Ribby with Wrea Endowed C.E Primary School

Mathematics Policy

M. Hall

Reviewed January 2016


Mathematics Policy

Mission Statement

To encourage all children to develop as confident lifelong learners, to be curious about the world around them and to achieve their full potential within our safe and caring Christian school family.

General Statement

Mathematics is an important tool for everyday life. It is a whole network of concepts and relationships which provide a way of viewing and making sense of the world. It is used to analyse and communicate information and ideas and to tackle a range of practical tasks and real life problems. It also provides the materials and means for creating new imaginative worlds to explore.

Aims

At Ribby with Wrea School we aim to develop in our pupils the ability to use mathematics successfully and confidently in all aspects of their everyday life

Planning

Using the Programmes of Study from the National Curriculum and the Lancashire Mathematics Curriculum it is our aim to develop:

 a positive attitude towards mathematics

 competence and confidence in mathematical knowledge, concepts and skills

 an ability to solve problems, to reason, to think logically and to work systematically and accurately

 initiative and an ability to work both independently and in cooperation with others

 an ability to communicate mathematics

 an ability to use and apply mathematics across the curriculum and in real life

 an understanding of mathematics through a process of enquiry and experiment

Planning is completed using the Lancashire Mathematics Curriculum planning tool and based on units of work with each unit usually lasting between 2 and 3 weeks. Plans are written, followed and adapted to suit the needs of the class and are heavily influenced by the use of Assessment for Learning within each class.

Knowledge Skills and Understanding

At KS1 and KS2 teachers use the Lancashire Mathematics Curriculum to ensure that all parts of the National Curriculum Programme of study is taught.

This is split into the following subcategories:

  • Number – Number and Place Value
  • Number – Addition and Subtraction
  • Number – Multiplication and Division
  • Number – Fractions
  • Geometry – Properties of Shape
  • Geometry – Position and Direction
  • Statistics
  • Measures

These strands are taught within weekly blocks, with each strand being covered in the Autumn, Spring and Summer Terms. Through careful planning and preparation we aim to ensure that children are given the opportunity for:

Practical activities and mathematical games

Problem solving

Individual, group and whole class discussions and activities

Open and closed tasks

A range of methods of calculating e.g. mental, written, the use of calculators and ICT

Using computer software to represent and display learning

To add to our pupils’ knowledge and experience we: -

  • Offer mathematical competitions and activities
  • Ensure the school website has links to games and activities
  • Encourage the use of mathematics in everyday life.
  • Praise and reward successes and effect in all aspects of the subject

Approaches to Teaching and Learning

Each teacher is responsible for the teaching of mathematics within their classroom. The approach followed within this school is based on key principles:

  • A mathematics lesson a day – 45 minutes to an hour
  • A clear focus on direct teaching and speaking and listening opportunities within the whole class and groups
  • An emphasis on mental calculations, including the multiplication and division facts for tables up to 12x 12
  • Developing independent mathematic skills and confidence with both written and oral calculations.

All teaching should be:

  • discursive- characterised by high quality oral work.
  • interactive- pupils’ contributions are encouraged, expected and

extended.

  • well paced- sense of urgency, need to make progress and

succeed.

  • confident- teachers have a clear understanding of the

objectives.

  • ambitious- high expectations of success.

We strive to ensure the children develop ‘mastery’ of skills and undertake Challenge, Breadth and Application of skills to ensure they are embedded in their learning before moving onto the next stage.

To achieve this a wide range of teaching strategies are used including:

  • direction
  • demonstration
  • scaffolding
  • explanation to clarify and discuss
  • questioning – to probe pupils’ understanding to cause them to reflect on and refine their work and to extend their ideas.
  • initiating and guiding exploration
  • investigating ideas
  • discussing and arguing
  • listening to and responding

Classroom Organisation

The structure of the Lancashire Curriculum itself offers a clear structure for classroom management. There is an emphasis on whole class work, independent activity with guided support and a whole class session (plenary) to review progress and learning.

The children have the opportunity to experience a wide range of learning techniques and use ICT in Mathematic lessons where it enhances their learning. Wherever possible, we encourage children to use and apply their learning in other areas of the curriculum.

Planning

We have adopted the Lancashire Curriculum, as our long and medium term planning. This ensures unit objectives are matched appropriately and covers all the objectives within each block.

Lessons are planned with reference to the objectives contained within the Lancashire Curriculum and supporting material, e.g.

Collins Mathematics
Lancashire Plans

Short-term plans are recorded on the mathematics planning sheets. These show clearly the objectives to be covered and the oral mental starter, plenary activity and opportunities for AFL and further support.

Reception class base their teaching on objectives in the Early Learning Goals; this ensures that they are working towards the ‘Early Learning Goals for Mathematical Development’. Towards the end of Reception teachers aim to draw the elements of a daily mathematics lesson together so that by the time children move into Year 1 they are familiar with a 45-minute lesson.

Inclusion/Equal Opportunities

At Ribby with Wrea School we are committed to ensuring, as far as possible, that there is equality of opportunity in all areas of the curriculum including Mathematics. Gender issues will be closely monitored in relation to Mathematics.

Special Educational Needs

Children with SEND are taught within the daily mathematics lesson and are encouraged to take part when and where possible (please see the section on differentiation).

Where applicable children’s IEPs incorporate suitable objectives from the Lancashire Curriculum and teachers keep these objectives in mind when planning work.

When additional support staff are available to support groups or individual children they work collaboratively with the class teacher. A feedback sheet or notebook is completed by the class teacher and returned by support staff at the end of each lesson.

