(January 2013)

DOWNSHIRESCHOOL

Numeracy Policy

1. Introduction

“Literacy and numeracy are simply too fundamental for progress not to be led by a specific strategy and a focused, strategic approach is therefore needed.”

“The strategy calls for a better co-ordinated and more effective cross-curricular emphasis on literacy and numeracy in both primary and post-primary schools that supports all teachers in recognising and exploiting opportunities to support the development of literacy and numeracy through their teaching.”

“Literacy and numeracy are essential skills that enable the young person to develop as an individual and as a contributor to society and to the economy.”

“The development of literacy and numeracy skills will enhance an individual’s learning in all other areas of the curriculum, self-esteem, employability and life chances and help break the cycle of social and economic disadvantage.”

“Improvements in literacy and numeracy are delivered not through policy statements or inspection reports but through the work of the teacher in the classroom.”

“The planning for literacy and numeracy, not just in language & literacy and mathematics & numeracy lessons but across the curriculum, should be based on structured programmes matched to the overall requirements of each class and to the needs of its individual pupils.”

“The primary responsibility for raising standards in literacy and numeracy and for closing the gap in achievement lies with teachers in schools. If this strategy is to influence significantly the work of teachers, and bring about improvement, particular care will be needed to ensure that the strategy is given highest priority within the school and recognised as an integral and ongoing element of the revised curriculum and of the school’s own improvement agenda for all pupils.”

All quotations from:

Every School A Good School, June 2008

A strategy for raising achievement in literacy and numeracy, June 2008

Definition of Numeracy

Every School a GoodSchool, June 2008, defines numeracy as:

Numeracy is the confidence and competence to apply mathematical skills in routine and unfamiliar contexts. It involves having the mathematical skills necessary to be a full contributor to society and the economy, including those central to personal financial capability, and having the disposition to think mathematically in everyday situations, including those arising in future employment. It involves the development of an understanding of key

mathematical concepts and inter-connectedness, the systematic development of reasoning and problem-solving skills, the proficient and appropriate use of methods and procedures (formal and informal, mental and written), and active participation in the exploration of mathematical ideas and models.

CCEA’s definition of “Using Mathematics” is:

‘Using Mathematics’ is the skill of applying mathematical concepts, processes and understanding appropriately in a variety of contexts. Ideally these should be in relevant real-life situations that require a mathematical dimension.

Children are likely to acquire and consolidate their mathematical knowledge, concepts and skills within the Area of Learning for Mathematics and Numeracy. However, they should be given opportunities to transfer their understanding, as appropriate, to other contexts across the curriculum. Children can demonstrate their mathematical knowledge, understanding and skills in a variety of ways to communicate, manage information, think critically, solve problems and make decisions.

Rationale

Numeracy is one of the bedrocks of entitlement for all young people, regardless of age or ability. Across the curriculum, at a level appropriate to their ability, pupils should be enabled to:

  • Choose the appropriate materials, equipment and mathematics to use in a particular situation
  • Use mathematical knowledge and concepts accurately
  • Work systematically and check their work
  • Use mathematics to solve problems and make decisions
  • Develop methods and strategies, including mental mathematics
  • Explore ideas, make and test predictions and think creatively
  • Identify and collect information
  • Read, interpret, organise and present information in mathematical formats
  • Use mathematical understanding and language to ask and answer questions, talk about and discuss ideas and explain ways of working
  • Develop financial capability
  • Use ICT to solve problems and/or present their work.

(CCEA requirements for “Using Mathematics”)
2. Aims and Objectives

This Numeracy policy will evolve as a working document, relevant to and produced by, the whole staff of the school through a planned and coordinated development programme.

