Eastling Primary School
Person Responsible: Callum Glazier
Date Policy Reviewed- September 2019
Date Policy Shared:
To be Reviewed : September 2020
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. (National Curriculum 2014)
The aims of the 2014 National Curriculum are for our pupils to:
The National Curriculum sets out year-by-year programmes of study for Key Stages 1 and 2. This ensures continuity and progression in the teaching of mathematics.
The EYFS Statutory Framework 2014 sets standards for the learning, development and care of pupils from birth to five years old and supports an integrated approach to early learning.
This is supported by the ‘Development Matters’ non statutory guidance as well as the White Rose Medium Term plans for EYFS Mathematics.
The EYFS Framework in relation to mathematics aims for our pupils to:
The purpose of mathematics in our school is to develop:
We aim to provide a stimulating and exciting learning environment that takes account of different learning styles and uses appropriate resources to maximise teaching and learning. In each classroom there will be a ‘Maths learning journey’ which key information, children’s mathematical recording and ideas and key vocabulary will be added to on a week to week basis each term.
Breadth of study
Careful planning and preparation ensures that throughout the school pupils engage in:
Through our creative approach to teaching and learning we also seek to explore and utilise further opportunities to use and apply mathematics across all subject areas.
Teachers’ planning and organisation
Long term planning
The National Curriculum for Mathematics 2014, Development Matters and the Early Learning Goals (Number, Shape, Space & Measure) provide the long term planning for mathematics taught in the school.
Medium term planning
Years EYFS -6 use the White Rose Maths schemes of learning as their medium term planning documents.
These schemes provide teachers with exemplification for mathematics objectives and are broken down into fluency, reasoning and problem solving, key aims of the National Curriculum.
They support a mastery approach to teaching and learning and have numbers at their heart. They ensure teachers stay in the required key stage and support the ideal of depth before breadth. They support pupils working together as a whole group and provide plenty of time to build reasoning and problem solving elements into the curriculum.
Short term planning
The above schemes of learning support weekly planning and are monitored at intervals by the mathematics subject leader. EYFS planning is based on the medium term plans and delivered as appropriate to individual pupils with thought to where the pupils are now and what steps they need to take next.
All classes have a daily mathematics lesson where possible. In Key Stage 1 lessons are 45-60 minutes and in Key Stage 2 at least 60 minutes. In addition to this, Maths fluency is taught at least 3 times a week for 15 minutes.
Teachers of the EYFS ensure the pupils learn through a mixture of adult led activities and pupil initiated activities both inside and outside of the classroom. Mathematics is taught through an integrated approach.
Special educational needs & disabilities (SEND)
Daily mathematics lessons are inclusive to pupils with special educational needs and disabilities. Where required, pupils’ IEPs incorporate suitable objectives from the National Curriculum for Mathematics or Development Matters and teachers keep these in mind when planning work. These targets may be worked upon within the lesson as well as on a 1:1 basis outside the mathematics lesson. Mathematics focused intervention in schools helps pupils with gaps in their learning and mathematical understanding. These are delivered by trained support staff and overseen by the SENCO and/or the class teacher.
Within the daily mathematics lesson, teachers have a responsibility to not only provide differentiated activities to support pupils with SEND but also activities that provide sufficient challenge for pupils who are high achievers. It is the teachers’ responsibility to ensure that all pupils are challenged at a level appropriate to their ability.
Positive attitudes towards mathematics are encouraged, so that all pupils, regardless of race, gender, ability or special needs, including those for whom English is a second language, develop an enjoyment and confidence with mathematics. This policy is in line with the school’s ‘Racial Equality’ policy.
The aim is to ensure that everyone makes progress and gains positively from lessons and to plan inclusive lessons. Lessons involving lots of visual, aural and kinaesthetic elements will benefit all pupils including those for whom English is an Additional Language (EAL).
Differentiated questions are used in lessons to help pupils and planned support from teaching assistants and other adults.
In all lessons, learning objectives, success criteria and key vocabulary are clearly displayed and discussed.
The emphasis in lessons is to make teaching interactive and lively, to engage all pupils encouraging them to talk about mathematics. Lessons involve elements of:
Pupils’ Records of work
Pupils are taught a variety of methods for recording their work and are encouraged and helped to use the most appropriate and convenient. Pupils are encouraged to use mental strategies and their own jottings before resorting to more formal written methods. Pupils’ own jottings to support their work is encouraged throughout all year groups. Where tasks are practical, the class teacher or teaching assistant may take photographic evidence, which is then stuck in the child’s book and annotated.
Marking of pupils’ work is essential to ensure they make further progress. Work is marked against success criteria, in line with the school marking policy, and includes next steps. Pupils are encouraged to self-assess their work and given time to read teachers’ comments and make corrections or improvements. Responses to marking are made as close to the work as possible, ideally at the start of the next lesson. Some pieces of work in mathematics can be marked by pupils themselves, exercises involving routine practice with support and guidance from the teacher – particularly in years 5 and 6.
Assessment, record keeping and target setting
Assessment is an integral part of teaching and learning and is a continuous process. Teachers make assessments of pupils daily through:
These ongoing assessments inform future planning and teaching. Lessons are adapted readily and short term planning evaluated in light of these assessments.
Assessments are carried out across the school at three times during the year using the National Test Style assessment materials provided by Rising Stars. These materials used alongside judgements made from class work support teachers in making an assessment for each pupil which in line with the assessment policy they enter onto Pupil Assett.
Teachers in years 1-6 track the detailed progress of pupils in mathematics against Pupil Assett statements. The statements cover the mathematics objectives for the year group. This process of careful tracking adds to helping teachers form an assessment for each pupil.
Pupil Progress meetings are timetabled each term for all classes. Progress of pupils is discussed and appropriate intervention considered and put in place where appropriate.
In EYFS children are measured at the end of Foundation stage against the Early Learning goals criteria for the Mathematics specific area of development and are graded as emerging, have met or exceeded the goals for number and shape, space and measure.
Years 2 and 6 complete the national tests (SATs) in May. Years 3, 4 and 5 complete their final NTS paper in term 6 which will help to accurately create a final judgement for each child in each year group.
Each class has a stock of core resources that are age appropriate. Additional mathematical equipment and resources are stored centrally in the maths cupboard.
Homework for mathematics will be set at teachers disgression. The class teacher will decide when the homework is set and when it should be collected in. Year 5 and 6 should have regular homework to support revision for the KS2 tests.
Once a year, parents will be invited to attend a maths curriculum presentation, explaining the progression of the formal written methods, explaining how maths teaching is delivered in the school and new devlopments in the subject.
Role of the Mathematics Subject Leader
This policy should be read in conjunction with the following school policies: