maharishi primary school maths policy

7/30/2019 Maharishi Primary School Maths Policy

1/6

Maharishi Free School - Primary Mathematics Policy

Mathematics is a tool for everyday life. It is a whole network of concepts andrelationships which provide a way of viewing and making sense of the world. It is

used to analyse and communicate information and ideas and to tackle a range ofpractical tasks and real life problems. It also provides the materials and means forcreating new imaginative worlds to explore.

Using the Programmes of Study from the National Curriculum and the NationalNumeracy Strategy Framework (NNS) for teaching Mathematics, it is our aim todevelop:

a positive attitude towards mathematics and an awareness of the fascination ofmathematics

competence and confidence in mathematical knowledge, concepts and skills

an ability to solve problems, to reason, to think logically and to worksystematically and accurately

initiative and an ability to work both independently and in cooperation withothers

an ability to communicate mathematics

an ability to use and apply mathematics across the curriculum and in real life

an understanding of mathematics through a process of enquiry and experiment

Knowledge Skills and Understanding

At KS1 and KS2 teachers use the Abacus scheme of work for teaching Mathematicsto ensure that all parts of the National Curriculum Programme of Study are taught.

Through careful planning and preparation we aim to ensure that throughout theschool children are given opportunities for:

practical activities and mathematical games

problem solving

individual, group and whole class discussions and activities


2/6

open and closed tasks

a range of methods of calculating eg. mental, pencil and paper and using acalculator

working with computers as a mathematical tool

Cross-curricular issues

Throughout the whole curriculum opportunities exist to extend and promotemathematics. Teachers seek to take advantage of all opportunities.Planning and organisation

We carry out the curriculum planning in mathematics in three phases (long-term,medium-term and short-term). The NNS Framework gives a detailed outline of whatwe teach in the long term, while our yearly teaching programme identifies the keyobjectives in mathematics that we teach in each year.

Our medium-term plans, which are adopted from the Abacus scheme of work, givedetails of the main teaching objectives for each term and define what we teach. Theyensure an appropriate balance and distribution of work across each term. Theseplans are kept and reviewed by each class teacher.

Weekly planning

Each class teacher is responsible for the mathematics in their class in consultationwith and with guidance from the Mathematics policy.

The approach to the teaching of mathematics within the school is based on three keyprinciples:

* a mathematics lesson every day

* a clear focus on direct, instructional teaching and interactive oralwork with the whole class and group

* an emphasis on mental calculation

Each class organises a daily lesson for mathematics

Lessons are planned with clear objectives and differentiated tasks.

The Teacher of the Reception class bases their teaching on objectives in theFramework for Reception; this ensures that they are working towards the EarlyLearning Goals For Mathematical Development. Towards the end of Receptionthe Teacher aims to draw the elements of a daily mathematics lesson together so


3/6

that by the time children move into Year 1 they are familiar with a 45-minutelesson.

Teaching and learning style/Differentiation

The school uses a variety of teaching and learning style in mathematics lessons. Ourprincipal aim is to develop childrens knowledge, skills and understanding inmathematics. Where able to, children should be applying mathematical knowledge toeveryday problems. Before a child is successful in meeting an objective, the child (ifable to) should apply the mathematical concept to an everyday problem (seeAssessment and record keeping).

All mathematics lessons should be differentiated and can be done in various ways:

Stepped Activities which become more difficult and demanding but cater for theless able in the early sections.

Common Tasks which are open ended activities/investigations wheredifferentiation is by outcome.

Resourcing which provides a variety of resources depending on abilities eg.counters, cubes, 100 squares, number lines, mirrors.

Grouping according to ability so that the groups can be given different taskswhen appropriate. Activities are based on the same theme and aredifferentiated according to how many levels exist within the class.

Ability groups should be flexible according to the area of mathematics taught.

Special Educational Needs (SEN)

Teachers ensure the language (including targeted questioning) and resources inteaching is appropriate for children with SEN.

Children with SEN have an individual Education Plan (IEP). These plans set outindividual targets which the child works towards and ensures progress. Teacherskeep in mind, NNS Framework objectives when planning targets. All work is planned

for the ability of the child and to ensure that the child is reasonably challenged tomake progress.

