Luddendenfoot J&I School 

Mathematics Policy

Introduction

Mathematics is an essential element of communication, which can be used to describe, to illustrate, to interpret, to predict and to explain.  It is used every day to convey meaning.  The school will ensure that every pupil will have the basic mathematical skills and concepts which they need to tackle real mathematical problems with confidence, and to be able to communicate mathematically.  In order to meet the requirements of the National Curriculum the school aims to develop each child’s mathematical potential to the full, and to help each child to derive pleasure and satisfaction from the subject.

Aims

The school aims to encourage pupil’s to:-

• Be aware of the coherent structure of the subject and of the inter-relationship of the various parts of mathematics.
• Apply their knowledge, skills and understanding of mathematics through practical tasks and everyday problems.
• Develop an understanding of number, including estimation and approximation.
• Gain an appreciation of pattern, leading to an ability to generalise from evidence presented, and use symbolic and graphical representation to express relationships.
• Recognise the properties of 2D and 3D shapes and use measurement, location and transformation in the study of space.
• Collect, process and interpret data and understand and estimate probabilities from relevant data.

Broad guidelines for the teaching of mathematics

• Pupils Mathematical Experiences

• The activities offered will reflect the breadth and balance required by the National Curriculum Orders and the National Numeracy Strategy and Numeracy Framework.
• The activities will be planned for individual, group and class work.  The plans will include details for teacher led class work, discussions between teachers and pupils, and discussions between pupils, as appropriate will also include necessary resources and classroom organisation.
• The work planned for the pupils will be matched to their attainments, and be based on their needs and interests in order to develop further mathematical skills and understanding.  All work planned must have a firm conceptual base, particularly in the early years.  The pupil’s mathematical experiences must ensure their understanding, and not progress too rapidly to the performance of skills.  For example, it is of little value to the children if they can write the notation needed for multiplication without an understanding of the underlying principles.
• Pupils will be involved in a range of activities, which will develop their skills of investigation and problem solving and require them to use oral and written means of explaining their findings.
• They will have access to appropriate mathematical resources.  This will include books, games, calculators, TV programmes, abacus resources, practical maths equipment for measurement and computing, and wherever possible real life materials.

• Pupils’ Mathematical Activities

• The pupils will cover a scheme of work, which will cover the objectives outlined in the National Numeracy Strategy.
• The scheme of work will ensure continuity and progression throughout the school.

• Pupils Record of their work

• Pupils will be required to record their work in different forms depending on the nature of the activity and the purpose of the record.  It may be symbolic, graphical, diagrammatic, pictorial, written, verbal or constructed.
• They should experience the various ways of setting down and tackling computation and as set out in the whole school scheme understand the importance of setting work out neatly.
• They will be given the opportunity to reflect on their work, and revise and correct it as appropriate.

• Assessment of Pupils’ Programmes

• Teacher assessment is a continuous process, and it is the responsibility of each teacher to assess the pupils in the class.
• The National Numeracy Framework objectives will form the basis against which assessments will be made.  Abacus end of unit assessment will be used to track pupils understanding in line with muse, could and should expectations.  The assessments will inform future planning for activities in maths.
• The methods of assessment used will be in line with the school policy on Assessment.  They will include examples of children’s work, observations, testing, problem solving and the children’s own assessments of their work.

• Recording Pupil’s Progress

• The class teacher will be responsible for keeping an accurate record of work done and progression in Mathematics for each pupil.
• The teacher’s records will form the basis of reports to parents.
• The class teacher will pass samples of work and the school record sheet to the next teacher or the next school.

• Classroom Management

Teachers will need to consider:-

• Ways in which the organisation of teaching and learning in the classroom can best achieve the aims of the Mathematics Policy.  Attention will need to be paid to the levels of ability of the children, given that each class will contain two or three year groups.  The work will need to be planned with care to ensure that each child is given the opportunity to become able to work independently and to take responsibility for their own learning.
• How resources for mathematics can be organised and used to promote mathematical learning most effectively.  Resources need to be available to children as and when they need them and organised in such a way that the children can choose and use them with freedom.
• How the needs of individuals or groups of children can be planned for and met most appropriately and efficiently.  The teacher must have regard to the school method of classroom organisation, and plan for group, class, or individual activities accordingly.
• Ways in which teachers can promote and encourage positive attitudes to good quality work and effort in the teaching and learning of Mathematics.  Teachers should at all times encourage the growth of confidence in the children, and foster their view of themselves as mathematicians.  The teacher should value their work, and they should be strongly encouraged to value it themselves.  They should be encouraged to experiment, and to enjoy the experience of learning mathematics.

Implementation/Evaluation/ Review

• Role of the Co-ordinator

• The Co-ordinator will lead the teaching of mathematics within the school.  She/he will be responsible for the implementation of the policy, under the direction of the Headteacher.  She/he will be responsible for ensuring an adequate level of resources.  She/he will be responsible for the dissemination of new information on the teaching of mathematics and resources.

• Process of Evaluation

• All staff will have a copy of the policy in their individual file.  Any issues that arise from the implementation of the policy, or the teaching of mathematics can be raised at staff meetings, or as part of training sessions.  If it is appropriate the question can be settled immediately, or it can be held in abeyance until the due date for review of the policy.  The policy will be reviewed at regular intervals as set out in the School Development Plan.

• Process of Review

• The policy will be reviewed regularly, in line with the School Development Plan.
• All staff and Governors will be included in the procedure.
• The views of parents will be sought.

Appendices

• Consultation

Staff and Governors and Parents

• Legislation

The policy is in accordance with the National Numeracy Framework and the National Curriculum.