Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills and the ability to think in abstract ways.

Mathematics is important in everyday life, many forms of employment, science and technology, medicine, the economy, the environment and development and in public decision-making. Different cultures have contributed to the development and application of mathematics. Today, the subject transcends cultural boundaries and its importance is universally recognised. Mathematics is a creative discipline. It can stimulate moments of pleasure and wonder when a pupil solves a problem for the first time, discovers a more elegant solution to that problem, or suddenly sees hidden connections.

(National Curriculum Orders 2000)

The mathematics teaching at Townsville School is geared towards enabling each pupil to develop within their capabilities; not only the mathematics skills and understanding required for later life, but also an enthusiasm and fascination about maths itself.

We aim to increase pupil confidence in maths so they are able to express themselves and their ideas using the language of maths with assurance.

We are continually aiming to raise the standards of achievement of the pupils in Townsville School.

The National Curriculum Order for Mathematics describes what must be taught in each Key Stage. Townsville School follows the National Numeracy Strategy Framework, which provides detailed guidance for the implementation of the Orders and ensures continuity and progression in the teaching of mathematics.

Every teacher in Townsville School has a copy of the Framework for teaching mathematics.

In Early Years, the curriculum is guided by the Early Learning Goals, which mirror the Reception Learning Objectives in the NNS Framework.

Planning is undertaken at three levels:

Long term planning is based on the yearly teaching programmes set out in the Framework.

Medium term planning is carried out half-termly. Teachers select their main teaching objectives from the yearly teaching programme and use the suggested sheets in the Framework to ensure a balanced mathematics curriculum. At Townsville School we recognise the need to revisit topics regularly to revise and consolidate skills and then extend them. Every objective in the yearly teaching programme is covered at least once by the end of the year.

Short term planning is carried out weekly/fortnightly. These plans include learning objectives for the mental oral starter and the main activity, resources to be used, any differentiation, key vocabulary and key questions.

The medium and short term planning is collected and monitored by the maths co-ordinator and senior management team.

Mathematics is taught mainly as a separate subject but every effort is made to link maths with other areas of the curriculum. We try and identify the mathematical possibilities across the curriculum at the planning stage. We also draw children’s attention to the links between maths and other curricular work so children see that maths is not an isolated subject.

In the Early Years, these links are more evident because of the less formal timetable.

Lessons generally follow the NNS format with a mental and oral starter, a main activity and a plenary session. In Reception the aim is to have prepared the children by the end of the year for a daily 45-minute maths lesson. (Refer to Introduction section in Framework for more details)

The teaching of maths at Townsville 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 routines

At Townsville School we recognise the importance of establishing a secure foundation in mental calculation and recall of number facts before standard written methods are introduced. We use the ‘Mathematical Vocabulary Book’ when planning to help determine the appropriate vocabulary to use in our teaching and children are expected to use it in their verbal and written explanations.

We endeavour to set work that is challenging, motivating and encourages the pupils to talk about what they have been doing.

In K.S.1 mathematics lessons are held on a daily basis and last for approximately 45 minutes. The children are taught in mixed ability classes. When children start in Reception the organisation is more flexible building up to a daily 45-minute lesson in the summer term.

In K.S. 2 the daily maths lessons last for approximately one hour. Children in K.S. 2 are set according to ability for all maths lessons. There are three sets across each year group except for Year 6 which has additional help and is set into 4 ability groups. These groupings are flexible and children are moved between sets after teacher consultation.

We recognise the important role display has in the teaching and learning of mathematics by having maths work displayed in the school. Every class has a mathematics board, where possible in the main teaching area, which has number lines (relevant to the work the children are doing), number grids, vocabulary and other display materials that provide a visual support for the children’s mental processes.

At Townsville we are continually assessing our pupils and recording their progress. We see assessment as an integral part of the teaching process and endeavour 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. Assessment is carried out on three levels.

Short-term assessments are an informal part of every lesson and are closely matched to the teaching objectives. These tend not to be recorded because they are for the teacher’s immediate attention and action; however, pertinent comments are occasionally recorded on the reverse of the short-term planning sheets.

Medium term assessments are carried out every half-term. The purpose of these assessments is to review and record the progress the pupils have made in relation to the key objectives. Children’s progress towards the key objectives is recorded on class records.

Long-term assessments are carried out towards the end of the school year when pupils’ attainment is measured against school and national targets. This is done by drawing on class records of Key Objectives and any supplementary notes that have been made and where applicable QCA tests.

All parents receive an annual written report on which there is a summary of their child’s effort and progress in mathematics over the year.

At the end of Key Stage 1 and Key Stage 2 each pupil’s level of achievement against national standards is included as part of their annual written report.

Resources for the delivery of the maths curriculum are stored both centrally and in classrooms. Everyday basic equipment is kept in classrooms. Additional equipment and topic-specific items are stored centrally. There are central stores in both K.S. 1 and K.S. 2 departments.

Townsville School uses a variety of published materials to facilitate the teaching of mathematics but recognises the need for the teaching of maths to be ‘scheme assisted not scheme driven.’ The main published scheme being used at present to support the delivery of the Framework for teaching mathematics is New Mathematics but a variety of teacher books are also available.

Materials are constantly updated, as new and relevant items become available. The maths post holder orders new resources after consultation with the staff.

As a staff we endeavour to maintain an awareness of, and to provide for equal opportunities for all our pupils in mathematics. We aim to take into account cultural background, gender and Special Needs, both in our teaching attitudes and in the published materials we use with our pupils.

Wherever possible we aim to fully include SEN pupils in the daily mathematics lesson so that they benefit from the emphasis on oral and mental work and by listening and participating with other children in demonstrating and explaining their methods.

Where necessary teachers will, in consultation with the SENCO, draw up an Individual Educational Plan for a child. If a child’s needs are particularly severe they will work on an individualised programme written in consultation with the appropriate staff.

When planning teachers will try to address the child’s needs through simplified or modified tasks or the use of support staff.

Where appropriate a Group Educational Plan is developed with commo0n objectives and learning targets for a group.

Children are given mathematics homework twice a week. The amount of homework set is about 10 minutes in KS 1 and about 15-20 minutes in KS 2. Not all homework is written work, which needs marking. We encourage teachers to set work, which makes use of the home context.