Policy for Mathematics
RATIONALE
"Today the subject transcends cultural boundaries and its importance is universally recognised.
Mathematics is a creative discipline. It can stimulate moments of pleasure and wonder when a pupil
solves a problem for the first time, discovers a more elegant solution to that problem, or suddenly sees
hidden connections".
National Curriculum (2000)
"High quality direct teaching is oral, interactive and lively. It is not achieved by adopting a
simplistic formula of 'drill and practice' and lecturing in the class, or by expecting pupils to teach
themselves from books. It is a two-way process in which pupils are expected to play an active part
by answering questions, contributing points to discussions and explaining their methods to the
class."
National Numeracy Strategy (1998)
AIMS The School's aim is for all pupils to have equal opportunity:
to develop a sound understanding of basic mathematical concepts through practical and
investigational work as well as part of their everyday life in school and at home.
to develop flexible methods of working with mathematics mentally
to use a range of thinking skills in order to apply their mathematical skills confidently and
accurately to solve problems
to experience mathematics that provides pleasure and enjoyment, leading to success and
a positive attitude to the subject
OBJECTIVES
to ensure that all pupils, regardless of race, gender, class, culture or disability, follow a broad
and balanced mathematics program based on the requirements of the Early Learning Goals,
Curriculum 2000 and guided by the National Numeracy Strategy
to ensure that all children are provided with interesting and challenging tasks that enable them to
demonstrate their achievements commensurate with their abilities and potential
to ensure that pupils can work individually, collaboratively in groups and within the whole
class
to allow pupils to develop as independent learners, able to make decisions about their own
work
PRINCIPLES OF TEACHING AND LEARNING
Underpinning and embedded in our practice is the aim to use problem solving and investigation as a
vehicle for teaching and learning. Our approaches are based on the Framework from the National
Numeracy Strategy, guided by Numeracy Focus as a core resource as well as materials provided by
the NNS.
The core primciples of direct teaching are:
Demonstration and Modelling
Explanation
Questioning – Using prompting, probing and promoting questions
Discussion
Direction
A policy for the development of mental to written calculations appends this policy.
Reference should be made to the school's policy for Teaching and Learning for further details of
teaching and learning styles.
Work covered in class will be supported by at least weekly maths homework from year 1. Homework
is made accessible for all children and parents are expected to encourage their children to complete
the work set.
DIFFERENTIATION
During lessons pupils may work on tasks linked to the learning objectives of the lesson through
whole class teaching and differentiated groupwork. Through these groups teachers will attempt
ensure that there are no more than three ability levels within the class to prevent a wide gap
forming between the most and least able.
Reference should be made to the school's policies for Additional Educational Needs and for Gifted
& Talented Pupils for further provision.
BREADTH AND BALANCE
By following the National Numeracy Strategy, all aspects from the Early Learning Goals and KS1&2
National Curriculum's Programmes of Study will be addressed.
TEACHING TIME
A dedicated daily mathematics lesson will be taught lasting no less than 45 minutes for KS1 and
between 50 minutes and 1 hour for KS2. In the Foundation Stage the pupils may build up to this
timing throughout the year. Additional time may be selected to address cross-curricular links as and
when appropriate.
CROSS- CURRICULAR SKILL AND LINKS
Cross-curricular links will be made with mathematics where appropriate and relevant. Tenuous links
are unhelpful, however some mathematical skills will be needed to support work in other curriculum areas and
these will be addressed as and where deemed appropriate by the class teacher. Cross-curricular links with
mathematics should appear only in the linked subjects medium term's planning and annotated - link mathematics.
The use of ICT to support the teaching and learning of mathematics is positively encouraged to
develop the understanding of ICT as a vehicle for learning and not just a means of practising skills.
CONTINUITY AND PROGRESSION
Continuity and progression is achieved by following the school’s medium term plans.
HEALTH AND SAFETY
In line with The School's health and safety policy, children are instructed on the safe use of
apparatus and equipment. In particular, care needs to be taken when younger children are using
small apparatus such as counters. Children working outside the classroom should work in pairs or
small groups.
MONITORING, ASSESSMENT, RECORDING, REPORTING & ACCOUNTABILITY
Time will be allocated at the end of each half term for assessment and review purposes. A bank of
A&R lessons against the Key Objectives for each year group is developing and can be found in the
Handbook for Mathematics. Further guidance can be sought from the A&R Lesson Inset Materials in
the staff room.
Records of coverage within the class will be kept by highlighting and dating the National Numeracy
Strategy's Yearly objectives as they are addressed. A class record sheet identifies Key Objectives that
have been assessed. All other aspects of MARRA can be found in the school's policy for Assessment
Recording and Reporting.
Every pupil has a termly maths target accounted for in the pupils’ PLPs. Pupils’ progress against
National Curriculum level descriptors are made on an annual basis. Progress in maths is tracked on a
Target Tracker from Y2 upwards.
RESOURCES
An audit of resources will be made of all mathematics equipment on an annual basis during the
whole school stock take. Class teachers are responsible for ordering and maintaining their own
mathematics resources from their class budget. A record of this will be kept in the teachers'
Mathematics Handbook. Refer to this for specific resourcing for each classroom.
Each class should present at least one display of a mathematical nature at any one time.
Within the school environment there should be at least one display for mathematics, changed on
a regular basis.
THE ROLE OF THE SUBJECT LEADER
The subject leader for mathematics will:
be available to offer advice and ideas for all teaching and non-teaching staff when asked
prepare and review on annual basis an subject action plan for mathematics
provide INSET opportunities for teaching and non-teaching staff
ensure the School is sufficiently resourced in order to deliver an effective mathematics
curriculum
inform teaching and non-teaching staff of any significant developments/research in the
teaching and learning of primary mathematics
regularly monitor the teaching and learning of mathematics within the School
liase with other subject leaders and SENCO within the school as well as outside
agencies where and when required
maintain and continue his/her own professional development in relation to the subject
perform demonstration lessons to support the teaching of mathematics within the school
REVIEW This policy will be reviewed by the subject leader for mathematics in September 2006.
(LJ Sept 2005)