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The Grange Primary School

Maths Policy 2015

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Maths Policy



Maths Policy 2015

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Subject Leadership Team

The maths team is comprised of a member of staff (detailed below) from each key

stage.

F Mawson Maths Leader, Assistant Headteacher and Year 5 teacher

L Stephenson Foundation Stage leader and Foundation Stage teacher

J Fanthorpe Key Stage 1 lead teacher and Year 2 teacher

Curriculum Aims

The aims of The Grange Primary School reflect those of the 2014 National Curriculum

for maths, which are that children:

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.

can 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.

Progression through the curriculum

By the end of year 6, children are expected to be ‘secondary ready’. To achieve this,

children not only need to be fluent in their knowledge and recall of mathematical facts,

but they also need to be competent and confident to be able to reason with and

investigate concepts and also be able to apply them to solve problems. Therefore, once

children become fluent in concepts at their year group/ stage in maths, they will then

apply these concepts across the curriculum and use them for reasoning and solving

problems. When they are able to do this, it is then that they are considered by the

teacher to be fully secure in their knowledge and understanding at that stage.

The expectation is that the majority of children will move through the curriculum at

broadly the same pace. However, decisions about when to progress should always be at

the discretion of the teacher and based upon assessments regarding the security of

pupils’ understanding. Pupils who grasp concepts quickly should not be accelerated onto

the next stage of maths curriculum content, but instead they should be challenged

through rich and sophisticated problems in different contexts. Those who are not

sufficiently fluent in earlier material should consolidate their understanding, including

through intervention before moving on.


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The National Curriculum 2014 is designed as a year by year programme of study. At

The Grange Primary, we call these ‘Stages’ of learning. The year 1 programme of study

therefore is named ‘stage 1’ and so on.

We assess children using the content and concepts at each stage of the curriculum.

We also assess children’s skills at reasoning with these concepts and their ability to use

them to investigate, solve problems and apply them across the curriculum.

We split each stage into 4 sub-stages to assess where the children are working within

the curriculum. Children can be working within a stage at either: emerging, developing,

securing or masters. Children who are secure at their stage will have an understanding

of the mathematical concepts and will be working on more complex problem solving and

application of these skills and will be moving into mastery of maths at their stage.

They will also be dedicated peer tutors to support other children with their learning.

For more information on the National Curriculum 2014 and the expectations for each

stage, please visit the Government website:

https://www.gov.uk/government/publications/national-curriculum-in-england-

mathematics-programmes-of-study

The maths section of the Grange Primary School website also has details of

expectations stage by stage:

http://gljs.co.uk/northlincs/primary/gljs/site/pages/subjects/maths

Maths in the Foundation Stage:

The Early Years Foundation Stage applies to children from birth to the end of the

reception year. At The Grange Primary School, all children join full time in both

Foundation Stage 1 and 2.

Opportunities are provided for children to learn and develop their key mathematical

knowledge, skills and understanding through purposeful play and learning experiences,

with a balance of adult-led and child-initiated activities.

Through play our children explore and develop learning experiences, which help them

make sense of the world. They practise and build up ideas, and have the opportunity to

think creatively alongside other children as well as on their own. They communicate

with others as they investigate and solve problems.

The Foundation Stage has free flow between the inside and the outside learning areas

which has a positive effect on the children’s development. Being outdoors offers

opportunities for children to explore and apply mathematical concepts in practical ways

through construction and gardening for example.

https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study

https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study


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At The Grange Primary we work closely with parents and carers to support children’s

learning and development. Parents and carers have opportunities to speak with staff

regarding their child’s progress and are provided with access to Tapestry, the online

assessment system for the Foundation Stage.

All staff involved with the EYFS aim to develop good relationships with all children,

interacting positively with them and taking time to listen to them. Strong links have

been developed with various feeder Pre-schools and Child-minders and the Foundation

Stage staff meet with providers to discuss each individual child and their transition

process into school.

Children are prepared for transition into Key Stage 1 with the introduction of some

routine maths/ counting activities and a strong emphasis is placed upon the teaching of

number and counting in preparation for the key stage 1 maths curriculum.

Foundation Stage staff use observations as the basis for planning. These observations

then lead the direction of the planning. The staff use the children’s interests to plan,

the seasons of the year and key events noted on the Long Term Plan. In addition to this

the children lead the short term activity planning on a day to day basis. This fostering

of the children’s interests develops a high level of motivation for the children’s

learning. The planning objectives within the Foundation Stage are from the

Development Matters Statements from the Early Years Foundation Stage document.