The policy document aims to:-

  • Raise numeracy awareness in staff and pupils
  • Raise pupils’ attainment at every level in every skill
  • Encourage staff to work as a whole school to achieve these goals
  • Provide positive direction for all staff on matters related to numeracy
  • Encourage departmental development of schemes of work which explicitly include good numeracy practice
  • Ensure a consistent approach to the development of numeracy for all pupils
  • Adopt a whole school approach to numeracy across the curriculum
  • Assist departments in reaching their numeracy targets
  • Establish procedures for monitoring, evaluating and reviewing progress in numeracy across the curriculum
  • Raise staff awareness of key numeracy strategies through external and internal INSET courses and to encourage the dissemination and sharing of good classroom practice
  • Encourage staff to take responsibility for the development of numeracy in their subject areas and areas of expertise through the inclusion of appropriate schemes of work, lesson planning and classroom displays
  • Identify numeracy problems as early as possible and provide support by setting targets and providing opportunities to aid improvement and assess progress
  • Support the development of numeracy through the deployment of a range of resources in the school, e.g. library, ICT suites etc
  • Regularly monitor and review the Numeracy Policy and practices
  • Provide a platform for the centralisation of resources (e.g. Using Maths assessment/non assessed tasks, departmental audits etc)
  • Provide a framework for action and evaluation of numeracy developments
  • Promote a wide use of Information and Communication Technology as a medium for the further development of number skills across all areas of the curriculum
  • Prepare pupils for the world of work and life after school — lifelong learning
  • Explicitly link Thinking skills with number work
  • Promote opportunities across the curriculum for developing numeracy skills.
The school will:
  • Create a positive and attractive environment where success in numeracy is celebrated
  • Provide role models in the form of older pupils and staff
  • Raise parents’ awareness of the central role/importance of numeracy in their children’s development
  • Ensure that there are planned activities in the curriculum to allow pupils to learn and practice their range of numeracy skills
  • Ensure that a range of resources to support the teaching and learning of numeracy is available
  • Encourage the use of ICT in all areas of the curriculum to support learning
  • Ensure subject areas are teaching the “Using Mathematics” elements central to their curriculum delivery – as identified in the New Curriculum
  • Provide additional numeracy support for pupils identified as being C/D boundary candidates in GCSE maths (and other subjects)
  • Provide INSET training on teaching numeracy
  • Contact home if there are concerns about a pupil’s numeracy skills / level of development.

3. Staff Responsibilities

“The strategy calls for a better co-ordinated and more effective cross-curricular emphasis on literacy and numeracy in both primary and post primary schools that supports all teachers in recognising and exploiting opportunities to support the development of literacy and numeracy through their teaching.”

Every School A Good School, June 2008

A strategy for raising achievement in literacy and numeracy

Teachers and Governors are aware that enabling young people to become Numerate is one of their core responsibilities. Each teacher is responsible for developing pupils Numeracy and skills in ‘Using Maths’ within their own area of learning.

Every teacher at Key Stage 3 has a responsibility to help pupils acquire and develop these skills. This will occur as an ongoing part of classroom activity. The skills are not intended to be something that is added on at the end, but rather a way of helping pupils develop and demonstrate a deeper understanding of the subject.

Teachers will therefore be involved in planning – identifying where and when specific skills can best support the teaching of particular topics, concepts, case-studies, issues etc. While the skills are transferable and cross-curricular, they are most meaningful when embedded in contexts within the learning area/subject strand where they can contribute to the knowledge and understanding of the subject.

Departments should therefore plan coherent programmes for learning, teaching and assessment, across the key stage, which provide opportunities for pupils to acquire, develop and demonstrate the skills.

