Ravenshead Church of England Primary School Draft Mathematics Policy June 2015
The Core Strands: Fluency, Problem Solving and Reasoning.
Mission Statement for Ravenshead C of E Primary School
At our school children always come first. We will nourish, encourage and challenge them within a Christian ethos.
The governors and staff at Ravenshead C of E Primary have high expectations and aim to provide a safe, caring, fun, stimulating and creative
environment in which each child reaches their potential.
Every child will receive excellent pastoral care within an ethos of acceptance and mutual respect rooted in Christian values.
Each child is individually valued and is encouraged to become a confident, motivated, independent and co-operative life long learner.
We believe that mathematics is the ability to fluently adapt and apply strong mathematical reasoning to
solve problems in varied contexts.
Aims
All children are taught to the 2014 Primary National Curriculum for mathematics. Our aims are:
 To help children learn to fluently adapt and apply strong mathematical reasoning to solve problems
in varied contexts.
 To promote enthusiasm and enjoyment in maths.
 That all children should master the objectives for their year group.
To this end we aspire to
 An “every lesson counts” approach in which every child encounters maths daily in EYFS, and has at
least 50 minutes (KS1) and 1 hour (KS2) quality maths learning every day. An additional ≥20 minutes
(KS1) and ≥30 minutes (KS2) is set aside each week for guided maths sessions.
 Excellent, active and engaging learning and teaching for mastery in maths, catering for different
learning and teaching styles and varying groups within each class.
 A positive, growth mindset maths learning environment in every class and throughout the school.
Terminology and Abbreviations
NPV = Number and Place Value
MAS = Mental Addition & Subtraction
WAS = Written Addition & Subtraction
MMD = Mental Multiplication & Division
WMD = Written Multiplication & Division
FRP = Fractions, Ratio and Proportion
DPE = Decimals, Percentages and Equivalences
PSA = Problem Solving, Reasoning & Algebra
GPS = Geometry – Properties of Shapes
GPD = Geometry – Position and Direction
MEA = Measurement
STA = Statistics (Data Handling)
TT = Target Tracker
ARE = Age Related Expectations
KPI = Key Performance Indicator
Secure = All KPIs confirmed and 80% of other objectives achieved at end of year
Mastered = Evidence of mastery should include
 Being able to understand, represent and manipulate the underlying structure and interconnected
nature of mathematics.
 Being able to question and hypothesize, conjecture and convince, reason and articulate.
 Being able to talk about their mathematical learning journey using the vocabulary of maths and
learning.
Target Tracker Colours & Codes:
Black = Not covered, Red = Some Progress, Blue = Achieved (secure not mastered)
B = Beginning, W = Within, S = Secure (See important notes under “assessment” below).
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Ravenshead Church of England Primary School Draft Mathematics Policy June 2015
The Core Strands: Fluency, Problem Solving and Reasoning.
Pitch and Expectations
“The expectation is that the majority of pupils will move through the programmes of study at broadly the same
pace. However, decisions about when to progress should always be based on the security of pupils’
understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be
challenged through being offered rich and sophisticated problems before any acceleration through new
content. Those who are not sufficiently fluent with earlier material should consolidate their understanding,
including through additional practice, before moving on.”
Pupils working on objectives outside their year group should occur only exceptionally:
 Where even with scaffolding and support they are unable to access the objectives (not LA)
 Where they are working beyond mastery of Age Related Expectations (ARE) (not HA)
In either case:
 Parents should be informed
 Maths leader and SENCO/GT leader should be informed
 Maths leader together with SENCO/GT leader and class teacher should prepare intervention
programmes and bespoke schemes of work
Planning
Long Term (Key Stage) Planning
Consistency of approach, continuity, coverage and progression are ensured as Abacus Maths is used as a
basis for planning. Whilst good practice will take planning beyond the scheme, coverage of objectives must
continue to meet the National Curriculum 2014.
Medium Term (Termly) Planning
Continuity, coverage and progression are ensured as Abacus Maths is used as a basis for planning. Good
practice will lead to adjustments, compacting /expansion, and blocking.
 Adjustments – E.g. A teacher may choose to block and strand (e.g. NPV) for mastery. They might
teach 2-3 weeks of NPV lessons to consolidate and establish a firmer foundation.
 Compacting – E.g. Based on AfL, tracking and elicitations a teacher should omit lessons which would
not extend learning.