We make regular assessments of children’s learning and we use this information to

ensure that future planning reflects identified needs. Assessment in the Foundation

Stage takes the form of both formal and informal observations and recorded on an

online Learning Journey (Tapestry). Rainbow Challenges are set for children linking to

the objectives for maths to ensure that children are involved and aware of their own

learning and progress in maths. Children are rewarded with a rainbow bead upon

successfully completing a mathematical challenge each week.

Maths in Key Stage 1

Following engagement with the Yorkshire and Humber Maths Hub, Key Stage 1 have

introduced Inspire Maths to support the teaching of maths.

Inspire Maths is a detailed textbook scheme of work based upon the Singapore

approach to teaching mathematics which ensures a deep understanding of mathematical

concepts and understanding which underpins mastery. Inspire Maths uses a spiral

progression to develop fluency, reasoning, problem solving and conceptual understanding

of mathematics through a concrete - pictorial – abstract approach.

The textbooks are designed to support teaching through providing children with

repetition and consolidation through variation and ensuring a seamless progression

between concrete, pictorial and abstract models for maths.

Teachers apply a ‘ping pong’ style of teaching in the lessons, ensuring that there is a

balance between teacher modelling, group and independent work. Children are


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encouraged to challenge themselves and explain their mathematical thinking through

teacher questioning and problem solving activities.

Children follow the Inspire Maths scheme of work which begins with a transition

programme followed by in depth coverage of all areas of maths.

Long Term Plans for Year 1 and Year 2 are available to view on the school website.

Teachers enhance the Inspire Maths programme with their own knowledge and

expertise to further challenge the more able and to support children with SEND. Same

day intervention and feedback underpins the Singapore approach to ensure children

progress and gaps in knowledge and understanding do not emerge or widen.

Maths in Key Stage 2

Inspire maths is being phased into Key Stage 2 beginning in Year 3 in September 2016.

Key Stage 2 teachers employ the Singapore Approach to teaching maths as in Key

Stage 1 with the implementation of a ping pong lesson design incorporating teacher

modelling, group and independent work. Teachers use same day intervention to ensure

that children catch up quickly and gaps in attainment do not widen and are quickly

closed. More able children are set challenges through same day intervention to

broaden their mathematical thinking and experience.

Teachers provide children with 4 different levels of challenge in lessons. It is the aim

for children to challenge themselves appropriately through selection of their own

challenge level. This is closely monitored by the class teacher and children should aim

to reach and achieve within chilli challenge 3 or beyond in line with new National

Curriculum expectations:

Chilli challenges 1 and 2 Consolidation of prior stage skills,

knowledge and understanding

Chilli challenge 3 Age/ stage related expectations

Scotch bonnet challenge Mastery / broadening of mathematical

skills and understanding

Use of resources in maths

Children of all ages and abilities should be encouraged to use resources to develop and

explain their mathematical understanding. Some examples of resources used across

the school include: Numicon, Base 10, Counters and Cuisenaire Rods. Such resources

support with the concrete representations and understanding of concepts throughout

all key stages.


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Development into the pictorial representations across the school is achieved through

Bar Modelling. This supports children with visualising concepts and problems at all ages

and stages.

Finally, children should be encouraged to develop their abstract, written

representations of mathematical concepts and the calculation policy should be followed

to ensure consistency throughout all key stages.

Children in all stages should apply their knowledge and understanding of maths across

the curriculum to solve problems.

ICT in maths

Calculators should not be used as a substitute for good written and mental methods of

calculation. Therefore they should only be introduced near the end of Key Stage 2 to

support pupils’ conceptual understanding and exploration of more complex number

problems when written and mental arithmetic are secure.

Children at The Grange Primary have access to a number of online maths resources

including MyMaths, Education City, Abacus Active Learn and Mathletics. All such

resources are used by pupils and teachers to strengthen fluency and enjoyment of

maths.

Differentiation and support

As previously stated, the expectation is that the majority of children will move through

the curriculum at broadly the same pace. More able pupils who grasp concepts are

challenged through rich and sophisticated problems in different contexts and across

the curriculum and are challenged through peer mentoring. SEND children and those

who are not sufficiently fluent in earlier material will consolidate their understanding

through the chilli challenges in class, same day intervention and appropriate

intervention group programmes before moving on.

