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MATHS POLICY
Person Responsible: L Rockley
Aims and Objectives
To make mathematics meaningful and enjoyable for all pupils.
To give the opportunity to all children to become numerate, encouraging the learning of multiplication tables and other facts, and to allow them to apply their knowledge and skill to increasingly more complex tasks, and to be able to achieve good mental strategies.
To provide continuity and progression by working within the structure of a published scheme and the mathematics framework.
To allow the opportunity to investigate mathematics in a practical way including the use of calculators, computers and practical equipment.
To develop children’s numeracy to the best of their ability in accordance with the aims of the National Curriculum, the framework for numeracy and foundation.
To encourage discussion of mathematical approaches and use correct and varied mathematical language, and give talking about mathematics a high profile.
Equal Opportunities
To provide equal access to mathematical curriculum irrespective of gender, race, ethnicity and socio-economic background.
To be aware of the specific needs of children with English as a second language when using mathematical vocabulary.
S.E.N
To be aware of special individual needs and to ensure children are working at appropriate level and to provide practical resources and plan differentiated material where appropriate.
Early Years
To provide children with the foundation of number and spatial awareness through structured play, exploration, investigation, songs and rhymes, in accordance with curriculum guidance for the foundation stage.
Cross Curricular
To identify numeracy in all areas of the curriculum e.g. data handling in science, co-ordinates in geography, chronology in history and pattern in R.E.
Resources (Financial, Human, Material)
To have resources in the classroom and in a central resource area which enables children to obtain resources necessary for the task therefore using and applying their knowledge.
To enhance mathematics teaching by appropriate use of computers, calculators, T.V. and visual aids.
Folens will be the core scheme, supplemented by the QCA Unit Plans in Y4,Y5 and Y6 and other published material.
Whenever possible extra adult support for group work and SEN provision.
To clearly identify purpose and task for all adults involved in class activity.
To liase with all adult involvement about planning task, recording and monitoring.
Monitoring & Evaluation
Continuity of numeracy through the key stages will be planned for by:
Allowing children to check and correct their own work.
Use formative and summative assessment for the future planning to implement D.F.E requirements.
Monitor pace and progression within year groups.
SATS, mid year tests, Baseline. Implementation of a programme of formal testing to include Y2,Y6 SATS, Y3, Y4, Y5 Optional SATS NFER mid year tests for juniors.
Informal testing throughout the year.
Liaison between teachers and coordinator to ensure N.N.S is being implemented and recorded.
Tasks will be differentiated according to the pupil’s needs.
To enhance provision by other means e.g. making known appropriate training courses, external speakers and advisors.
Teaching & learning within this curriculum area will reflect the principles of accelerated learning.
Implementation of the N.N.S
Use of core scheme & QCA Unit Plans
Children’s work will be monitored by regular marking by the class teacher.
Implementation
The Numeracy lesson is organised as follows:
The children in foundation stage will engage in early numeracy activities. Reception children are introduced to the three part numeracy lesson at an appropriate rate in preparation for Year 1.
Children may be grouped according to ability, friendship or other organisational strategies.
Numeracy co-ordinator (Year 5) and science co-ordinator (Year 6) will swop classes once a week to deliver specialist teaching in their curriculum areas.
Booster groups for Year 6 are arranged annually.
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