Within the daily mathematics lesson teachers not only provide activities to support children who find mathematics difficult but also activities that provide appropriate challenges for children who are high achievers in mathematics.

Differentiation

This is incorporated into all mathematics lessons and can be done in various ways, some examples are highlighted:

  • Stepped Activities which become more difficult and demanding but cater for the less able in the early sections.
  • Common Tasks which are open ended activities/investigations where differentiation is by outcome.
  • Resourcing which provides a variety of resources depending on abilities eg. counters, cubes, 100 squares, number lines, mirrors.
  • Grouping according to ability so that the groups can be given different tasks when appropriate. Activities are based on the same theme and usually at no more than three differentiated levels.

Pupils’ Records of Their Work

Pupils are encouraged to develop their written methods in Mathematics, this in particular includes the showing of ALL workings. It is also important to record aspects of mathematical investigations. Children are taught a variety of methods for recording their work and they are encouraged and helped to use the most appropriate and convenient method of recording.

Exercise Books for Recording

It is school policy that the following pattern is used:

KS1:1 cm squares

 KS2:7 mm squares

All children are encouraged to work tidily and neatly when recording their work. When using squares one square should be used for each digit. When involved in routine practice of calculations the children are encouraged to fold a page in half creating two columns for answers.

Assessment, Recording and Reporting

Assessment

Teachers at Ribby with Wrea School employ a range of assessment techniques to monitor pupils’ progress.

These include ongoing teacher assessment, AFL, multiplication and mental maths tests and Lancashire KLIPS, half-termly assessment, statutory SAT tests and non-statutory tests at the end of Years 3 – 5 (ref Ribby with Wrea Assessment Recording and Reporting Policy).

Marking

Regular and complete marking is essential in providing formative feedback to the children on the next steps to their learning and supports the school’s use of AfL. Self assessment and peer marking are encouraged when the activity allows for this method. This provides the children with the opportunity to understand how and why marks are awarded and to look at ways of improving their own and suggesting improvements to others. Where appropriate children in Years 5 and 6 are encouraged to check some exercises with a calculator. This can foster independence in the children, who can seek help if they are unable to locate and correct their errors.

The quality of marking is crucial. A simple ‘X’ is of little assistance and should not be used. A dot by an incorrect answer should indicate a mistake and feedback to a child should be accompanied by an indication of where the error occurred, together with an explanation of what went wrong.

Marking should be both formative and summative and the use of AfL believes that it is best done through conversation with the child but acknowledges that constraints of time do not always allow this.

Recording

Teachers on a weekly, half-termly and annual basis record information about pupils’ progress. This information is used to measure pupil progress, identify strengths and weaknesses and determine where pupils need support or extension.

Reporting

Progress in Mathematics is reported informally through our Open Door Policy and other contact with parents.

Formal Parents Evenings are held twice a year, one in the Autumn term and one in the Spring term.

A formal report is presented to parents annually, detailing progress made, highlighting areas needing support and giving targets for improvement.

Parents are informed via the ‘Looking Forward’ sheets of areas to be covered.

Children’s Individual Mathematics targets are sent home every half term.

Monitoring and Evaluation

The monitoring and evaluation of Mathematics is approached in a variety of ways:

  • By having regular discussions with staff concerning progress of groups and individuals.
  • Involvement in long and medium term planning across the school in Mathematics.
  • Regular monitoring of resources.
  • Classroom observation and working alongside colleagues to help identify strengths and weaknesses.
  • Review of assessment outcomes and data to evaluate the quality of learning in Mathematics throughout the school.
  • Checking within a Key Stage that there is coverage of the full Mathematics Curriculum in line with National Curriculum requirements, the early learning goals and Renewed Framework for Mathematics.
  • Taking appropriate opportunities to raise multicultural and gender issues.
  • Ensuring time spent on the teaching of Mathematics is in line with National recommendations.
  • The Governor responsible for Mathematics meets regularly with the subject leader in order to review progress.
  • Monitoring the role of Teaching Assistants.

Parental Involvement

The role parents play in their child’s education is extremely important and at Ribby with Wrea we actively encourage parents to be active learners and participants in the learning taking place. To help facilitate this, several initiatives are in place:

* Parents are invited into school twice yearly to look at their children’s work and discuss targets.

* An Open Door policy is used to allow parents to talk to staff before and after school..

* Changes to the subject or its content are explained on the weekly newsletter and website

* Parent workshops are run to demonstrate the Calculation Policy and answer queries on the Framework and planning

* Parent helpers are encouraged within the school

Staffing and Resources

All teachers organise an area/display (working wall) dedicated to mathematics and their resources in their classroom. The resources are accessible to all children and clearly labelled to encourage independence in their learning.

The working walls demonstrate the methods currently being taught, hints and tips, key vocabulary, class challenges and current Mathematics targets.

There are a range of resources to support the teaching of Mathematics across the school.

All classrooms have IWB.

A group of laptops are also available.

Homework

It is our school policy to provide parents and carers with opportunities to work with their children at home. These activities may be brief, but are valuable in promoting children’s learning in mathematics.

Activities are sent home on a fortnightly basis using MyMaths -internet based activities (KS2 children) (see the separate school Homework Policy) and take the form of number games and tasks with more formal exercises for older children.

Teachers ensure that homework time is not spent “finishing off” written work carried out in class.

It is proposed that this policy be reviewed annually and updated as necessary.

In light of recent Government announcements and planned curriculum changes further alterations may be required.

Reviewed and updated

January 2016

M. Hall

1Jan 2016