CCEA Revised Curriculum Stage 1 Training

Roles and Responsibilities of the Numeracy Strategy Coordinator
  • Provide leadership and direction
  • To support efficient and effective teaching and learning as a whole school strategy
  • To review/develop the School’s Numeracy policy in light of educational developments
  • Encourage high standards of teaching and learning with particular responsibility for numeracy and “Using Mathematics” across the curriculum
  • Conduct a “Using Mathematics” audit regularly
  • Research, organise and provide in-service training for staff
  • Liaise with special needs department and SENCO
  • Gather relevant information, ideas and resources and communicate these to the staff as a whole
  • Oversee cross-curricular development of good numeracy practice
  • Oversee monitoring of numeracy development
  • Identify needs and set priorities and targets
  • Liaise with HODs on strengths, needs and developments within departments
  • Develop and evaluate a whole school approach to and action plan for numeracy teaching
  • To liaise with the Primary School Co-ordinator and Primary School Principals to establish needs and abilities of new intake pupils
  • To deliver presentations to parents as required
  • Attend CLC coordinator meetings
  • Provide materials for numeracy mentoring (year 8).
Responsibilities of Heads of Departments
  • To collate and manage the resources required for the implementation of the policy
  • To set departmental numeracy targets
  • To incorporate targets in a departmental scheme of work and action plan
  • To monitor and evaluate pupils’ achievements within the department through formative and summative assessment
  • Develop a department-specific numeracy policy which highlights numeracy needs and opportunities within the context of that subject
  • Base their planning on pupils’ numeracy ability
  • Provide information about numeracy content of GCSE specifications and subject specific numeracy materials to assist the delivery of additional support for C/D boundary pupils.

The Senior Management will:

  • Recognise and support the work of the numeracy strategy coordinator
  • Provide time and resources for training and meetings
  • Appoint a member of the SMT to liaise with the numeracy strategy coordinator.
Responsibilities of every member of staff
  • To contribute to the development and implementation of the whole school numeracy programme
  • To use agreed approaches and strategies in the delivery and promotion of a whole school numeracy programme
  • To assist with the monitoring and evaluation of numeracy within their own subject area
  • To incorporate numeracy skills within their lesson plans
  • To report numeracy skills to parents where appropriate
  • To support the delivery of additional support for GCSE C/D boundary candidates (class teachers and subject teachers by allowing pupils out of class on a rotational basis)
  • To consider any SEN of the pupils in their care
  • To avail of INSET and external training which focuses on the promotion of numeracy in their own subject area
  • To be good role models in all aspects of their use of Mathematics in the classroom, in areas of administration, in their daily working practices and in the curricular and extra-curricular dimensions of school life.

4. Promotion of numeracy across the curriculum

  • ICT facilities should be used across the curriculum to support and develop numeracy
  • A range of numeracy experiences will be provided and all pupils’ efforts will be valued. Up-to-date pupils’ work will be displayed in classrooms and corridors
  • Posters to display basic numeracy skills needed for that subject area
  • Encourage pupils to use calculators and other mathematical tools to check work where appropriate
  • Pupils will be encouraged to self-assess their work and set personal targets for improvement
  • Maths Challenge
  • Maths Fun day
  • Maths Puzzle in Downshire News
  • Numeracy and Literacy (Games) Club
  • Homework Club
  • Parents have a major role to play in promoting numeracy and their involvement in the numeracy programme will be encouraged
  • Classroom assistants and mentors will be used to support numeracy
  • Additional numeracy support classes offered to those GCSE students who have been identified as being on the C/D boundary in mathematics (and other related subjects)
  • Pupils should attend revision and booster revision classes.

5. Resources

In DownshireSchool we aim to provide:

  • Access to the school library and ICT facilities
  • Interactive whiteboards to allow pupils to present to the class
  • Access to appropriate audio-visual equipment
  • A classroom environment which is conducive to good numeracy practice
  • A list of useful websites / activities to help pupils struggling with numeracy (Online)
  • Resources to promote numeracy skills across the curriculum e.g. calculators / protractors
  • Opportunities to develop numeracy skills outside the classroom
  • Resources for the delivery of additional support classes for GCSE C/D boundary candidates
  • Good role models through the staff’s use of numeracy.
Information Communication Technology

Appropriate ICT resources will be used in each area of learning to enhance pupils’ learning experiences.

Each member of staff should evaluate any such resources and should be aware of the ‘numeracy’ content of all such resources used.

Through consultation and co-operation, the mathematics department will advise on and co-ordinate the introduction and development of calculator skills and other similar technologies to ensure consistent use throughout the school.

