Our maths policy follows the national curriculum for mathematics (2014) and aims to ensure that all pupils:
· Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
· Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
· Solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions
“Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.” (National Curriculum 2014)
Each class teacher is responsible for the teaching and learning of maths in his / her class. Maths can be taught as a discrete subject in its own right but we aim to include it in a cross-curricular, contextualised topic. In order to meet the 3 main aims of the curriculum: problem solving, reasoning and fluency, we enable pupils to acquire, practise and consolidate their knowledge and skills through practical and investigational activities where they can apply their learning.
Teachers use the AMG’s (Assessment Moderation Grids) from ‘Cornerstones’ which set out termly expectations based on objectives from the National Curriculum. The AMG takes the place of a ‘medium term plan’. These objectives will then feed into teacher’s weekly planning.
Teachers are encouraged to regularly highlight skills that have been taught and observed in class on the Cornerstones Tracker. Some teachers may also prefer to print out the AMG’s and highlight objectives that they have taught to ensure coverage of the Curriculum.
There is an agreed format for weekly plans, with lesson intentions (WALT), differentiated activities and adult support identified where necessary. Teachers make use of a wide range of resources to ensure appropriate challenge for all abilities.
Throughout the school there is a strong emphasis on the learning and consolidation of number facts, beginning with number bonds (addition and subtraction facts) in Key Stage 1 and then working on times tables from the end of Year 2 onwards. By the end of year 4, children should be able to recall multiplication and division facts accurately with increasing speed in years 5 and 6.
Non negotiables for maths (including presentation, planning and teaching) can be found in the Appendix which will be updated when necessary.
Twice a year, class teachers will assess whether children are working towards, at or above age related expectations for each subject. This will then be passed onto the maths subject leader. The maths subject leader will monitor the subject through: book looks (exercise and capture books), lesson dips, climate walks and monitoring the profile of maths through discussion with children, teachers and parents (if necessary).