Maths

HATHERSAGE ST MICHAEL’S C E (A) PRIMARY SCHOOL

MATHEMATICS POLICY

The following policy reflects our values and philosophy in relation to the provision and teaching of mathematics at Hathersage St Michael’s School to produce children with mathematical fluency, children who confidently and successfully undertake mathematical activities both in the classroom and the world beyond. Mathematics is perceived as a vital life skill as well as an academic pursuit.

 

Policy Statement

Children that have mathematical fluency are confidently able to apply their mathematical knowledge and skills both at school and in their daily lives. When possible, practical opportunities, using models and real life situations are incorporated. This will support and increase all children’s access to excellent teaching, leading to exciting and successful learning.

 

Aims and purposes of mathematics

Maths teaching should contribute to the acquisition of life-long skills and promote enjoyment and enthusiasm for learning through practical activity, exploration and discussion.

Through our provision we aim that children:

  • will be able to apply their mathematical knowledge to solve problems, including those with real-life contexts, by choosing the appropriate operations
  • can estimate the approximate size of the answer to check the reasonableness of their calculations
  • develop a range of mental calculations strategies, aided by informal jottings where necessary
  • are confident in the fundamentals of maths and be able to reason mathematically
  • understand the importance of mathematical skills in everyday life
  • will leave primary school with an efficient, reliable, compact written method of calculation for each operation

Achieving and Maintaining High Standards

The staff at Hathersage St Michael’s have worked hard to understand the factors that lead to high standards in maths, and have developed a common approach to teaching maths throughout the school based on the following assumptions:

  • The need to follow the agreed school curriculum, alongside the mental and written calculation policies.
  • The primacy of mental calculations, backed by accurate and rapid recall of number facts, is acknowledged.
  • The importance of incorporating a range of teaching approaches, together with appropriate differentiation.
  • The importance of the accelerated learning cycle:

Connecting the learning, the big picture for learning, expected outcomes, input, activating learning, demonstrating learning, review.

Planning

The school uses ActiveLearn Primary (Abacus) as a basis for planning and assessment. However, teachers use their professional judgement to edit the plans as necessary to ensure that the specific needs of the children in their class are met. Our medium-term mathematics plans give details of the main teaching objectives for each term. They ensure an appropriate balance and distribution of work across each term. Short term planning identifies specific learning objectives and outcomes, along with more detailed descriptions of the learning tasks to be undertaken by the children.

Organisation of Maths Lessons

In the Early Years Foundation Stage, maths is underpinned by the Characteristics of Effective Learning. Child initiated learning opportunities are cross-curricular and children experience a wide range of open-ended problems and resources, both indoors and out. Daily mental maths sessions are an integral part of every maths lesson. From Year 1 every child completes a weekly Big Maths CLIC and Total Recall test to practise recall of number facts and key mathematical skills.

Assessment, Recording and Reporting

Assessment in maths is viewed as part of the assessment for learning cycle.  Learning objectives and steps to success are shared with the children in every lesson.  Children are provided with opportunities for self/peer-assessment and improvement. Marking is developmental and children are provided with next steps to extend their learning. Teachers follow the guidance set out in the    school’s marking policy and give feedback accordingly by the use of triangle work or verbal feedback. Teachers monitor the acquisition of skills, knowledge and understanding through appropriate teacher intervention, observations and discussions with groups and individuals, and records of achievement in the key skills in maths for each year group are updated termly.

 The school is currently trialling the use of the STAT Sheffield planning and assessment grids alongside our existing APP system of assessment.  

 Equal Opportunities

The maths policy firmly supports the equal opportunities philosophies of the school and all children will have access to the maths curriculum. 

 Special Educational Needs

Where necessary, adaptations will be made to the curriculum, to equipment and to resources to allow access to maths for pupils with SEN, including provision for pupils that are exceptionally able in mathematics. 

Adopted January 2015

Maths Calculation Policy