 Expansion – E.g. Based on AfL, tracking and elicitations a teacher should use resources beyond the
scheme to secure deep learning.
 Blocking – Research findings suggest that spending an extended period on one strand of maths (e.g.
NPV) can be advantageous. Teachers may, for example, block NPV, MAS or other strands so long as
coverage of all strands is complete by the end of the year.
Short Term (Weekly) Planning
Abacus weekly planning should be supplemented with at least the following:
 AfL notes
 Success Criteria
 TA notes
Good practice will lead to adjustments, compacting / expansion (as medium term planning above).
Remember that on the whole Abacus is a scheme for securing ARE, not mastery. Teachers should use the
Extending Challenge document for more mastery content.
Marking, Responding to Marking (RTM), Next Time Targets (NTT), Presentation
See school marking and presentation policies.
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Ravenshead Church of England Primary School Draft Mathematics Policy June 2015
The Core Strands: Fluency, Problem Solving and Reasoning.
Resources for Planning (T Drive and Maths cupboards)
 National Curriculum Maths Programmes of
Study
 Abacus Scheme
https://www.activelearnprimary.co.uk
 RCEP Extending Challenge Document
 RCEP Success Criteria Progression Maps
 Maths on Target / Target Your Maths
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NCETM https://www.ncetm.org.uk/
NRich http://nrich.maths.org/teacherprimary
CAME, BEAM and ATM resources
Old Collins Scheme Resources
Old Numeracy Focus Scheme Resources
Assessment
Attainment judgements are best made on a day to day basis by teachers but may be informed by testing.
Abacus half termly assessments should be conducted with a benchmark of all 80% result showing children are
“on track for ARE”. Test objectives map to target tracker objectives. Correct answers inform red and blue
marking of Target Tracker objectives. Children working outside their year group should use alternative
assessments. Each term children may also take a mastery assessment provided by the maths leader from
beyond the scheme.
Tracking & Reporting
Target tracker statements should be updated half-termly, points (b+ etc.) updated termly.
Progress Targets will have been set with information from previous staff and visual maps.
Progress – all children are expected to attain the same or higher TT grade in the next year band.
B & B+ children must be prioritised for intervention in order to achieve W as soon as possible.
Mid-Year Assessment and Reporting
Assessment
Target
Reporting To Parents
Tracker
Work drawn from lower year group objectives
*
Working well below ARE
< 60% on Abacus Assessment
B+
Working below ARE
61% - 79% on Abacus Assessment
W
Just on track to secure ARE
80% + on Abacus Assessment
W
On track to secure ARE
80% + on Abacus Assessment and 70% + on
W+
On track to master ARE
Mastery Assessment
*Progress may be marked in another band.
End of Year Assessment and Reporting
Assessment
Target
Reporting To Parents
Tracker
No work on current year objectives
*
Below ARE
Some work on current year objectives
B / B+
Just Below ARE
< 60% on Abacus Assessment or not all KPIs
W
Just At ARE
All KPIs & 61% - 79% on Abacus Assessment
S
At ARE (Secure)
All KPIs & 80% + on Abacus Assessment
S+
Just Above ARE (Mastering)
As above plus 70% + on Mastery Assessment
S+
Above ARE (Mastered)
*Progress may be marked in another band.
Target Setting – all children are expected to attain the same or higher TT grade in the next year band.
B & B+ children must be prioritised for intervention in order to achieve W as soon as possible.
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Ravenshead Church of England Primary School Draft Mathematics Policy June 2015
The Core Strands: Fluency, Problem Solving and Reasoning.
Moderation and Record Keeping
Teachers should pass up on file the final (end of year) assessment paper and completed cover sheet.
Teachers should also pass on a copy of the calculation policy, highlighted/marked to show coverage.
Moderation of books throughout the year should confirm Target Tracker judgements. Tests may be moderated
to ensure:
 Access – all children are enabled to demonstrate learning in maths at their level
 Robust Administration – unsupported independent silent working, hidden displays, correct equipment
etc.
 Accurate Marking
Guided Maths
Many teachers will find it useful to work with guided groups every day. At least an additional 30
minutes each week should focus on fluency, problem solving or reasoning. This should be structured as guided
reading with teacher and TA working with groups and other children working independently.
