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Little Heath Primary School
MATHEMATICS POLICY
Introduction
This document is a statement of the aims, principles and strategies for teaching mathematics
at Little Heath Primary School.
Philosophy Statement
The main principle of teaching mathematics at Little Heath is that pupils should be actively involved in the mathematics curriculum in a variety of ways. It is important that pupils receive a balanced education across the attainment targets, as stated in the New Mathematics Curriculum document 2014, with a view to developing the pupils Numeracy skills further to include expectations that tables (12 x 12) are learned by the end of Year 4 and higher expectations in the area of Fractions and decimals across the Key Stages.
Mathematics is integral to all aspects of life and with this in mind, we endeavour to ensure that children develop a healthy and enthusiastic attitude towards mathematics that will stay with them.
What is Mathematics?
Mathematics is the study of number, form, arrangement and associated relationships using rigorously defined lateral, numerical and operational methods. It equips pupils with the uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills and the ability to think in abstract ways. Mathematics is important in everyday life.
Aims and Objectives
Our aims and objectives in teaching mathematics are:
To teach mathematics in line with the New Mathematics Curriculum document 2014.
To develop a progressive understanding of the mathematical skills and concepts
To develop the correct use of mathematical vocabulary and language
To promote the understanding and application of mathematics within real life contexts
To develop pupils understanding of mathematics through practical tasks, problem-solving and investigation
To promote mathematics as an enjoyable activity, conferring a sense of self-esteem and achievement
To promote an understanding of mathematics within all aspects of the primary curriculum
Organisation of Mathematics Lessons
To ensure that there is an adequate amount of time for developing Numeracy skills, each class teacher is expected to provide a daily maths lesson. Child-initiated play and guidance forms the basis of the teaching of mathematics in Nursery and Reception (in line with the Early Learning Goals), this prepares the children for the more formal maths lessons in KS1, which should last approximately 45 minutes. In KS2 daily mathematics lessons are approximately 50-60 minutes. Teaching Assistants and occasionally parent helpers also support children working on mathematical tasks. Where this is the case, the teacher will always have given guidance on management of the task. In Years 5 and 6 children also benefit from being taught in small groups by a maths specialist. Final responsibility for mathematics lessons rests with the teacher. Mathematics should also be developed where possible in other areas of the curriculum through cross curricular links.
Approaches to teaching and learning of Mathematics
The organisation and delivery of mathematics at Little Heath School is underpinned by the belief that every student can develop their mathematical skills. It is delivered as follows:
Lessons begin by sharing the learning objectives with the class. This is usually done by writing the objective on the board.
Lessons normally consist of an oral and mental starter, main teaching activity and a plenary. However, in line with the renewed framework for mathematics, this lesson format is not statutory and is at the discretion of the practitioner.
During each lesson the teacher needs to spend as much time as possible in direct interactive teaching and questioning of the whole class, groups or individuals.
During the lesson the teacher should encourage the development of mental calculation strategies.
Learning to learn strategies are embedded in the teaching of mathematics at Little Heath School.
Planning, Monitoring and Evaluation
Planning for mathematics consists of:
Long Term Planning The New Mathematics Curriculum document 2014 outlines the learning objectives and teaching program for the year. Long Term Plans are stored on the schools planning shared area in the Maths folder. Long term planning also outlines the units and blocks of work and when they will be taught.
Short Term Planning This includes weekly outlines of activities, exercise, differentiation, key questions, vocabulary and resources. Little Heath School promotes personalised learning and as such, providing it accounts for the above, teachers short term planning should reflect their personal learning style. The planning is submitted to the KS leader at the end of every week, the KS leader will then review this.
It is the Maths Co-ordinators responsibility to monitor planning at regular intervals to ensure progression and continuity throughout the school.
Assessment, Record-Keeping and Reporting
Mathematical assessment is a continual process, much of which is formative in line with the schools Learning to Learn culture. Weekly assessments of maths lessons are submitted to the KS leader. More formal assessments of mathematics are through teacher assessment and optional QCA tests (except in Year 6 where the formal end of KS tests apply).
Results of mathematical assessments are recorded on insight tracker which can be accessed by every teacher.
Reporting to parents takes place on a termly basis through the consultation process and annually through a written report.
Resources
Each class has a set of appropriate mathematical equipment, which includes items the class uses on a regular basis. Organisation of these resources is the responsibility of the class teacher. Larger and less frequently used mathematic resources are located in the maths cupboard in the Teachers room.
In order to teach to the New Mathematics Curriculum 2014, each class may need to call on a range of resources. Teachers use a range of resources to deliver mathematical learning including:
Abacus (including New resources in line with changes set in the New Mathematics Curriculum 2014)
Heinemann
Mental Arithmetic
Click Teaching
Primary Resources
Ten Ticks
The above list is not exhaustive. Teachers will frequently generate their own worksheets and resources.
Role of ICT
Little Heath promotes the use of ICT within mathematics and ICT is frequently used to develop mathematical concepts. This may involve the use of iPads, computers, IWBs, appropriate software, internet, calculators, educational broadcasts etc. The teacher decides when and where it is appropriate to introduce ICT to the lessons/teaching.
Enrichment
Where possible at Little Heath School, we aim to enrich the mathematics curriculum in a number of ways including:
Participation in the Primary Mathematics Challenge
Maths Weeks
Participation in World Maths Day
Special Educational Needs
In some cases, if a child is having difficulty in mathematics, the class teacher may request that the child has some extra support from the SENCO. Alternatively, the Maths Co-ordinator may help in providing appropriate work for the child.
Governing Body
At Little heath School we have an identified governor for Numeracy. The Head Teacher regularly reports back to the governing body regarding mathematics within the school.
This policy was agreed by the Governing Body of Little Heath Primary School November 2017
It will be reviewed 2020
Little Heath Primary School Maths Policy November 2017
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