Hindsford CE Primary School
Name of policy: Mathematics
Statement of Intent: Mathematics teaches us how to make sense of the world around us through developing a child’s ability to calculate, to reason and to solve problems.
Aims and objectives
- To promote enjoyment and enthusiasm for learning through practical activity, exploration and discussion.
- To develop logical thinking, reasoning and problem solving skills through a natural curiosity and investigative approach, across a range of contexts.
- To develop a thorough knowledge and understanding of numbers and the number system.
- To explore features of shape and space, and develop measuring skills in a range of contexts.
- To develop a practical understanding of the ways in which information is gathered and presented.
- To promote confidence and competence so that children are proud of their achievements.
Teaching and learning style
There is no one best way to teach mathematics. Children in our school come to learn. Therefore, if a child is unable to learn the way we teach, we adapt our practice to facilitate their learning as soon as possible. We hold high expectations for every child and plan lessons that will stretch learners in a way that is relevant to and supportive of their learning needs and relevant to achieving , and ultimately mastering, their end of year objectives. It is part of the school inclusion policy to provide a broad and balanced education to all children and so we provide learning opportunities that are matched to the needs of children with learning difficulties (for example, throught the use of small group or 1:1 support, Maths Recovery and through the use of Learning Ladders). Work in mathematics takes into account the targets set for individual children in their ITP.
We aim to deliver lessons in a range of styles and in a range of situations (e.g. formal class teaching; group work; investigations/marketplace activities; same day intervention; boosters) that will appeal to all learners and will engage them fully. (Please also see Assessment Policy for a description of the Maths teaching phases)
Maths Recovery focuses on the identification of the lowest-attainers and provides a programme of intensive, individualized teaching to boost learners’ confidence and basic skills. It concentrates upon the recognition of number words and number word sequences, the ability to recognise, identify and write numerals,emerging strategies for adding and subtracting, emerging knowledge of place value and emerging methods of notation in arithmetic. The Maths Recovery programme at Hindsford is delivered three times per week as a 1-2-1 intervention to pupils who are identified as SEN and also not making expected progress. Initially it is envisaged that the programme has a duration of 40 sessions, but this is adapted to meet individual children’s needs.
Mathematics curriculum planning
Mathematics is a core subject in the 2014 National Curriculum. We carry out mathematics planning in two phases (long-term and short-term).
The Maths leadership team has developed a long term plan for each year group based on the Lancashire learning objectives. Teachers are advised to work through the objectives in sequence (this varies slightly from year group to year group but always begins with number and place value, followed by addition and subtraction, then multiplication and division). However, there is flexibility for teachers to teach other topics in a different order (as class need dictates), to integrate other topics into daily teaching (e.g. teaching addition and subtraction through measurement) and to integrate multiple topics over a week of starter activities.
Our long term planning ensures an appropriate balance and distribution of work across each term and across each year group.
Short term (weekly)
It is the class teacher who completes the weekly plans for the teaching ofmathematics. These weekly plans list the specific learning objectives for each lessonand give details of how the lessons are to be taught. They also outline the provision of adult support and make allowances for opportunities to challenge and stretch the learning of higher ability pupils as well as to test their mastery of a concept. The class teacher keeps and annotates these individual plans, specifically with the intention of delivering targeted boosting/SDI. The plans are available for SLT to view for the purposes of professional development, intervention planning and learning walks.
Contribution of mathematics to teaching in other curriculum areas
Problem solving is an integral part of mathematics teaching. Challenges for mastery with greater depth are designed with problem solving at their core with a particular focus on open-ended problems and being able to reliably find all possibilities. Furthermore, the ‘Can Do Problem Solving’ materials are available to be used by class teachers as an integrated approach to problem solving from Year 1 upwards. These lessons are no longer timetabled due to curriculum time constraints but the materials are used and adapted where appropriate.
Science and Topic
During science lessons, children are able to use and apply their data handling skillswhen creating tables and graphs of scientific measurements. Whole class discussion ofdata also highlights the importance of clear recording of information. Children are also able to use a wide range of measuring devices in a real-life context e.g. through the requirement to read the scales on Newton meters, measuring cylinders, weighing scales anda variety of other instruments. Class teachers are asked to include a minimum of one problem solving activity per half term in their topic/science planning. This ensures that problem solving skills are applied in a range of context regularly across the school.
Mathematics contributes significantly to the teaching of English in our school by activelypromoting the skills of reading, writing, speaking and listening. For example, weencourage children to read and interpret problems in order to identify the mathematicsinvolved. Furthermore, the children explain and present their work to others during plenary sessions.Younger children enjoy stories and rhyme that rely on counting and sequencing.
Children use and apply mathematics in a variety of ways when solving problems using information technology. Younger children use IT to communicate results with appropriate mathematicalsymbols. Older children use it to produce graphs and tables when explaining theirresults or when creating repeating patterns, such as tessellations. When working oncontrol, children use standard and non-standard measures for distance and angle. They also use simulations to identify patterns and relationships. Furthermore, all children are using the structured Maths Whizz program as an integral part of their maths learning and homework (minimum 30 minutes per week).
Personal, social and health education (PSHE) and citizenship
Mathematics contributes to the teaching of personal, social and health education andcitizenship. The work that children do outside their normal lessons encouragesindependent 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. During PSHE Days we frequently present older children with real-life situations in their work on the spending of money.
Spiritual, moral, social and cultural development
The teaching of mathematics supports the social development of our children throughthe way we expect them to work with each other in lessons. We group children so thatthey work together, and we give them opportunities to discuss their ideas and results.
Assessment and recording
We assess children’s work in mathematics continually. We make short-term assessments which we use to help us adjust our daily plans and SDI, such observations being annotated on lesson plans by teachers and teaching assistants.We use formal tests(Rising Stars for Years 1,3,4,5 and SATs papers for Years 1 and 2*) in December and June as a way of recording children’s attainment and progress in objectives covered across the year. These tests are used to plan interventions and booster groups as required and also to feed in to performance management/SLT data reviews.
Following the June tests, we set targets for the next school year and make a summary of each child’s progress before writing reports and discussing them with children and parents. Internally, we pass this information on to the next teacher at the end of the year, so they can plan ahead appropriately. It is important to note that we make the long-term assessments with thehelp of end-of-year tests and teacher assessments (except in Y6).
*There are alternative arrangements for assessment for numeracy in Early Years – see EYFS Leader.
There is a range of resources to support the teaching of mathematics across the school. All classrooms have appropriate small apparatus including diennes rods and counting sticks and a selection of textbooks including banks of books for the Abacus, Collins and Teejay. The maths resource cupboards are well stocked and maintained regularly.
Monitoring and review
Monitoring of the standards of children’s work and of the quality teaching inmathematics is the responsibility of the mathematics subject leader and the SLT (via learning walks, book reviews and planning scrutinies). The work of the mathematics subject leader also involves supporting colleagues in the teaching of mathematics, being informed about current developments in the subject, and providinga strategic lead and direction for the subject in the school.
Dyslexia Friendly School
Children in our school come to learn. If a child is unable to learn we adapt our practice to enable them to learn.
Maths lessons are made dyslexia friendly through individual tailoring. Examples may include, but not limited to, printing IWB work, the use of practical resources, writing slopes, coloured overlays and coloured backgrounds on computers.
Please also see – Calculation policy