Interventions running throughout the school include: Every child a Counter, Numcion

and Rapid Maths. Children, where it is appropriate, have maths targets set as part of

their Personal Passports in conjunction with the SENCo and parents. Details of specific

children and interventions are available on the whole school provision mapping

document.

Assessment in Maths – Foundation Stage

At the end of their Foundation year, children’s progress is recorded on to the Early

Years Foundation Stage Profile. Each child’s level of development is recorded against

the Ages and Stages. Ongoing assessments are made using an online learning profile,

Tapestry, in the Foundation Stage. In the Foundation Stage, children are set weekly

maths challenges and are rewarded with a rainbow bead for their target string in the

classroom.


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Assessment in Maths – Key Stages 1 and 2

Children are assessed at the end of each Key Stage (year 2 and year 6) against the

National Curriculum expectations through tests provided by an external testing and

assessment board.

Teacher assessments are ongoing throughout Key Stages 1 and 2. Year 1 and 2 teacher

assessments are supported by the Inspire Maths assessment materials. Key Stage 2

teacher assessments are supported by the Assertive Mentoring, Rising Stars and

NCETM Assessment of Mastery materials.

At the end of each half term, children in Key Stages 1 and 2 are assessed using

classtracker (an online assessment tool) which allows teachers to input assessments

against each of the stage attainment targets. This allows the class teacher to monitor

the progress of groups of children and individuals to inform planning and to set targets

for children.

In Key Stages 1 and 2, children work with the teacher to set their own maths targets,

using the Assertive Mentoring Files. These files detail the targets for each attainment

stage and children are able to identify their own target for development. This target

is written onto a post it note or target card and placed into the child’s book or on their

desk for regular reference. When the child has achieved this target, they receive a

rainbow bead for their target string in class and then set a new target.

Homework

In Key Stages 1 and 2, children are expected to complete a piece of maths homework

on a weekly basis. Children should also be set weekly times table homework. Abacus/

Active Learn online is also available to support teachers in providing children with

varied and engaging homework tasks appropriate to their stage of learning.

Marking and feedback

Children receive same day marking and feedback. Children are provided with same day

intervention to close gaps or to challenge the more able. Feedback for each child

should use 2* and a wish regularly and provide children with their next steps and

challenge. Evidence of intervention and/or challenge should be in each child’s book.

Marking should adhere to the school marking and feedback policy (see appendix 2).

Subject Representatives

Each class has a maths subject representative in Key Stages 1 and 2. These subject

representatives work with the leadership team to develop an action plan to improve

maths in the school. The actions should be child initiated and led ensuring that pupil

voice is central.


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Parental Links

Parents are provided with documents to support the teaching of maths at The Grange

Primary School. Key information regarding the teaching and learning of maths is

available on the school website. Support materials for parents are also available on the

school website. Children’s teacher assessment results and targets are shared with

parents at regular parent meeting days along with pupil passports where applicable.

British Values

The maths curriculum promotes the British Values of tolerance and resilience through

problem solving and understanding of complex concepts. Children are required to

persevere to solve problems. Teamwork is central to maths through peer assessment,

mentoring and group work. Mutual respect is developed as children work together and

build confidence in one another. Children can feel safe to make mistakes and take risks

in problem solving, thus developing self confidence and esteem. Children are

encouraged to become life long learners alongside developing their mathematical skills

across the curriculum through enterprising and problem solving.

Monitoring and Review

The subject is monitored in the Autumn Term by the leadership team. Monitoring

involves lesson observations, planning and book scrutiny, monitoring of staff non

negotiables (Appendix 1), pupil interviews and data analysis. A report is produced and

submitted to the governors and headteacher. Staff are provided with both general

feedback and individual feedback regarding the scrutiny. Raiseonline data is also

monitored in the Autumn Term. In the Summer Term, the targets provided to each

teacher in the scrutiny are monitored and reviewed. Data analysis takes place each

half term throughout the year.