6. Monitoring and Supporting Numeracy

Each student entering our school in year 8 is tested using MIDYIS in order to determine levels of numeracy. Year 11 pupils are also tested using the YELLIS tests. For those students whose test scores indicate difficulties, parents are contacted and individuals are offered support within the maths department. Within subject areas pupils’ work is monitored on a continual basis. Class work, homework, tests and end of term/topic/year examinations are marked according to school policy. Comments are made on an individual’s work and reports to parents by staff contain, where appropriate reference to difficulties with numeracy. Wherever possible, improvements are positively acknowledged, either orally or via written comments, in order to aid development of self confidence and self motivation. Areas for improvement are positively identified.

Identifying and Assisting Students with Specific Learning Difficulties

Students with numeracy difficulties are identified at an early stage.

Subject teachers liaise with the SENCO to communicate numeracy issues of individual pupils.

Prior to any further action, parents will be contacted to discuss difficulties.

Where necessary, diagnostic tests are used to identify particular problems and use is made of the expertise available through the psychology branch of NEELB.

Staff are advised of ways in which they can help to maintain and improve further those skills being developed as a result of the referral/support process. Advice is given in SEN reports produced by the SENCO.

On occasions parents may contact the school directly with concerns regarding the numeracy skills of their child. Follow up on such contact may include the use of interim reports and collection of samples of work to assess the views of staff who teach the student. More detailed information may be collected from Mathematics teachers.

Monitoring and Evaluation of Numeracy Programme

The Head of Mathematics and Numeracy Coordinator will meet regularly (curriculum committee meetings) with other areas of learning in order to coordinate the timing and depth of treatment of Numeracy in their areas of learning and to coordinate the assessment and reporting of Using Maths.

The SMT, Head of Mathematics and Numeracy Coordinator (curriculum committee) will meet regularly each year to review and plan for Numeracy tasks and development.

The whole school Numeracy Policy will be reviewed to ensure that it is in line with ongoing Numeracy developments.

The success of the programme will be monitored and evaluated through:

  • Ongoing formative assessments of classwork and homework
  • Key stage 3 and key stage 4 assessments
  • Assessment of “Using Mathematics” across the key stage 3 curriculum
  • Formal and summative school assessments
  • Achievement of whole school and departmental numeracy targets
  • Book checks
  • Pupils’ self assessment – formal and informal
  • Development of numeracy skills among SEN pupils
  • Individual subject staff taking responsibility for the promotion of numeracy skills within their own subject area
  • HODs monitoring progress through the quality class work, homework and displays
  • Communication between subject teachers, HODs, maths department, numeracy strategy coordinator, SENCO, LSAs and Vice Principal (curriculum)
  • End of year review to Principal
  • End of year review of GCSE C/D boundary support.

Implementation and Strategies for Delivery

We aim to use a variety of strategies and activities to enable our pupils to develop confidence and competence in all areas of numeracy, including:

  • Application of basic number work skills
  • Use of mental maths techniques
  • Effective use of a calculator, and other mathematical tools
  • Using decimals and fractions
  • Using algebraic formulae
  • Puzzles and problem solving
  • Use of ICT facilities in all areas of the curriculum
  • Surveys
  • Tallies
  • Charts / Graphs
  • Databases
  • Spreadsheets
  • Logo
  • Using angles
  • Drawing 2D and 3D pictures
  • Correct use of terms for 2D and 3D shapes
  • Using correct units
  • Measuring accurately (length, weight, volume and capacity)
  • Calculating percentages
  • Calculating averages
  • Estimating numbers, distance, temperature, angles
  • Use of negative numbers
  • Time management
  • Telling the time and reading timetables
  • Drawing scale diagrams
  • Money Management
  • Sorting into groups
  • Discussing and Interpreting information
  • Reading digital and analogue displays
  • Use of symmetry for design
  • And others

7. Assessment and Reporting

There will be a requirement to assess Using Mathematics formally each year with reference to the levels of Progression in ‘Using Mathematics’.