Within the daily mathematics lesson teachers not only provide activities to supportchildren who find mathematics difficult but also activities that provide appropriatechallenges for children who are Gifted and Talented in mathematics.

Equal opportunities

We incorporate mathematics into a wide range of cross-curricular subjects and seekto take advantage of multi-cultural aspects of mathematics.

In the daily mathematics lesson we support children with English as an additional


4/6

language in a variety of ways.

eg. repeating instructions, speaking clearly, emphasising key words,using picture cues, playing mathematical games, encouraging childrento join in counting, chanting, finger games, rhymes etc. .

Pupils records of their work

Children are taught a variety of methods for recording their work and they areencouraged and helped to use the most appropriate and convenient method ofrecording. Children are encouraged to compare and discuss different methods ofcalculation.

Children are encouraged to use mental strategies before resorting to a writtenalgorithm.

All children are encouraged to work tidily and neatly when recording their work.When using squares one square should be used for each digit.

Marking

Each piece of mathematical work is marked to the objective. Marking shouldacknowledge what a children has done well and provide the next step which a childneeds to make progress when appropriate.

The children themselves can mark exercises which involve routine practice withsupport and guidance from the teacher. Where appropriate children in KS2 areencouraged to check computational exercises with a calculator. This can fosterindependence in the children, who can seek help if they are unable to locate andcorrect their errors.

The quality of marking is crucial. A simple X is of little assistance to a child unlessaccompanied by an indication of where the error occurred, together with anexplanation of what went wrong. The correct method should be modelled.

Marking should be both diagnostic and summative and it is best done throughconversation with the child but it is acknowledged that constraints of time do not

always allow this.

Assessment and record keeping

We assess childrens work in mathematics from three aspects (long-term, medium-term and short-term). We make short-term assessments which we use to help usadjust our daily plans. These short-term assessments are closely matched to theteaching objectives.

Long-term assessment

We make long-term assessments towards to the end of the school year and we usethese to assess progress against school and national targets. We can then set


5/6

targets for the next school year and make a summary of each childs progress beforereporting on it to parents. This information is read by the next class teacher in orderthat they are informed about the class prior to the new school year. We make long-term assessments with the help of end of year tests and support this by usingteacher assessments using sublevel guidelines. Year 6 and 2 are assessed by

completing the Statutory Assessment Tests (SATs). Childrens progress is measuredagainst the level descriptors of the National Curriculum.

Medium-term assessment

We make medium term assessments to measure progress against the keyobjectives, and to help us plan our next unit of work. These assessments are carriedout 3 times per year.Teachers use the supplement of examples in the framework to plan assessmentactivities and written tasks. Teachers use sublevel assessments to help form theirjudgements.

Weekly Evaluation

The evaluation of weekly plans shows what has been taught and what has yet to belearned. This serves as a class record of progress. The teacher will make notes onindividual children whose progress differs markedly from the rest of the class, andthe reasons for it. These notes and class record are saved electronically andaccessed by the childs next teacher at the end of the school year.

Monitoring and evaluation

The Headteacher and/or Deputy Headteacher will monitor and evaluate teaching ofmathematics at least once a year, in all classes. This time is used to monitor andevaluate the quality and standards of mathematics throughout the school andenables support to be provided to teachers in their own classrooms.

Opportunities for moderation will be provided during each year to monitorjudgements in childrens progress.

Reporting to parents

Reports are completed before the end of each term and parents are givenopportunity to discuss their childs progress.

Teachers use the information gathered from their termly assessments as well asknowledge of the child, to help them comment on individual childrens progress.

Parental involvement

Parents are invited into school for a parents evening, once per term to look at theirchildrens work.

If significant changes have been/are made to the mathematics curriculum parentswill be sent information via a newsletter, with an opportunity to come in and discuss


6/6

this.Homework

It is our school policy to provide parents and carers with opportunities to work with

their children at home. These activities may only be brief, but are valuable inpromoting childrens learning in mathematics.

Activities are sent home on a weekly basis and are focused on consolidation ofweekly class work.

maharishi primary school maths policy

Documents