Appendices:

Appendix 1 Staff Non Negotiables

Appendix 2 Marking policy for maths

Appendix 3 (separate calculation policy

documents)

Progression in calculation:

Policy Y1-6

Key Stage 1 calculation


Foundation policies 1 and 2


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Appendix 1

Maths Non Negotiables (staff handbook September 2015)

Expectations in Maths As a checklist, staff should use the following to support in ensuring that pupils’ learning gaps are being catered for and to support with their planning and teaching:

1. National Curriculum 2. Big Maths CLIC (counting, learn its/beat that maths, fact families/coin multiplication, calculation) 3. Calculation policy from Abacus 4. Classtrack (on otrack) 5. Assertive mentoring single level tests 6. Headstart Primary Topic Review Tests 7. Assertive mentoring weekly skills (Friday skills groups) 8. Relevant interventions such as First Class at Number, Rapid Maths Springboard. 9. Progression in reasoning document (NCETM)

10. Education City, Mathletics, Abacus, Mymaths

Curriculum Coverage

The aims of the teaching of maths is to ensure that all pupils: o Become fluent in the fundamentals of mathematics including through varied and frequent practice with

increasing complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

o Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing and argument, justification or proof using mathematical language.

o Can 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.

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. If children are secure in their stage of maths then their learning should be broadened through problem solving and application to a range of contexts across the curriculum.

Ensure that you teach everything required for your year group at some point through the year (refer to the National Curriculum and classtrack document), however emphasis should be placed on counting, place value, calculation and fractions.

Maths should be taught as a stand-alone subject and incorporated additionally across the curriculum

Statistics should be taught through science

Homework is to be set each week and Abacus should be used for children to complete online homework

Where any gaps are identified for individual pupils, which are not a whole class issue, they should be addressed through intervention such as rapid maths, springboard and can be delivered by a learning assistant.

The teaching of maths should be separated into the following areas: number and place value, addition, subtraction, multiplication and division (calculation), fractions including decimals and percentages, measurement, geometry – properties of shapes, geometry – position and direction, statistics, ratio and proportion, algebra,

ICT and the Teaching of Maths

Calculators should not be used as a substitute for good written and mental arithmetic. They should therefore only be introduced near the end of key stage 2 to support pupils conceptual understanding and exploration of more complex number platforms, if written and mental arithmetic are secure.

ICT should only be used in lessons where it enhances the learning taking place.

Teachers should allow children access to Education City, Abacus, Mymaths and Mathletics on a weekly basis.


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The Teaching of Maths in the Early Years/ Foundation Stage

Mathematics should involve providing children with opportunities 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. Numbers: children count reliably with numbers from 1-20, place them in order and say which number is 1 more or 1 less than a given number. Using quantities and objects, they add and subtract two single digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Shape, space and measures: children use every day language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. Towards the end of the foundation stage, to support with transition, the more able children should have access to beat that maths sheets and be introduced to the Big Maths characters.

Teaching Maths in Key Stage 1

The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole number, counting and place value. This should involve working with numerals, words and the four operations including with practical resources. 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. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1. In Key Stage 1, Inspire Maths is used as a teaching approach. This involves the use of text books which presents concepts to children in a variety of ways and spends a longer period of time focusing on concepts to ensure that they are embedded. The progression through the books is developed in line with the national curriculum expectations and also children’s cognitive development. The books should be used in conjunction with teacher expertise to ensure that the targets are achieved and children become fluent in maths and move on to mastery.

Teaching Maths in Lower Key Stage 2

The principal focus of mathematics teaching in lower key stage 2 s to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing work reading knowledge and their knowledge of spelling.


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Teaching Maths in Upper Key Stage 2

The principal focus of mathematics teaching in upper key stage 2 is to ensure that all pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division wih fractions, decimals, percentages and ratio. At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should also consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of year 6, pupils should be fluent in written methods for all four operations including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.

Teaching Calculation

The Grange Primary School follows Abacus teaching strategy and calculation policy. We ensure that ensure that in years 5 and 6 that the children are competent in the formal written methods recommended by the 2014 National Curriculum Expectations (see National Curriculum Appendix)

We also use Big Maths for teaching recall of mental maths facts (beat that maths, coin multiplication and fact families as examples)

In Key Stage 1, the Big Maths characters are used in the teaching of Big Maths.

A calculation guidance leaflet is available from school for parents to support their understanding of the year group expectations in maths.

Big Maths materials are to be introduced into the Foundation Stage for those children who are ready for more formal recording of mathematical calculations.

Problem Solving and Reasoning

The Grange Primary School we embed problem solving and reasoning within our daily teaching. Through the chilli challenges children consolidate prior knowledge, become fluent in their skills and apply them through problem solving tasks. Children are encouraged to reason and challenge their thinking about mathematical concepts. A wealth of problem solving resources are available in school and it should be embedded in cross curricular teaching. The NCETM progression in problem solving document should be used to support planning.

