Charlton Kings Infants’ School

Mathematics Policy Written by: Miss A Maclachlan Date: November 2016

1

Contents No

Title

Page

1

Subject Definition

3

2

Statutory and Non-Statutory Requirements

3

3

The School Focus

4

4

Aims and Objectives

4

5

Organisation at Charlton Kings Infants’ School

5

6

Teaching and Learning

5-6

7

Cross - Curricular Links

6-7

8

Assessment

7-8

9

SEND and Able, Gifted and Talented Provision

8

10

Resources

9

11

Staff Roles, Responsibilities and Professional Development

9

12

Cross Phase Links and Links with Outside Agencies

13

Dissemination and Review

9-10 10

2

1. Subject Definition To be numerate is a key life skill. Mathematics aims to promote a proficiency that involves confidence and competence with numbers and measures. It develops an understanding of the number system, a repertoire of computational skills and an ability to solve number problems in a variety of contexts. Mathematics also develops a practical understanding of the ways in which information is gathered by counting and measuring, and how it is presented in graphs, diagrams, charts and tables.

2. Statutory and Non-Statutory Requirements The Mathematics Programmes of Study – National Curriculum in England (2013) and both “Every Child Matters” (2004) and “Excellence and Enjoyment” (2004) embody the determination that children deserve:  to be set appropriate learning challenges  to be taught well and be given the opportunity to learn in ways that maximise their changes of success  to have adults working with them to tackle the specific barriers to progress that they face The Statutory Framework for the Early Years Foundation Stage (EYFS) (2012) instructs that educational programmes must involve activities and experiences for children, “to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.” Charlton Kings Infants’ School use Development Matters (2012) to support the implementation of the statutory requirements. The National Curriculum Mathematics Programme of Study (2013) builds on the Early Learning Goals set out in the EYFS statutory framework and states, “The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools]. At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1”. Mathematics is a core subject in the National Curriculum and we use the National Curriculum Mathematics Programme of Study (2013) to implement the statutory requirements.

3

3. The School Focus At Charlton Kings Infants’ School we acknowledge the importance of mathematics. It is a core subject in the National Curriculum and listed as a ‘specific area’ in the EYFS framework. We aim to address the National Curriculum and EYFS requirements by developing each child’s mathematical potential to the full and help each child derive personal pleasure and satisfaction. We aim to raise the profile of mathematics by demonstrating to children how useful and powerful mathematics is as a means of communication and as a tool to solve every day problems. We aim to promote an interest in the subject and to develop understanding of it, as a tool to make sense of the world. We encourage the interest and involvement of parents in the mathematical education of their children.

4. Aims and Objectives At Charlton Kings Infants’ School we aim to:             

deliver a broad, progressive curriculum based on the National Curriculum Mathematics Programmes of Study and EYFS framework use and adapt the Programmes of Study and Development Matters for teaching mathematics (where necessary) to allow for differentiation of tasks, ensuring all children’s needs are met use a variety of teaching strategies during mathematics lessons, including whole class teaching, group and individual work develop children’s concepts, fluency, skills and knowledge through practical exploration and the provision of clear models (mental and written), to allow them to develop clear, logical and coherent thinking encourage children to reason mathematically and solve problems by applying their mathematical knowledge use, retain and apply number facts and strategies, and to develop and use mental calculations efficiently develop pupils’ mathematical language so that ideas can be expressed, explained and shared appropriately encourage children to appreciate the links between mathematics and every day situations and to explore and reinforce this subject through other curriculum areas ensure that children are able to select and use appropriate mathematical equipment confidently and competently ensure that all pupils have the opportunity to develop mathematical skills to their best potential ensure continuity and progression throughout the school through communication, planning, target setting, record keeping and assessment (see Assessment Policy) use homework (Y2) as a resource for children to reinforce and extend their mathematical skills and understanding encourage a positive attitude and approach to mathematics as an interesting, useful, and enjoyable subject

