Welford and Wickham Primary School
At Welford and Wickham School we aim:
- an essential element of communication which is important to analyse and communicate information and ideas;
- an important tool which can be used to enable things to be done which might otherwise be impossible and should equip the children for adult life;
- one way of teaching flexibility, initiative, accuracy, systematic logical thinking and is a source of interest and fun.
- to implement the current legal requirements of the National Curriculum and follow the Programmes of Study to fulfil the current Statements of Attainment and Attainment Targets;
- to ensure that each child will leave our school numerate and able to use and apply Mathematics with confidence;
- to pass on knowledge;
- to teach skills;
- to pass on values;
- to develop understanding.
We operate a planning procedure agreed by the whole teaching staff, based upon the Programmes of Study and Statements of Attainment. We develop termly and weekly plans which give details of appropriate activities and outcomes.
The use and application of Mathematics to investigate and solve problems is integrated with work on number, algebra, shape, space, and handling data to ensure that we meet all legal requirements and to help the children think mathematically.
Teaching Styles and Strategies
A range of styles of teaching are necessary for the teaching of Mathematics. Approaches need to be related to the topic itself and to the abilities and experience of both teachers and pupils.
Our teaching at all levels shall include opportunities for:
- teacher exposition;
- discussion techniques (pupil/pupil and pupil/teacher) appropriate practical work;
- consolidation and practice of fundamental skills and routines;
- problem solving;
- the committing to memory and recall of a range of mathematical facts;
- investigation work;
- classwork, group work, individual work.
The teaching of Mathematics will be in accordance with the present policy for Equal Opportunities. We aim to provide equal access to mathematics for those children with Special Educational Needs and those pupils who are very able and require extension activities, through small group work and through the use of Classroom Assistants (NTA) help where available.
Children's work will be marked according to the agreed school policy and their performance continually assessed in accordance with the National Curriculum by the class teacher. The teacher may also test children from time to time, as may the Headteacher. The teacher passes on relevant information to other teachers and the summative record, formative record and Berkshire Record Books and pupil profiles are regularly updated. Key Stage 1 SATS results are reported to Parents, LEA and DFE as required by law. Staff hold regular parents meetings and written annual reports are forwarded to parents in the summer term.
The summative sheet, record of achievement and portfolio are completed, along with records of achievement in other subjects to provide an overall picture of the child.
The Role of the Mathematics Co-ordinator
The over-riding task must be to provide support for all who teach mathematics and so improve the quality and continuity of mathematics teaching and learning throughout the school.
- To purchase, organise and maintain teaching resources.
- To assist with diagnosis and remediation of learning difficulties.
- To manage a delegated budget and keep spending within it.
- To encourage and assist in-service training.
- To keep up-to-date by attending courses and feedback sessions organised by LEA, Cluster groups or other colleagues.
- To provide guidance and support in implementing NC and schemes of work.
- To offer specialist advice and knowledge for special needs and gifted pupils.
- After consultation, to co-ordinate recording and presentation throughout the school.
- To advise the Headteacher of action required (e.g. resources, standards etc.).
- To encourage ways of involving parents in their children's learning.
- To promote liaison between school (moderation etc.).
Go to the Welford and Wickham Policy Index.