St. Cedd’s Church of England Primary School Policy for Mathematics
Mathematics is central to the curriculum of all pupils. It is important because:
The mathematics curriculum should provide breadth and balance and be relevant and differentiated. It should be flexible, motivating all pupils, thus encouraging success at all levels. It should enable all pupils to achieve mastery of the various concepts and skills.
We aim to provide a curriculum that promotes mastery, enjoyment and enthusiasm for learning through practical activity, exploration and discussion, enabling children to become confident mathematicians. We believe that this will take place through the development of key skills, concepts, strategies and personal qualities. These are outlined below.
Facts and Skills
The Mathematics Curriculum
Early Years Foundation Stage
Children follow the Early Years Foundation Stage Curriculum which comprises seven inter-connected areas of learning and development. Mathematics is one of four specific areas, through which the three prime areas of communication and language; physical development; and personal, social and emotional development are strengthened and applied. Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures. Children are continuously assessed in these areas in order to inform planning. Mathematics is taught both as a discrete subject and within the whole Early Years Curriculum as continuous provision.
Key Stages 1 and 2
Children at St. Cedd’s follow the current National Curriculum (September 2014) for Mathematics. Daily maths lessons are approximately one hour long, with an additional thirty minutes for specific teaching of problem-solving and reasning skills and fast and precise recall of mental maths. Teachers use an agreed format for producing plans, and annotate these daily to adapt teaching in light of continuous assessment. Children are encouraged to self-manage their learning by choosing, with guidance, the appropriate level of maths challenge in each lesson. They are able to choose concrete, pictorial or abstract methods (CPA) in order to ensure they are able to access the curriculum appropriate for their year group, and to continually make progress. During most maths lessons, they are encouraged to self-select the method they need to use in order to become confident before moving to the next stage.
Out-of-class work and homework
The mathematics learned in class will be further consolidated through out-of-class activities or homework. One piece of differentiated mathematics homework is set each day for every year group. Children are expected to complete each piece of homework and return it to school the next day.
Basic resources are located within individual classrooms with a further resource bank in the back storeroom. Resources within individual classes are labelled and accessible to all pupils who are encouraged to access them independently as appropriate.
There is a range of mathematics programmes available on the interactive whiteboard and individual computers, designed to reinforce and extend the children’s learning, which are used as appropriate, and may also be set for homework.
Contribution of mathematics to teaching in other curriculum areas
Mathematics is developed and applied across all subjects of the curriculum. For example, children develop their understanding of position, direction and motion in PE.
Mathematics actively promotes the skills of reading, writing, speaking and listen. We encourage children to explain and justify their ideas in the spoken and written form. Children enjoy stories and rhymes that rely on counting and sequencing. They develop mathematical vocabulary and interpret word problems.
Personal, health and social education and citizenship
The work that children do inside and outside their normal lessons encourages independent study and helps them to become increasingly responsible for their own learning. The planned activities that children do within the classroom encourage them to work together and respect each other’s views. We present children with real-life situations in their problem solving, in particular through activities involving time and money.
Spiritual, moral, social and cultural development
The teaching of mathematics supports the social development of our children through the way we expect them to work with and support each others’ learning in lessons. We group or pair children so that they can work together and we encourage them to discuss their ideas and results, and to work together to solve problems. Mathematics contributes to children’s spiritual development. Children can find shapes and patterns in nature. They can see the order, logic and pattern that numbers offer.
Equal Opportunities and Special Educational Needs
The mathematics curriculum is delivered in a flexible way, which gives equal access to all children regardless of gender, race or ability. Teachers provide differentiated learning opportunities matched to the needs of children. All children, including those with special educational needs in mathematics, have specific targets set. Pupil whose difficulties are severe or complex may need to be supported with an individualised programme in the main part of the lesson.
Children who are more able are provided with work according to their learning needs and are encouraged to challenge themselves, as are all children.
Assessment is regarded as an integral part of teaching and learning and is a continuous process.
Children’s attainment is assessed half-termly through the Assertive Mentoring programme, at which time new targets are set. Summative assessments are also made through compulsory National Curriculum mathematics tests for pupils at the end of Years 2 and 6.
All summative assessments are passed onto each child’s new teacher.
In EYFS children are assessed towards the end of the year using the criteria from the Early Learning Goals. They are described as Emerging, Expected or Exceeding these Goals as part of the EYFS Profile.
Monitoring and Review
Monitoring the standards of children’s work and the quality of teaching in mathematics is carried out regularly. The work of the Maths subject leader involves supporting colleagues in the teaching of mathematics, being informed about current developments in the subject and providing a strategic lead and direction for the subject in the school. The Maths subject leader has leadership and management time in order to enable him/her to review children’s work, have learning conversations with children and undertake lesson observations of mathematics teaching across the school. The subject leader reports to the governor’s Curriculum Committee regularly. There is a named governor responsible for Mathematics.
Management of Mathematics
Role of the Coordinator
• Ensure teachers are familiar with the National Curriculum and help them to plan lessons
• Lead by example in the way they teach in their own classroom
• Prepare, organise and lead INSET, with the support of the Headteacher
• Work co-operatively with the SENCO
• Observe colleagues with a view to identifying the support they need
• Attend INSET as necessary
• Organise workshops for parents
• Discuss regularly with the headteacher and governors the progress of implementing this policy.
Role of the Headteacher
• Lead, manage and monitor the implementation of the policy, including monitoring teaching plans and the quality of teaching in classrooms
• With the coordinator, keep the governing body informed about standards in mathematics
• Ensure that mathematics remains a high profile in the school’s development work
• Deploy support staff to maximise support for learning in mathematics