Numeracy Policy
Aims
Teaching and Learning styles
How we plan learning
The foundation stage
Maths in other subjects
Assesment for learning
Parental Partnership
Monitoring and review
Aims
1.1 Mathematics teaches children how to make sense of the world around them through developing their ability to calculate, reason and solve problems. It enables children to understand relationships and patterns in both number and space in their everyday lives. Through their growing knowledge and understanding, children learn to appreciate the contribution made by many cultures to the development and application of mathematics.
1.2 The aims of teaching mathematics are:
to promote enjoyment of learning through practical activity, exploration and discussion;
to promote confidence and competence with numbers and the number system;
to develop the ability to solve problems through decision-making and reasoning in a range of contexts;
to develop a practical understanding of the ways in which information is gathered and presented;
to explain and make predictions from the numbers in graphs, diagrams, charts and tables;
to explore features of shape and space, and develop measuring skills in a range of contexts;
to understand the importance of mathematics in everyday life.
Teaching and learning style
1.1 The school uses a variety of teaching and learning styles in mathematics. Our principle aim is to develop children’s knowledge skills and understanding. During our daily lessons we encourage children to ask as well as answer mathematical questions. They have the opportunity to use a wide range of resources such as number lines, number squares, digit cards and small apparatus to support their work. Where appropriate ICT is used in mathematics lessons for modelling ideas and methods and, wherever possible, we encourage the children to apply their learning to everyday situations.
1.2 Lessons follow the National Numeracy Strategy (NNS) format with a mental/oral starter, a main teaching activity and a plenary session. The teaching of mathematics at Christ Church provides opportunities for:
group work
paired work
whole class teaching
individual work
Pupils engage in:
the development of mental strategies
written methods
practical work
investigational work
problem solving
mathematical discussion
consolidation of basic skills and number facts.
We recognise the importance of establishing a secure foundation in mental calculation and recall of number facts before standard written methods are introduced (see ‘Policy for Written Calculations’). We use the Mathematical Vocabulary Book when planning to help determine the appropriate terminology to use in our teaching and children are expected to use it in their verbal and written explanations.
Mathematics curriculum planning
1.3 Mathematics is a core subject in the National Curriculum, and we use the NNS as the basis for implementing the statutory requirements of the programme of study for mathematics.
1.4 We carry out the curriculum planning in mathematics in three phases (long-term, medium-term and short-term). The ‘NNS Framework for Teaching’ gives a detailed outline of what we teach in the long term.
1.5 Our medium-term mathematics plans, which are adopted from the Framework, and give details of the main teaching objectives for each term, define what we teach. They ensure an appropriate balance and distribution of work across each term. These plans are kept and reviewed by the subject leader.
1.6 It is the class teacher who completes the weekly plans for the teaching of mathematics. These weekly plans list the specific learning objectives and give details of how the lessons are to be taught. The class teacher keeps these individual plans.
Teaching and Learning styles
1.1 The school uses a variety of teaching and learning styles in mathematics. Our principle aim is to develop children’s knowledge skills and understanding. During our daily lessons we encourage children to ask as well as answer mathematical questions. They have the opportunity to use a wide range of resources such as number lines, number squares, digit cards and small apparatus to support their work. Where appropriate ICT is used in mathematics lessons for modelling ideas and methods and, wherever possible, we encourage the children to apply their learning to everyday situations.
1.2 Lessons follow the National Numeracy Strategy (NNS) format with a mental/oral starter, a main teaching activity and a plenary session. The teaching of mathematics at Christ Church provides opportunities for:
group work
paired work
whole class teaching
individual work
Pupils engage in:
the development of mental strategies
written methods
practical work
investigational work
problem solving
mathematical discussion
consolidation of basic skills and number facts.
We recognise the importance of establishing a secure foundation in mental calculation and recall of number facts before standard written methods are introduced (see ‘Policy for Written Calculations’). We use the Mathematical Vocabulary Book when planning to help determine the appropriate terminology to use in our teaching and children are expected to use it in their verbal and written explanations.
Back to topHow we plan learning
1.3 Mathematics is a core subject in the National Curriculum, and we use the NNS as the basis for implementing the statutory requirements of the programme of study for mathematics.
1.4 We carry out the curriculum planning in mathematics in three phases (long-term, medium-term and short-term). The ‘NNS Framework for Teaching’ gives a detailed outline of what we teach in the long term.
1.5 Our medium-term mathematics plans, which are adopted from the Framework, and give details of the main teaching objectives for each term, define what we teach. They ensure an appropriate balance and distribution of work across each term. These plans are kept and reviewed by the subject leader.
1.6 It is the class teacher who completes the weekly plans for the teaching of mathematics. These weekly plans list the specific learning objectives and give details of how the lessons are to be taught. The class teacher keeps these individual plans.
