K McGlynn – 2014
New Invention Junior School Mathematics Policy 2014
Record Keeping
Records for each child are maintained termly, using a whole school tracking system.
Children are recorded against the main learning outcomes, via APP assessments.
Records are kept for a sample of 6 pupils from each class of three levels of attainment,
using the APP monitoring system, which is then regularly monitored and moderated by
the mathematics co-ordinator.
Practical maths is also recorded within maths books, in the form of photographic
evidence.
At the end of each term, children’s attainment levels and progress towards their target
is delivered to parents in the form of a written report and follow-up parents evening.
Monitoring
The mathematics co-ordinator, Headteacher and SMT take responsibility for the
monitoring of the mathematics curriculum and the standards achieved by the pupils.
Monitoring takes the form of:
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Lesson observations;
Plans, Weekly / Daily plans;
Book/work scrutiny;
Pupils progress meetings, held with teachers, maths co-ordinator and SMT;
Learning Walks.
Entitlement/ Equal Opportunities
All pupils, irrespective of age, ability gender and ethnic origin are entitled to participate
fully in and benefit from a broad range of appropriate mathematical activities at every
Key Stage of their mathematical experiences. At New Invention Junior we include SEN,
LAC and those pupils with speaking and listening difficulties, e.g. dyslexia, dyscalculia
and G&T.
To create an environment that ensures equal opportunities for all children
Teaching Methods
 Oral work and mental calculation
This work will involve the whole class in a fun, practical, number activity, which involves
interaction, discussion, explanation and justification.
It will focus on improving,
introducing or consolidating mental skills. Such activities could be used as a warm up at
the start of a lesson, or at any other relevant point during the school day.
 Objectives (What the children will be learning)
Lesson objectives are shared with the pupils at a relevant point of the lesson, which
should be glued in to their maths books in the form of WALT & WILFs, for pupil selfassessment. Such criteria should be addressed at points throughout the lesson, with
the children.
New Invention Junior School – K McGlynn – 2014
New Invention Junior School Mathematics Policy 2014
 Main Teaching
Teachers may employ a range of delivery techniques for the main teaching activity, to
introduce or consolidate learning:
 Teacher led didactic teaching: whereby the teacher delivers explicit concepts
and methods to the whole class, while differentiating questioning;
 Pupil led learning: whereby the teacher begins with a challenge question or
investigation and pupils use a range of techniques to investigate to arrive a the
required outcome, with support materials and adults available throughout;
 Teacher led small groups: whereby smaller groups within the class have the
teacher led focus whilst others investigate or consolidate learning.
By employing a range of such methods throughout the mathematical topics, it enables
the needs of all the children to met, therefore allowing them to progress at a faster
rate.
 Independent Activity
Pupils are given a substantial amount of lesson time to independently practice, improve
or consolidate concepts or methods, via a range of differentiated activities. This may
be supported by further direct teaching of whole class or small groups, at suitable times
within the lesson, on order to enable the pupils to progress further.
 Plenary
At a suitable point within the lesson, the teacher should reinforce the learning objective
(WALT & WILFs) to aid pupil’s progression and enable them to achieve success.
To close the lesson the teacher will emphasise the teaching point of the lesson and apply
the objective to other situations or pose a challenge to extend or consolidate learning.
Maths outside of the Maths lesson
Teachers are encouraged to extend mathematical learning beyond the main lesson.
Mathematical learning takes place during morning challenges, whereby children are set
problems, challenges which build upon existing knowledge or invite them to consolidate
or address issues with prior learning.
Pupils are also encouraged to work on areas of mental maths (including times tables)
within shorter time allocations within the school day, whereby they can access mental
maths questions at speed and be challenged with times tables and derived divisions.
Use of I.C.T.
ICT should be embedded within the mathematical curriculum, including the use of IWB,
calculators, spreadsheets, visualisers and cameras. All of which can used to aid pupils’
calculation, shape and spacial awareness, data handling and measure.
Differentiation/Meeting the needs of all pupils
Within years 4 to 6, classes are grouped by ability, in to one more able set and two
middle mix classes. Work is then further differentiated, within classes to ensure
access to the curriculum for all. By grouping the children through ability and using
intervention strategies children can work at the appropriate level and make progress.
All teachers make use of the school’s ‘Mental to Written’ policy, which identifies the
progression of both mental and written calculation skills. Pupils on, above or below
expected level can then be provided with the appropriate level of work, to enable them
to progress towards their target.
New Invention Junior School – K McGlynn – 2014
New Invention Junior School Mathematics Policy 2014
Children identified as SEND:
 Given additional support within an additional class within year 3;
 Have an IEP (Individual Education Plan) to monitor and address their needs;
 Given additional opportunities to practice key skills;
 Given additional TA support.
Children identified as Gifted or more able:
 Provided with regular open ended challenges within and outside of the maths lesson;
 New concepts developed and extended at a faster rate;
 Given opportunities for independent study or investigations.
Work presentation
Throughout the majority of mathematical written work, pupils’ books should be set out
as below, allowing for a section for working out and a section to write their final answer.
Some work, however, may not be suitable to fit this format, such as shape, data handling
or creative investigative work, which should therefore be set out using the squares
provided. Worksheets should be kept to a minimum, only using them if it is unsuitable
for the pupils to set it out themselves.
Neat Work Checklist
How my Maths work should look
WILFs stuck
in
1.9.07


 
I can set my maths work out neatly
I can set my maths work out neatly
Answer and
Working out
headings
I can set my maths work out neatly
WO
ANS
1)
2
1
+
1
+ 1
1
Page split in
two
2
short date in
top right
corner,
underlined
with a ruler
=
Each digit or
operation
symbol in a
square
Resources
 MyMaths.co.uk
 Testbase;
 Maths Calculation (ICT – by year group);
 Wave 3 intervention materials;
 Dyscalculia web-based software;
 Stocked resources room with practical equipment.
 Blue Maths box in each classroom containing: dice, counters, place value sliders,
place value charts, playing cards, numberlines.
New Invention Junior School – K McGlynn – 2014