1         Aims and objectives


    1.1 Mathematics teaches us how to make sense of the world around us through developing a child’s ability to calculate, to reason and to solve problems. It enables children to understand and appreciate relationships and pattern in both number and space in their everyday lives. Through their growing knowledge and understanding, children learn to appreciate the contribution made by many cultures to the development and application of mathematics.


    1.2 The aims of mathematics are:


    • to promote enjoyment and enthusiasm for learning through practical activity, exploration and discussion;
    • to promote confidence and competence with numbers and the number system;
    • to develop the ability to solve problems through decision-making and reasoning in a range of contexts;
    • to develop a practical understanding of the ways in which information is gathered and presented;
    • to explore features of shape and space, and develop measuring skills in a range of contexts;
    • to understand the importance of mathematics in everyday life.


    2         Teaching and learning style


    2.1    The school uses a variety of teaching and learning styles in mathematics lessons. Our principal aim is to develop children’s knowledge, skills and understanding in mathematics. We do this through a daily lesson that has a high proportion of whole-class and group-direct teaching, including focused counting and menta/orall activities. During these lessons we encourage children to ask as well as answer mathematical questions. They have the opportunity to use a wide range of resources such as number lines, number squares, digit cards and small apparatus to support their work. Mathematical dictionaries are available in all classrooms. Children use ICT in mathematics lessons where it will enhance their learning, as in modelling ideas and methods. Wherever possible, we encourage the children to use and apply their learning in everyday situations and in cross-curricular work. The use and development of speaking and listening skills is also fostered in mathematics lessons.


    2.2    In both KS1 and KS2 classes children are grouped according to their age. We provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies – in some lessons through differentiated group work, and in other lessons by organising the children to work in pairs on open-ended problems or games. We use classroom assistants to support some children in both daily maths lessons and intervention strategy work to ensure that tasks are matched to the needs of individuals.





    3         Mathematics curriculum planning


     3.1   Mathematics is a core subject in the National Curriculum, and we use the National Curriculum 2014  for Mathematics as the basis for implementing the statutory requirements of the programme of study for mathematics.


    3.2    We carry out the curriculum planning in mathematics in three phases (long-term, medium-term and short-term). The National Curriculum 2014 gives a detailed outline of what we teach in the long term


    3.3    Teachers  ensure an appropriate balance and distribution of work across each term through the completion of medium term plans  and weekly plans  for the teaching of mathematics.   These weekly plans list the specific learning objectives for each lesson and give details of how the lessons are to be taught.


    • Differentiation

    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.

           Differentiation should always be incorporated into all mathematics lessons and can be done in various ways:

    • Stepped Activities which become more difficult and demanding but cater for the less able in the early sections.
    • Common Tasks which are open ended activities/investigations where differentiation 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 tasks when appropriate. Activities are based on the same theme and usually at no more than three levels.



    4         Mathematics in the Foundation Stage

    (Mrs N Pearce)

    It is vital to lay secure foundations in early mathematics.  We want to give the children the confidence to have-a-go and develop their understanding and skills through play.  Resources are available for indoor and outdoor provision.  Paper and pens are available to encourage mark making.  Numbers are displayed in the everyday environment such as; a birthday display, calendar, hundred square, games, daily routines, role-play, number lines, sand and water play.

    Mathematical vocabulary, concepts and skills are developed and extended by practitioners within the children’s play and in daily routines including songs and imaginative play.  They are encouraged to look for patterns, make connections, recognise relationships in numbers, space, shapes and measures, counting, sorting, matching and calculating so that they can use numbers to better understand the world in which they live.  Direct teaching in number and space, shape and measure is planned into the weekly timetable.

    5         Contribution of mathematics to teaching in other curriculum areas


    5.1 English

    Mathematics contributes to the teaching of English in our school by actively promoting the skills of reading, writing, speaking and listening. For example, we encourage children to read and interpret problems in order to identify the mathematics involved. The children explain and present their work to others during plenary sessions. Younger children enjoy stories and rhyme that rely on counting and sequencing. Older children encounter mathematical vocabulary, graphs and charts when using non-fiction texts.


