Grindon Infant School

Maths Policy

Introduction

• This document is a statement of the aims, principles and strategies for the teaching and learning of Mathematics at Grindon Infant School.

• The existing policy was reviewed by the Maths Subject Leader during Summer 2014 in consultation with staff.

• It was presented to the Governing Body in the Summer term 2014.

• This policy will be reviewed in the Autumn of 2018.

What is Mathematics?

Mathematics is a creative and highly inter–connected discipline that has been developed over centuries, providing the solutions 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. (National Curriculum 2014)

Aims

Our aims in teaching Mathematics are that all children will:

• enjoy the subject and study it with confidence and a sense of achievement

• 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

• 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..

• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations and developing an argument, justification or proof using mathematical language.

Principles of the Teaching and Learning of Mathematics

Mathematics is a core subject in the National Curriculum. The fundamental skills, knowledge and concepts of the subject are set out in the National Curriculum programmes of study, which are organised into distinct domains although pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should apply their mathematical skills and knowledge to other subjects across the curriculum.

Children in Nursery and Reception follow the Foundation Stage Curriculum for Mathematics, as they make progress towards and where appropriate beyond the Early Learning Goals. Areas covered are: Numbers and Shape, space and measures.

Strategies for the Teaching of Mathematics

The principle focus of mathematics teaching in Key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations including with practical resources eg concrete objects and measuring tools. At this stage pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. Pupils should read and spell mathematical vocabulary at a level consistent with their increasing word reading and spelling knowledge at key stage 1.   

Long term planning will reflect school priorities and be agreed as a staff showing objectives over the year. Medium term planning will be developed within year groups and reflect the needs each class, taking into account the appropriate programmes of study and non – statutory guidance. Pupils who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new content. The plan will show links with other subjects, topics and trips. Short term plan will be produced weekly and may be written 2/3 days at a time.

Teaching is based on the following key principles:

dedicated Mathematics lessons every day;

direct teaching and interactive oral work with the whole class and groups;

an emphasis on mental calculation and rapid recall to develop fluency;

appropriate differentiation, with all pupils engaged in Mathematics relating to a common theme

the principles of assessment for learning

The approach in Nursery and Reception is that recommended in the Curriculum Guidance for the Foundation Stage (EYFS).

Teaching time

The daily lesson for Maths should last about an hour in Key Stage 1.

In the Foundation Stage children learn Numeracy in a wide range of contexts both indoors and outdoors. Continuous provision allows children the opportunity to follow their interests and explore different aspects of Mathematics independently.

It is important to find time in other subjects for pupils to develop and apply their Mathematical skills appropriate to their learning needs and development. There should be opportunities for drawing mathematical experience out of a wide range of children's activities. Mathematics contributes to many subjects of the primary curriculum, often in practical ways, which will provide opportunities for discussion and for applying and using Maths in real contexts.

Methods of Teaching

A teacher should aim to focus on direct teaching and questioning of the whole class, a group of pupils, or individuals within guided group work.

Good direct teaching is achieved by balancing the following elements: directing, instructing, demonstrating, explaining and illustrating, questioning and discussing, consolidating, evaluating pupils' responses and summarising. Children must be encouraged to explain their thinking, discuss their work, hypothesise and justify with a strong emphasis on the development of oral skills and good learning attitudes in line with the Building Learning power programme.

The teaching and learning cycle adopted for mathematics is assess – plan – teach – apply – review.

There is no specialist teaching in Mathematics, it is taught by class teachers. Year 2 children are set for Maths and work in ability groups.

Classroom Assistants work under the direction of the teacher to support the teaching of mathematics and also provide extra help and support for children with particular needs, by means of differentiated activities and Individual Education Plans (I.E.P.). They also lead intervention groups using the First Class at Numbers programme.

Inclusion – Refer to Inclusion Policy

Homework – Refer to Homework Policy

Children with the potential to achieve national expectations in Mathematics at the end of Key Stage 1 are given extra support in the form of a weekly lunchtime Maths Club.

Strategies for Ensuring Progression and Continuity

Planning in Mathematics is a process in which all teachers and teaching assistants are involved.

Year Group planning meetings are used to discuss the curriculum, expectations, pedagogy, assessment and to ensure consistency of approach and of standards.

Detailed weekly lesson plans are produced by individual teachers to meet the needs of all the children in their class and are monitored by the subject leader and Headteacher.

Day to day assessment provides information about progress and attainment and is used to plan the next steps.

The Role of the Mathematics Subject Leader is to:

Take the lead in policy development and the production of long and medium term planning, designed to ensure progression and continuity in Mathematics throughout the school.

Support colleagues with planning and teaching as well as assessment and record keeping activities.

Track children’s progress in Mathematics across the school, lead pupil progress meetings with all teaching staff and advise the Headteacher and Governors on action needed to raise standards.

Analyse data from national and school assessments.

Take responsibility for the purchase and organisation of mathematical resources.

Keep up-to-date with developments in Mathematics education and disseminate information to colleagues as appropriate.

Feedback to pupils about their own progress in Mathematics is achieved through the marking of work and discussion.  It aims to be encouraging, supportive and to move the child forward. Work scrutiny is carried out regularly.

Refer to marking policy.

Assessment in Mathematics

The Primary Framework APP materials support assessment for learning within key stage 1. Statutory assessment is carried out at the end of the key stage in line with STA Assessment and reporting arrangements. Within the EYFS all children are assessed against the Early Learning Goals or N.C at the end of Reception. All children in Key Stage One who are registered as having SEN will be assessed using PIVATs. (refer SEN policy). Regular moderation sessions are held within and across year groups. Staff also attend LA meetings and work with LA consultants to ensure accuracy in assessments.

Refer to Assessment Policy

Strategies for Recording and Reporting

Refer to Assessment Policy

Information and Communication Technology (I.C.T.)

ICT is an integral aspect of mathematics’ teaching and learning supporting

data handling

modelling

the development and understanding of a range of mathematical concepts

For further information refer to ICT policy.

Health and Safety Issues in Mathematics

 • correct use of all equipment

• ICT safe use

Success Criteria

    To ensure each child reaches their fullest potential in the knowledge and application of skills in Mathematics.

    To support each child in developing an understanding of Mathematics, according to their age and ability.

    To develop children's enthusiasm, interest and confidence in Mathematics.

    To have provided a wide range opportunities necessary for children to develop mental competence and thinking skills.

    To have met and fulfilled the needs and requirements of “The National Curriculum. Mathematics,” published in 2014 and the Foundation Stage Curriculum.