4

5. Organisation at Charlton Kings Infants’ School In Reception children are encouraged to use and develop mathematics through play in all areas of provision. Concepts of shape, space, direction, size, length, capacity and mass are developed through sand, water and tactile play, outdoor provision, small world play, storytelling and nursery rhymes for example. Mathematics is also directly taught on two mornings per week. Children’s mathematical development is carefully planned for through adultled focus activities. The learning objectives of the EYFS Framework and the Development Matters are used to plan lessons and learning experiences. Mathematics is often taught through whole class teaching, adult directed group/individual tasks and child initiated play linked to the learning objectives. Much of the work is practical and recording is introduced through simple jottings. Children’s progress is recorded in individual EYFS Profiles and tracked using whole school assessment records. In Year 1, children take part in a daily mathematics lesson which may include whole class, group or individual teaching and activities differentiated for the children’s needs. Children’s knowledge and understanding is monitored and formally assessed after each unit, in order to identify individual needs and to inform planning and teaching. In Year 2, children are placed in to four mathematics groups (for number work) in order to differentiate tasks effectively, to challenge Able, Gifted and Talented (AG&T) children and to ensure more support for those with Special Educational Needs and Disabilities (SEND). These mathematics groups take place on three days each week (with the Head Teacher teaching one of the groups). For the remaining two days of the week, children work within their own classrooms and the lessons focus on the measurement, geometry and statistics. The groups are reviewed regularly using end of unit assessments and teacher assessment. This is done in order that children may change groups if needed, ensuring that they are working at the level most suited to their abilities. We aim to work alongside parents and will inform parents of any proposed changes to their child’s grouping. Homework will be set in Year 2 by mathematics group teachers and given on a regular basis. It will usually involve the practising of skills and strategies learned during mathematics lessons. Teaching Assistants (TAs) work to support groups or target specific children’s Individual Educational Plans (IEPs).

6. Teaching and Learning At Charlton Kings Infants’ School: 

Lessons are carefully planned on a weekly basis and tasks reflect the objectives set out in the unit plans derived from the National Curriculum

5



  

Programmes of Study or EYFS Framework. The lessons provide progressive challenges to take the children forward in their learning. Children are encouraged to work towards targets set at their ability level. They work towards their target/s during mental, oral, practical and written tasks. Children are actively encouraged to assess their own learning using the target system. Staff (where appropriate) focus on these targets in their planning in order to develop teaching and learning. Teachers will strive to use stimulating materials, as well as a range of questioning and teaching styles in order to capture and maintain the children’s interest. Children will have access to a range of interactive teaching tools to develop their mathematical understanding and practise skills. Children will be encouraged to ask and investigate questions on mathematical topics.

Children in Key Stage 1 will develop their knowledge and understanding in the following areas:    

Number Measurement Geometry Statistics (Year 2)

Which includes the following:      

Place Value Addition and Subtraction Multiplication and Division Fractions Properties of Shapes Position and Direction

7. Cross - Curricular Links We strive to identify and use opportunities to draw mathematical experience out of a wide range of activities, for example: English:  supporting literacy skills, e.g. teaching mathematical vocabulary, reading and interpreting problems, reporting and explaining solutions and strategies, discussion of concepts and spelling of mathematical vocabulary  when reading non-fiction texts in which mathematical vocabulary, graphs, charts and tables can be interpreted  younger children enjoy stories and rhyme that rely on counting and sequencing Information and Communication Technology:  interactive Whiteboards are used by the teacher and the children for mental and oral activities and during whole class teaching sessions

6

 data can be collected, classified and entered into data handling software, producing graphs and tables, and interpreting and explaining results  control toys (such as Bee-Bots) can be accessed to plan or follow a route working on angles, direction and position  interactive resources available on the school computer network can be used to explore patterns and relationships with number  laptop suites are available to allow children to explore a range of mathematical games and activities  The Maths Zone on the school website (www.ckis.og.uk) encourages children to access and play mathematics games at home in order to improve mathematical fluency and competency  Mathletics is a web based program used to access mathematical activities and challenges at home and school (Y1 & 2) Science:  Almost every scientific investigation is likely to require one or more of the mathematical skills of sorting, classifying, counting, measuring, estimating and recording (using tables or graphs). In science children will have to decide which way of mathematical recording is most appropriate and also how to read, interpret and predict from graphs. Religious Education:  shape/pattern work, e.g. prayer mat  religious festivals Art and Design and Technology:  measuring, e.g. patterns, shapes, symmetry, size of models, capacity and weight of models, weight of ingredients for food technology  designing, working on scale, measurement of size  shape within printing, famous artists’ works, building History and Geography:  collection of data  timelines looking at the passage of time and mathematical vocabulary of time  study of maps looking at the use of co-ordinates and the concepts of angles, direction and position Physical Education and Music:  measurement, e.g. height, distance thrown, travelled  position/movement/direction during games and dance activities  counting time/patterns in music

8. Assessment At Charlton Kings Infants’ School: 

Reception children are assessed when they enter school (in house baseline) and are assessed throughout the year.

