THE MINSTER PRIMARY SCHOOL
T4 - MATHS POLICY
Aims:
We agree with the aims of the National Curriculum to ensure that all pupils:
 become fluent in the fundamentals of mathematics, including through varied
and frequent practice with increasingly complex problems over time, so that
pupils have conceptual understanding and are able to recall and apply their
knowledge rapidly and accurately.
 reason mathematically by following a lone 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
non-routine problems with increasing sophistication, including breaking
down problems into a series of simpler steps and persevering in seeking
solutions.
Teaching
We teach maths using yearly objectives from the 2014 National Curriculum. The
strands are revisited termly and taught in a cyclical fashion as part of a spiral
curriculum. Maths is mostly taught discretely as a dedicated lesson although
links are made with topic work where possible and these are included on the
skills planning sheets. Whole class teaching is followed by group or independent
work. The week is organised so that the teacher or TA will work with different
groups as appropriate. Focused teaching will take place during these sessions.
Problem solving or investigations are planned with the units of work. Mental/oral
skills are practised daily at the beginning or end of a lesson, or at another time
during the day. Models and Images are used as a visual or practical aid and
mathematical vocabulary is displayed in each classroom. We use Abacus as a
framework for planning and delivery, including Interactive whiteboard activities.
Progression
Use of the overview yearly objectives from the 2014 National Curriculum ensures
progression.
As a staff, we have an agreed progression in calculation policy throughout the
school and all Teachers and TA’s have a copy of the methods for each year
group. We have a robust system for learning of tables with Bronze, Silver and
Gold stickers awarded. There is a similar system for number bonds.
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Review Date – March 2017
Differentiation
The needs of all children are taken into account when planning and during whole
class teaching. The pace of the lesson, the use of models and images,
explanations and targeted questioning ensures that children of all abilities can
access the curriculum at an appropriate level. The structuring of the maths
lesson allows for specific groups to be targeted. Numbers Count intervention is
used as appropriate to identify gaps in mathematical understanding and to
support pupils in overcoming barriers. TA’s are used to support children in all
classes.
More Able children are given additional opportunities for
investigative/problem solving activities within class and are recommended for
AG&T courses in maths. They may also be entered for the Level 6 end of Key
Stage 2 test.
Assessment
Teachers continually monitor and assess children’s mathematical development
using the national curriculum objectives and assess the level of children within a
group. Written or oral assessment tasks may be given to determine their level of
understanding. NFER optional SATs are used at the end of Years 3 -5 and end
of KS SATs in Year 2 and Year 6.
Recording
White boards are widely used for starter activities and during whole class
teaching. Written methods for calculation should reflect the agreed “Progression
in Calculation” policy at the appropriate level for the class or individual.
Resources
Teachers use a variety of resources including the Abacus Scheme. There is
mathematical equipment in all classes, although some is stored in Key Stage
cupboards. Weight and capacity equipment is kept in the resources room. The
mathsphere calculation CD is on all school computers and laptops. There are
levelled maths games in all classes. Espresso may also be used for class
teaching. There is a ‘Working Wall’ in each class reflecting the week’s teaching
and mathematical vocabulary.
Homework
Homework may be set depending on the age of the children. This increases
throughout KS2. Mathletics may also form part of on-going homework for KS2.
Date agreed by Governors March 2010
Review date: 18 March 2014
Review date : March 2017
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Review Date – March 2017