Timetable/Planning Teaching timetable

Daily maths teaching should include two minutes of counting and learn its (number bonds and times tables/division facts)

Beat that maths should take place once per week using laminated sheets. Scores should be recorded in the blue record books

Abacus games should be used to support daily teaching of place value.

TNT tables on laminated sheets should be used to support the learning of times tables

Coin multiplication and fact families should be taught each week.

Two full mornings per week should be dedicated to the teaching of maths.

Pupil’s work should be marked on the same day and same day intervention should take place.

Half termly mental maths tests should take place using the Rising Stars resources

Y6 should carry the mental maths test out on a weekly basis and Y5 to begin in the summer term to complete


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them weekly as part of transition

Planning and teaching:

KS1 should implement the Inspire Maths planning, teaching and assessment. Teachers should use their expertise to enhance this planning and teaching and also provide additional cross curricular work and same day intervention sessions.

Objectives should be taken from the classtrack document to close the gaps in learning

Planning should show evidence of problem solving and reasoning

Calculation policy to be followed (Abacus)

Use of ‘steps to success’ and ‘rapid maths’ as an examples for intervention and underachieving groups

A WILF should be planned for to achieve the TLC and should be created each lesson with the children and be differentiated as appropriate to the chilli challenge

Task, questioning, support should be appropriate to the needs of all pupils including SEN and G&T.

TLC should be child friendly and in the form of a question

Range of questioning, both open and targeted should be included in planning each lesson.

Questioning should encourage thinking and explaining (puzzles and problem solving)

VAK teaching strategies should be employed throughout the week.

The Singapore approach to teaching maths has been adopted by the Grange Primary School

Children should all aim to achieve the age related objective each lesson and differentiation through support and resources should achieve this.

Lessons should start with consolidation of prior knowledge, development of fluency and introduction of new skills and incorporate and element of problem solving

Maths jotters should be used in place of whiteboards for children to engage in ping pong learning and peer assessment and peer mentoring/ coaching should be used to support learning and progress.

Children should answer no more than 6 questions before moving on to another challenge/ context.

Same day intervention should be in place to ensure that misconceptions are addressed and children have achieved before the next lesson.

More able children should be challenged through application to a variety of contexts and across the curriculum and through peer coaching. They need to be broadened.

Resources should be used in every lesson by all ability groups in all year groups. A range of resources should support with variation, concrete understanding, before moving onto pictorial representations and then abstract understanding.

Books

KS1 should use the Inspire Maths work books, however additional maths work and same day intervention work should be completed in maths books

1 digit per box

Page to be folded in half (unless work requires more space)

Short date to be used, top left of the column

A range of assessment should be evident in books (self, peer, teacher, coloured squares, effort, wink, 2* and a wish)

Corrections should be made – evidence that pupils have reflected/responded to feedback using orange pens

Extension questions as part of feedback should be evident

1x Early Bird activity per week to be maths orientated in thinking books (this could link to CLIC)

Pencil only to be used by children in books

Any photocopied whiteboard evidence should be glued into books

Include photographic evidence in books

Half termly mental maths tests should be glued into books

Ensure homework books are maintained to the same standard as classroom books.

Assessment Formal Assessment in the Foundation Stage: In the final term of Reception, the EYFS profile should be completed for each child no later than 30

th June. It assesses the child’s

readiness for Year 1. The profile must reflect: on-going observation; all relevant records held by the school; discussions with


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parents/carers and any other adults whom the teacher, parent or carer judges can offer a useful contribution. Formal Assessment in Key Stage 1 and Key Stage 2: At the end of year 2 and year 6, children are assessed against the National Curriculum requirements. This is currently under review for 2016 with new assessments being introduced in Y6.

Classtrack will be introduced in September 2015. The classtrack APP is organised into year group expectations from the National Curriculum (to be called stages). These stages will be assessed based upon whether children are emerging, developing, secure, or masters of the stage.

Single stage tests are available from assertive mentoring to support with assessment. Also available to support judgements are Rising Stars summative tests and Headstart maths tests which test a single area of maths after it has been taught to assess how secure children are in one aspect of maths. Mental maths tests by Rising Stars are available for use and the NCETM in September 2015 are releasing an assessment of mastery document. Sample SATs tests are available for Y6

It is possible to mark on classtrack how secure children are with objectives taught. This should be updated every half term as a minimum.