7



 



  



Year 1 and Year 2 children undertake an assessment at the end of each term. In Year 1 this will be used alongside a teacher’s own professional assessments to discuss mathematics groups for the following year. Year 2 children will take a SATs test near the beginning of the summer term. Mathematics group teachers are responsible for marking the tests and for reporting scores to the co-ordinator. Teacher assessment will be carried out each term. The assessment data will be recorded on an electronic assessment tool. This allows teachers to target the children that need either reinforcement or extension in a specific area and allows for progress to be documented. Teachers will also undertake informal daily assessment through observations, discussions, skilful questioning and marking and will record any necessary notes on their weekly planning sheets and use this to inform future planning. Each mathematics group teacher is responsible for providing information concerning his or her group’s progress for dissemination at parents’ evenings and for annual report writing. Mathematics targets will be provided to parents at parents’ evenings in order that learning can be supported at home. The co-ordinator will analyse SATs papers for trends and areas of weakness, and report this information back to staff and decide on whole school development and focuses for the School Development Plan (where appropriate). Children’s work will be moderated during scrutiny meetings to ensure consistency and progression and too ensure that all staff understand the standards required as set out in the National Curriculum Programmes of Study and the EYFS Framework. Findings are shared with the Head Teacher and staff.

9. SEND and Able, Gifted and Talented Provision The subject co-ordinator works collaboratively with the Special Educational Needs and Disabilities Coordinator (SENDCO) and teachers. At Charlton Kings Infants’ School we:  ensure identification of a child’s learning needs and cater for those needs  set appropriate challenges for children with SEND or those highlighted on the AG&T register  adopt a variety of teaching and learning methods During lessons children on the SEND register and those highlighted on the AG&T register will be planned for and questioned according to ability. In Year 2 children are set in ability groups this enables teachers to appropriately challenge AG&T children and to ensure more support for those with SEND.

8

10. Resources An extensive range of mathematics resources can be found in the mathematics resource area situated outside the staff room. Colourful and practical knitted maths toys are stored in the Year 1 corridor for use with groups or on mathematics tables. There is an increasing range of teachers’ ideas books and books on specific mathematical topics, mental mathematics books, planning outlines and ideas for display which can be found in the resource area. An engaging selection of mathematics software is available on the school network.

11. Staff Roles, Responsibilities and Professional Development Development, monitoring of the standards of children’s work and of the quality of teaching in mathematics is the responsibility of the mathematics subject leader in consultation with the staff and the Head Teacher. The mathematics subject leader evaluates the targets set down in the action plan and writes a review. This forms the basis for the following annual mathematics action plan and future School Development Plans. The mathematics co-ordinator will monitor and observe teaching when required as detailed in the SDP. Feedback from these observations is provided to staff and, where necessary, extra training is provided. The coordinator will examine curriculum planning and assessment and provide advice where necessary. The work of the mathematics subject leader also involves supporting colleagues in the teaching of mathematics and being informed about current developments in the subject. The co-ordinator will provide demonstration lessons if required, in order to demonstrate good practice and to enhance the confidence of all involved in teaching mathematics. The Performance Management Cycle will identify mathematical targets for staff (where necessary) and these will be addressed through Professional Development Meetings (PDMs). The co-ordinator will deliver training at PDMs, if laid down in the SDP, to develop mathematical skill, expertise and confidence amongst all staff.

12. Cross Phase Links and Links with Outside Agencies EYFS teachers meet with Year 1 teaching staff to ensure transition between EYFS and Key Stage 1 curriculum is smooth. During this meeting the needs

9

of the children, in mathematics, and across the curriculum will be discussed. This enables the Year 1 teacher to plan effectively and accordingly for the children coming in to their class in September. Year 2 teachers meet with Charlton Kings Junior School staff in the summer term to discuss transition and progress of the children in the year group. The child’s current teacher will pass on necessary information about each child’s learning so far at Charlton Kings Infants’ School.

13. Dissemination and Review This policy has been written to reflect current practice at Charlton Kings Infants' School. A copy can be found on the website. The policy will be reviewed annually and any amendments will be discussed with staff and governors.

10