Mathematics Policy

The key areas of mathematics are Number and Algebra, Shape Space and Measures, Handling Data and Using and Applying Mathematics. For assessment purposes these are separated into 4 Attainment Targets (the Handling Data AT applies only to pupils in Key Stage 2).

Aims and Objectives

We aim to help our children to understand and become confident with mathematics and to apply mathematical skills and concepts in a variety of situations in an interesting and enjoyable way. We want our children to be able to;

¦ understand and use mathematical language,

¦ develop the ability to solve problems,

¦ recognise and appreciate patterns and relationships,

¦ use mathematical apparatus accurately and effectively,

¦ recognise whether a solution is reasonable,

¦ write and record their work neatly,

¦ understand that mathematics has a purpose beyond the classroom.

Pupil's Mathematical Experiences

In the Early Years mathematical activities are provided mainly through structured play activities and exploration of the environment. As children develop, the activities become more formal in nature but practical and exploratory approaches remain very important.

Plans of work should take the following into account:

¦ The order of activities should be flexible and bring together different areas of maths.

¦ There should be regular opportunity to study maths through investigative work.

¦ Activities should be balanced between tasks which develop knowledge, skills and understanding and those which develop the ability to tackle practical problems.

¦ Activities should be balanced between the application of mathematics and those which are purely mathematical.

¦ Activities should be balanced between those which take only a few minutes and those which have scope for development.

¦ Activities should, where appropriate, utilise pupil's own interests.

¦ Activities should, where appropriate, encourage both independent and cooperative working.

¦ There should be a balance between activities which have a precise result and those which are open-ended.

¦ A variety of methods of calculation should be encouraged including mental calculation, the use of I.T. and paper and pencil methods.

¦ Children must be given the opportunity to select the appropriate mathematical knowledge and skills to solve mathematical problems.

School Policy and the National Curriculum

In order to cover National Curriculum requirements we use the Heinemann mathematics scheme. Where there are any gaps in the scheme additional materials are used.

Classroom management

In each classroom there should be an easily identifiable maths area, where equipment is clearly labelled and in a good condition. Children should be taught how to use these resources independently and accurately.

For the Heinemann maths scheme to be used effectively children are taught in ability groups (the majority of classes have four 'sets'). Opportunities are also provided for individual children who are particular gifted, or experience particular difficulty, to work at their own level. Whole class teaching is also employed on a regular basis. As well as a balance between class, group and individual work there should also be a balance between practical work, written work, problem solving and investigations. Although most of the maths work is done in ability groups there is a place for mixed ability groupings when children are involved in investigative work.

Assessment and Record Keeping

Assessment can take many forms. In the Early Years teachers assess mainly through conversation and observation. As the children develop, written evidence provides material which can be used for assessment purposes. It is vital that children's work is marked thoroughly and appropriate feedback given (see marking policy). Assessment should be viewed as an integral part of the teaching and learning process. assessment should. It should;

¦ provide feedback in order to match the individual needs of the children with their work in maths,

¦ help in the diagnosis of specific difficulties which the children encounter,

¦ confirm the general impression of pupil performance gained by the teacher,

¦ help with the organisation of groups within the class,

¦ comply with official regulations and legal requirements (eg. Teacher assessment & SATs).

Each child has a 'Mathematics Profile' which gives details of the child's development according to National Curriculum Attainment Targets. A record is also kept of the progress the child is making in the Heinemann scheme.

Staffing and Resources

Teachers are responsible for the provision of appropriate mathematical equipment in their classroom and should inform the coordinator when additional or replacement resources are required. A central resource area for mathematical equipment is located in the cellar.

Evaluation

The coordinator and the headteacher will be responsible for monitoring and evaluating the mathematics curriculum. Evaluation will occur through the following:

¦ Monitoring of teacher's planning on a weekly basis - headteacher.

¦ Analysing children's workbooks on a termly basis - coordinator and headteacher.

¦ Classroom observation in a team teaching situation - coordinator and headteacher.

¦ Analysing children's Mathematics Profiles - coordinator and headteacher.

¦ The development of a scheme of work.

This policy will be reviewed annually.