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Mathematics Policy
Mathematics is a 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.
Using the Programmes of Study from the National Curriculum in England it is our aim to develop:
a positive attitude towards mathematics and an awareness of the fascination of 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
SCHOOL POLICY AND THE NATIONAL CURRICULUM
Knowledge Skills and Understanding
At KS1 and KS2 teachers use the National Curriculum in England for Teaching Mathematics to ensure that all parts of the National Curriculum Programme of Study are taught.
Through careful planning and preparation we aim to ensure that throughout the school children are given opportunities 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 eg. mental, pencil and paper and using a calculator
working with computers as a mathematical tool
CROSS-CURRICULAR ISSUES
Throughout the whole curriculum opportunities exist to extend and promote mathematics. Teachers seek to take advantage of all opportunities.
TEACHERS PLANNING AND ORGANISATION
Each class teacher is responsible for the mathematics in their class in consultation with and with guidance from the mathematics coordinator.
The approach to the teaching of mathematics within the school is based on three key principles:
a mathematics lesson every day
a daily Big Maths sessions which focuses on core numeracy skills
a clear focus on direct, instructional teaching and interactive oral work with the whole class and group
an emphasis on mental calculation
Each class organises a daily lesson of between 45 and 60 minutes for mathematics (normally 60 minutes)
Lessons are planned using a common planning format (see Appendix) and are collected and monitored by the mathematics coordinator
Teachers of the Reception class base their teaching on objectives in the Framework for Reception; 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.
SPECIAL EDUCATIONAL NEEDS
Children with SEN are normally taught within the daily Mathematics lesson and are encouraged to take part when and where possible (please see the section on differentiation). When additional support staff are available to support groups or individual children they may withdraw a group to use intervention materials (Springboard 3-5 or Wave 3).
Where applicable childrens My Support Plans / My Plans incorporate suitable objectives from the NNS Framework and teachers keep these objectives in mind when planning work.
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.
EQUAL OPPORTUNITIES
In the daily mathematics lesson we support children with English as an additional language in a variety of ways.
eg. repeating instructions, speaking clearly, emphasising key words, using picture cues, playing mathematical games, encouraging children to join in counting, chanting, finger games, rhymes etc. .
PUPILS RECORDS OF THEIR WORK
There are occasions when it is both quick and convenient to carry out written calculations. 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.
Children are encouraged to use mental strategies before resorting to a written algorithm.
Exercise Books for Recording
It is school policy that the following pattern is used:
KS1: plain exercise books moving to square paper when appropriate
Year 3: 1 cm squares
Year 4: 1 cm squares
Year 5: 7mm or 10mm squares / 10mm squares for shape and space work
Year 6: 7 mm or 10mm squares / 10mm squares for shape and space work
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.
MARKING
The quality of marking is crucial. A simple X is of little assistance to a child unless accompanied by an indication of where the error occurred, together with an explanation of what went wrong, through next steps and questioning that results in a child led understanding of any misconceptions in the work. Comments in pupil books should refer back to the Learning Objective shared at the beginning of the lesson. If the child has achieved the Learning Objective then LO Achieved is written in the pupils book.
Marking should be both diagnostic and summative and school policy believes that it is best done through conversation with the child but acknowledges that constraints of time do not always allow this.
When appropriate the children themselves can mark exercises which involve routine practice with support and guidance from the teacher. Where appropriate children in Years 5 and 6 are encouraged to check computational 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.
(for more detail see the School Marking and Assessment for Learning Policy).
ASSESSMENT AND RECORD KEEPING
Teachers use the National Curriculum in England to plan assessment activities and written tasks (referring when appropriate to the supplement of examples in the framework). The work set, combined with a scrutiny of childrens recorded work over the previous six weeks, helps to review how well children have taken in the topics taught and identifies any remaining misconceptions.
Formal Assessment
Teachers level all pupils towards the end of the Autumn, Spring and Summer Terms (end of Key Stage SATs and Optional PUMA Test Progress in Understanding Mathematics Assessment Tests). The results of these assessments are recorded on class tracking sheets and intervention strategies are recorded on a separate sheet.
The school has recently decided to adopt the Big Maths Progress Assessment Tests. We are planning to find a way record this information on the school tracker.
Evidence As an ongoing assessment practice, teachers and teaching assistants should collect evidence that could be used to support an effective judgement. This must be independent work by the child, i.e. something they require no teaching input to show that they are secure with. This could be:
End of unit assessments.
Work from numeracy books that has not been directly taught to the child, e.g. a lesson on estimation where the focus/LO is on this but the child uses grid method within the lesson, independently.
Something the child has said during the course of a mathematical discussion recorded on a post-it note or equivalent. See Talk Sheet.
Evidence from Maths Games this could be a quick comment summing up an observation of a child by a teacher.