Children should use their target folders to identify an area for development, write this on a post it note in their book and work towards it. After evidencing that they can do it 3 times, they can change their targets and receive a coloured bead for their target rainbow. Children should aim to achieve a target every 3 weeks.

Target folders use the ./x system and link to the assertive mentoring test system, covering all areas of the maths curriculum except problem solving. The target folders address mathematical fluency.

NFER tests are carried out each October

Displays/Resources

Maths songs should be available in each classroom and used weekly.

The Big Maths characters visible on the classroom display (KS1 only).

A 100 square removable pocket display should be utilised and on display in the classroom (KS1 only).

A number line/ washing line should be on display in classrooms where numbers can be changed regularly as part of teaching counting.

Tactile/visualisation resources should be used each lesson (counting sticks, number fans, number lines, NUMICON, cubes, base 10). Evidence should be in planning. This is not just for the less able.

Vocabulary flowers should be on display.

Maths games should be available for children, including logic and problem solving games.

Children should have access to maths stories from the library (KS2) and teachers should use the stories as a starting point for teaching (FS, KS1).

Resources should be kept in the classroom and be clearly labelled for access by both staff and pupils

Learning Assistant Support and Intervention

LAs to be familiar with the national curriculum and expectations for each stage along with the calculation policy.

LAs to read the target folder of the pupil/ group they are working with at the start of each lesson, and the IEP where appropriate

Question pupils methods and reasoning during shared and independent work – use questions beginning, how did you know.., why have you..., can you think of an alternative...? If we know this then we know that…?

Mark pupil work at the end of the lesson and stamp with TA supported and marked by TA. Provide 2* and a wish to pupils. If pupils have achieved all, provide pupils with a challenge question.

LA to photocopy any whiteboard evidence for the group and file. LA to be utilised, where appropriate, to carry out same day intervention and ongoing to plug individual pupil gaps based

upon the classtrack analysis. Las should not always work with the same children/group. Interventions to consider are rapid maths, every child a counter and springboard. See subject leader for support.


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Appendix 2

Marking and Feedback

General Marking

Teacher marking in purple

LA marking in green

ca.

Learning challenge not achieved

ca√

Learning challenge partially achieved

ca√√

Learning challenge fully achieved

?

This doesn’t make sense

Incorrect or missing punctuation, including capital

letters.

Incorrect spelling – children to write out the correct

spelling 3 times.

^ Something missing

// New paragraph

/ New line

Maths

. Incorrect

√ Correct

, Include in larger numbers, not in a square on its own.

The same applies for when used in co-ordinates

. The decimal point should be on the line and not in a

square on its own.

: The colon for digital time and ratio should not be in a


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square on its own and it should not sit on the line.

( ) Brackets for co-ordinates should be in a square on

their own

Feedback

** Wish Two stars and a wish. Either use the stamp or write

by hand.

V

Verbal feedback given. Alternatively the stamper can

be used. Key words should be written alongside to

summarise the discussion.

A B C A – Teacher feedback

B – LA feedback

C – Peer feedback

Sticker,

stamp or 1

EP

Effort point awarded

Alternative stamps can also be used to provide children with

constructive and challenging feedback.

Pupil Marking and Feedback

WINK What I now know

KS1 verbal

Y3 and 4 WINK wall

Y5 and 6 written in books

Effort

1 2 3

1 – Most effort

2 – Could have made more effort but tried hard

3 – Minimal effort made

Coloured

square

Self-assessment of confidence/ difficulty.

Coloured

cups

Use throughout lesson while completing independent

work to indicate when support is needed.

Smiley face

keyring

Visual self-assessment of confidence and

understanding.

SA

Self-assessment – written in pencil

PA initials Peer assessment – written in pencil with the initials of


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the child who assessed the work.

** Wish To be written in pencil following the WILF.

WILF To be written in pencil and any ticking/ marking/

highlighting should be completed in crayon. Introduce

writing this in books from year 3

……… Unsure of spelling. Use a buddy or bits and bobs to

check.

Orange pens Response to feedback

Polishing

pens

Y1 – blue Y2 – pink

Y3 and 4 – blue pens

Y5 and 6 – pink pens


Maths Policy 2015

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Appendix 3

Progression in Calculation – see separate calculation policy documents:

Policy Y1-6



Foundation policies 1 and 2

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