The foundation stage
1.7 We teach mathematics in our reception class. As the class is part of the Foundation Stage of the National Curriculum, we relate the mathematical aspects of the children’s work to the objectives set out in the Early Learning Goals, which underpin the curriculum planning for children aged three to five. We give all the children ample opportunity to develop their understanding of number, measurement, pattern, shape and space, through varied activities that allow them to enjoy, explore, practise and talk confidently about mathematics.
Maths in other subjects
1.8 Mathematics contributes to many subjects and it is important the children are given opportunities to apply and use Mathematics in real contexts.
‘It is important that time is found in other subjects for pupils to develop their Numeracy Skills, e.g. there should be regular, carefully planned opportunities for measuring in science and technology, for the consideration of properties of shape and geometric patterns in technology and art, and for the collection and presentation of data in history and geography’ (NNS).
1.9 English
The teaching of Mathematics contributes significantly to children’s understanding of English in our school by actively promoting the skills of reading, writing, speaking and listening. For example, in mathematics lessons we expect children to read and interpret problems, in order to identify the mathematics involved. They are also improving their command of English when they explain and present their work to others during plenary sessions.
1.10 Personal, social and health education (PSHE) and citizenship
Mathematics contributes to the teaching of PSHE and citizenship. The work that children do outside their normal lessons encourages independent study and helps them to become increasingly responsible for their own learning. The planned activities that children do within the classroom encourage them to work together and respect each other’s views.
1.11 Spiritual, moral and social development
The teaching of mathematics supports the social development of our children through the way we expect them to work with each other in lessons. We group children so that they work together, and we give them the chance to discuss their ideas and results.
Mathematics and ICT
6.1 ICT enhances the teaching of mathematics as it is particularly useful for mathematical tasks. It also offers ways of impacting on learning which are not possible with conventional methods. Teachers can use software to present information visually, dynamically and interactively, so that children can understand concepts more quickly.
Mathematics and inclusion
7.1 We teach mathematics to all children, whatever their ability and individual needs. Through our teaching we provide learning opportunities that enable all pupils to make good progress. We strive hard to meet the needs of those pupils with special educational needs, at both ends of the ability spectrum, and we take all reasonable steps to achieve this. For further details see separate policies – Special Educational Needs; Gifted and Talented.
7.2 Intervention through School Action and School Action Plus will lead to the creation of an Individual Education Plan (IEP) for children with special educational needs. The IEP may include, as appropriate, specific targets relating to mathematics.
Assesment for learning
8.1 Assessment is regarded as an integral part of teaching and learning and is a continuous process. It is the responsibility of the class teacher to assess all pupils in their set.
In our school we are continually assessing our pupils and recording their progress. We see assessment as an integral part of the teaching process and strive to make our assessment purposeful, allowing us to match the correct level of work to the needs of the pupils, thus benefiting the pupils and ensuring progress.
Information for assessment will be gathered in various ways: by talking to the children, observing their work, marking their work, etc. Teachers will use these assessments to plan further work.
8.2 Teachers will assess children’s work in mathematics from three aspects (long-term, medium-term and short-term). We use short-term assessments to help us adjust our daily plans. These short-term assessments are closely matched to the teaching objectives.
8.3 We make medium-term assessments to measure progress against the key objectives and to help us plan the next unit of work. We use the class record of the key objectives as the recording format for this and this information is passed on to the next teacher at the end of the year.
8.4 We make long-term assessments both mid-year (Nov) and towards the end of the school year (May). We use these to assess progress against school targets. Targets are then set for the next school year and a summary is made of each child’s progress before reporting it to parents. This information is passed on to the next teacher at the end of the year. We make these long-term assessments with the help of end-of-year tests and teacher assessments. We use the national tests for children in Year 2 and Year 6, plus the optional national tests for children at the end of Years 3, 4 and 5 and tasks for children in Year 1. We also make annual teacher assessments of children’s progress measured against the level descriptions of the National Curriculum.
8.5 The subject leader will keep samples of children’s work which demonstrates the expected level of achievement in mathematics in each year of the school. Teachers should meet to review individual examples of work against the national exemplification material produced by the QCA and the DfES.
Parental Partnership
9.1 At Christ Church we encourage parents to be involved by:
- inviting them into school twice yearly to discuss the progress of their child
- inviting parents into school in the summer term to discuss the yearly report
- circulating information via open evenings on how to help their child at home
- inviting parents of Year 6 pupils to a meeting on supporting their children with SATs
- encouraging parents to help in classrooms
- holding workshops for parents focusing on areas of mathematics.
Monitoring and review
11.1 Monitoring of the standards of children’s work and the quality of teaching in mathematics is the responsibility of the subject leader. The work of the subject leader also involves supporting colleagues in their teaching, being informed about current developments in the subject, and providing a strategic lead and direction for mathematics in the school. Through the SIP the subject leader indicates areas for improvement and evaluates strengths and weaknesses.
A named member of the school’s governing body is briefed to oversee the teaching of numeracy and this governor should meet regularly with the subject leader to review progress.