    5.2   Information and communication technology (ICT)

    Children use and apply mathematics in a variety of ways when solving problems using ICT. They use ICT to communicate results with appropriate mathematical symbols, produce graphs and tables when explaining their results or when creating repeating patterns, such as tessellations, and in calculations.  When working on control technology, children use standard and non-standard measures for distance and angle. They use simulations to identify patterns and relationships.


    5.3   Personal, social and health education (PSHE) and citizenship

    Mathematics contributes to the teaching of personal, social and health education, and citizenship. The work that children do outside their everyday  lessons encourages independent study and helps them to become increasingly responsible for their own learning. The planned activities that children do within the classroom encourage them to work together and respect each other’s views. We present children with real-life situations in their work such as the spending of money.



    5.4     Spiritual, moral, social and cultural development

    The teaching of mathematics supports the social development of our children through the way we expect them to work with each other in lessons. We group children so that they work together, and we give them the chance to discuss their ideas and results.


    5.5     Science and Design Technology

    Children learn mathematics skills best at the point when they are needed, in meaningful, relevant contexts.  Science and Design Technology, provide a rich source of stimulus and motivation for children to improve their maths skills. Alongside specific skills, such as counting and calculating, more general skills,  such as measuring and use of data handling are important.





    6         Teaching mathematics to children with special educational needs


    6.1 At our school we teach mathematics to all children, whatever their ability. Mathematics forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our mathematics teaching we provide learning opportunities that enable all pupils to maximise their potential. We do this by setting suitable learning challenges and responding to each child’s different needs. Assessment against the National Curriculum allows us to consider each child’s attainment and progress against expected levels.


    6.2 When progress falls significantly outside the expected range, the child may have special educational needs. Our assessment process looks at a range of factors – classroom organisation, teaching materials, teaching style, differentiation – so that we can take some additional or different action to enable the child to learn more effectively. This ensures that our teaching is matched to the child’s needs, catering for auditory, visual and kinaesthetic learning styles.


    Intervention through School Action and School Action Plus will lead to the creation of an Individual Learning Plan (I.E.P.) for children with special educational needs. The I.E.P. may include, as appropriate, specific targets relating to mathematics.


    We enable all pupils to have access to the full range of activities involved in learning mathematics. Where children are to participate in activities outside the classroom, for example, a maths trail, we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all pupils.



    7         Assessment and recording


    7.1    We assess children’s work in mathematics from three aspects (formative, diagnostic and summative). We undertake formative assessment, using the outcomes from the new curriculum to help us adjust our daily plans. These assessments are closely matched to the learning objectives.


    7.2      Summative assessments are used towards the end of the school year to assess progress against school and national targets. Targets can then be set for the next school year and a summary of each child’s progress made before discussions with parents. This information is passed on to the next teacher at the end of the year, so that s/he can plan for the new school year. These summative assessments are made with the help of end-of-year tests and teacher assessments. We also make annual assessments of children’s progress measured against the level descriptions of the National Curriculum.


    Summative assessments are also made at the end of the Foundation Stage as part of the Foundation Stage Profile. Year 1 to Year 6 teachers also assess numeracy on a termly basis. Teachers assess whether the children are working towards, within or above national standards. . These assessments are recorded on the individual pupil record sheets, as well as being stored on the school pupil tracking system to help monitor and predict progress.




    8         Resources


    8.1 There is a range of resources to support the teaching of mathematics across the school.  All classrooms have a number line, an I.W.B. and mathematical dictionaries. In K.S.2 each class has its own set of 30 calculators. Additional resources are available from the central storage area. A range of software is available to support work with ICT. This software is listed in the Mathematics section of ”All Programs.”



    • Monitoring and review



    • Monitoring of the standards of children’s work and of the quality of teaching in mathematics is the responsibility of the mathematics subject leader and the Senior Management Team. The work of the mathematics subject leader also involves supporting colleagues in the teaching of mathematics, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school. The mathematics subject leader gives the headteacher an annual summary in which she evaluates the strengths and weaknesses in the subject and indicates areas for further improvement.


             The headteacher allocates management time to the mathematics subject leader so that            she can monitor the quality of teaching and learning through termly book scrutinies and the analyse data across the school (R-Y6) in order to track children’s progress. .








          Governors are free to determine the renewal of this policy at any time, in line with changes in school systems or statutory guidance.