Support for Guided Maths
Guided Groups
Independent Groups
Guided Group Planning Sheets
Calculations Fluency Practice for Automaticity
Fluency Group Planning / Recording Sheets
Guided Independent Practise Sheets
Number Talks
Fluency Group Tracking Sheets
Homework
Every child should have a homework folder. This should include their ActiveLearn details and the year
group section of the calculation policy. It should also include I child friendly I can list of KPIs. It may also
include a copy of the maths mat for that year group.
Every child should receive appropriately differentiated mathematics homework every week.
Worksheets are fine for at most 50% of homework tasks. For more varied / creative ideas such as ICT
activities, games etc, see planning resources or mathematics co-ordinator.
Timetabling.
Every child is entitled to a daily mathematics lesson of at least 50mins in KS1 and 60mins in KS2.
Children should not be withdrawn from mathematics for other activities or work in other curricular areas.
Support for targeted groups of children should usually take place within the classroom or be planned by the
teacher to meet associated differentiated objectives with support if withdrawn.
Please do everything in your power to avoid missing maths. There will be extraordinary circumstances
such as school visits but these should never occur more than three times during a term. On most
occasions the time can be made up. This is especially important towards the end of terms and particularly the
summer term. The summer break is long enough so please maintain maths momentum during July.
Guided Maths: The additional 20-30 minute weekly guided maths session contributes greatly towards
children’s confidence and capability.
Numerate Environment / resources
Classroom resources recommended (bold = key resources)
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Ravenshead Church of England Primary School Draft Mathematics Policy June 2015
The Core Strands: Fluency, Problem Solving and Reasoning.
F / KS1 checklist (Essentials bold)
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KS2 checklist (Essentials bold)
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Classroom number line (easily read &
reached by children)
Large analogue clock
Class set of dice
Centimetre rulers
Class set laminated number lines 1-20 & 1-50
Class set laminated 100 squares 1-100
Place Value Apparatus Sets
Place Value Counter Sets
Flip Chart / Working wall
Bead bar / bead strings
Weekly challenge
Mathematics target display board
Variety of items for counting / sorting
1cm & 2cm squared paper
Display of mathematics vocabulary
Pupil whiteboards & pens
Days of week / months
Class set of digit cards / number fans
Large classroom number square
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Large analogue + digital clock
Class set of digit cards and PV cards
Class set of dice
Class set number lines 1-50
Class set 100 squares 1-100 & multiplication
square to 12 x 12 on reverse
Pupil whiteboards & pens
mm / cm rulers (not inches)
Place Value Apparatus Sets
Place Value Counter Sets
Flip Chart / Working Wall
(Tracing paper Y5/6)
(Class set protractors Y5/6)
Classroom number line (easily read & reached
by children)
Large classroom number square
Multiplication tables
Weekly challenge / problem solving box
Display of mathematics vocabulary
Mathematics target display board
1cm squared paper
Display of core calculation methods
Key resources are available in each key stage and room. Resources in trays or cupboards should
be labelled and accessible in order to promote choice and independence during using and applying
opportunities. Teachers and TAs are invited to ask for anything they may need and a curriculum bid
will be prepared based on requests and identified needs.
Layered Curricular Targets
From time to time, in response to issues arising from moderation, we may implement a whole
school initiative with a layered mathematics target.
The purpose of a layered curricular target is to improve an area of mathematics that has been
identified as “difficult to teach / learn” or as “a key foundational objective a boost to which will have
significant longer term rewards”. An aim is to achieve and celebrate whole school improvement in
those identified areas of mathematics.
Health & Safety and Equal Opportunities
Health and safety regulations for class based lessons apply as for other subjects.
For outdoor or off site activities please refer to Outdoor Visits Policy. We are committed to providing a
teaching environment conducive to learning. Each child is valued, respected and challenged
regardless of race, gender, religion, social background, culture or disability.
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Ravenshead Church of England Primary School Draft Mathematics Policy June 2015
The Core Strands: Fluency, Problem Solving and Reasoning.
Role of the subject leader.
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To have responsibility for securing high standards of teaching and learning in the subject and
evaluate their effectiveness
To ensure that practices improve the quality of mathematics education throughout the school
and raise standards of achievement
To inform future priorities and targets for the subject with an annual action plan.
To monitor, review and evaluate the quality and effectiveness of learning in mathematics.
To support colleagues.
To discuss with the Head of Curriculum, Executive Headteacher and the Mathematics
Governor the progress of the policy through the school.
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