Subjects 6 children per class, ranging across 3 ability groups.
New Curriculum update (2014) Woodlands will be adjusting all assessment procedures in line with new national curriculum standards and national testing. The date for completing the transition to the new procedures is dependant upon the release of information by the government and appropriate and relevant in-house professional development. The Headteacher and Deputy Headteacher aim to have this in place by the end of 2015.
The information below is based on the previous APP Assessment system it is currently under review but is included for reference during this interim period.
Making a judgement
1. Review the evidence:
You are reviewing work rather than assessing it.
2. Level the child:
The initial judgement will be time consuming. Following this baseline assessment, each child should take no more than fifteen minutes (with evidence in place).
Use the evidence collected and take account of what you or others have seen the pupil do in the course of their work to highlight whether they are secure with the statements on the grid. Begin at an appropriate level and only move up a level when all statements have been met. This process will create a visual picture of their strengths as well as gaps in their learning.
At Woodlands, we choose to report, high, secure, low as a, b, c to fit in with (our) existing reporting arrangements. Teachers use professional judgement in considering whether a child is low, secure, high.
Dont be tempted to make a judgement based on insufficient evidence. Use gaps in the APP grid to guide future APP assessment opportunities. However, the assessment guidelines are not learning objectives.
Spending some time reviewing the annotated evidence in the Standards File will help ensure that your interpretation of the assessment criteria is consistent with that of other colleagues.
Impact Gaps in the childs numerical understanding will become apparent through APP judgements. As a school, targets will be based on areas of weakness. As class teachers, areas of weakness can be addressed within lessons and focus group work. Moreover, where insufficient evidence exists, the class teacher should use the grids to plan opportunities for assessment.
REPORTING TO PARENTS
Reports are completed before the end of the summer term and parents are given opportunity to discuss their childs progress on two separate occasions.
Teachers use the information gathered from their half termly assessments to help them comment on individual childrens progress.
PARENTAL INVOLVEMENT
Parents are invited into school twice yearly to look at their childrens work.
An open evening is held once a year.
When significant changes have been/are made to the mathematics curriculum parents are invited to a meeting or sent information via the half termly newsletter.
The maths co-ordinator runs regular parent workshops which give parents information on teaching methods.
DIFFERENTIATION
This should be incorporated into all mathematics lessons and can be done in various ways:
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 levels.
MONITORING AND EVALUATION
The mathematics coordinator is released regularly from his classroom in order to work alongside other teachers. This time is used to monitor and evaluate the quality and standards of mathematics throughout the school and enables the coordinator to support teachers in their own classrooms.
Opportunities for teachers to review the scheme, policy and published materials are given on a regular basis during staff meetings.
PRACTICAL RESOURCES
All teachers should organise an area within the classroom dedicated to mathematics resources. This area is easily accessible to all children and allows them to become familiar with all resources.
Resources which are not used or required regularly are stored centrally:
In the main resource area outside the school office
Extra resources for KS2 pupils are in the maths area in the Year 6 classroom
HOMEWORK
Refer to the school Homework Policy for more detail.
It is our school policy to provide parents and carers with opportunities to work with their children at home. These activities may only be brief, but are valuable in promoting childrens learning in mathematics.
Activities are set and completed by the child (KS2 only) according to the work that they are doing in class. They are encouraged to show off new areas of learning or consolidate work that is linked to their targets.
Teachers ensure that too much homework time is not spent finishing off written work carried out in class.
TARGET SETTING
Children have numeracy targets and should be aware of them at all times. They should be aware of their own learning and know what they need to do to improve and make progress.
Targets at Woodlands relate to the core numeracy skills undertaken in the daily Big Maths sessions. They are based on National Curriculum standards but are selected by the children. This bottom up approach to target setting gives children ownership of their learning and invites opportunities for self directed learning at home.In EYFS, the targets are set according to the area of learning mathematics (Number). In KS1, targets are always on the wall of the classroom and, therefore, reflect one part of the childrens core numeracy learning. The teacher is responsible for monitoring progress against the target.
ROLE OF THE CO-ORDINATOR
To take the lead in policy development
To support colleagues.
To monitor progress in Mathematics.
To take responsibility for the choice, purchase and organisation of central resources for Mathematics, in consultation with colleagues.
To liaise with other members of staff to form a coherent and progressive scheme of work which ensures both experience of, and capability in, Mathematics.
To be familiar with current thinking concerning the teaching of Mathematics, and to disseminate information to colleagues.
To create, maintain and implement an annual Action Plan.
The co-ordinator will be responsible to the Headteacher and the Governors.
Agreed by Agreed by
Head teacher Chair of Governors
Date: 23/04/15 Date:
Policy agreed: Summer 2015
Policy reviewed: Summer 2016
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