St Mary's R.C Primary School Mathematics Policy 2020 2021 - St Mary's
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St Mary’s R.C Primary School
Mathematics Policy
2020 2021
Vision: ‘A Journey to Excellence’
We believe that each child is made in the image and likeness of God therefore we
develop the ‘whole child’ to reach their individual potential. We have high expectationsand celebrate success both academically and socially. We aim to provide an
outstanding Catholic education so that we can make a valuable contribution to the
community in which we live and serve.
Mission statement
‘We are happy living and learning in God’s Friendship’
Contents:
Updated curriculum overview 2020: Covid-19
Statement of intent
1. Legal framework
2. Roles and responsibilities
3. Early years provision
4. The national curriculum5. Cross-curricular links
6. Teaching and learning
7. Planning
8. Assessment and reporting
9. Resources
10. Equal opportunities
11. Monitoring and review
Updated Curriculum Overview 2020 Coverage and ‘Catch up’ for Mathematics at St Mary’s
Due to unprecedented times during the Current Covid-19 Pandemic, our children at St Mary’s have missed out on a considerable
amount of learning across the curriculum. Although online learning was available throughout lockdown, we understand that this
does not replace high quality teaching and learning in mathematics. In order for the children ‘keep up’ as well as ‘catch up’,
we have introduced the following from September 2020:
We now teach seven maths lesson a week (during Autumn 1 Term).
We ensure that each lesson begins with an arithmetic focus linked to the learning objective each day.
Daily times tables practise is implemented using Times Tables Rockstars. In Key Stage 2, the children use Times Tables
Practise Books throughout the school day or as a Morning Challenge during registration when the children first come in
to school.
We have targeted daily interventions put in place for those children who have been identified as needing additional
support. We use a ‘mastery curriculum’ and deliver lessons through the scheme ’Maths No Problem’. This ensures that the maths
curriculum is delivered in a way that the children ‘keep up’ rather than ‘catch up’. Teaching using Maths No problem
enables gaps in learning being addressed during the lesson rather than after.
Before starting a new maths chapter in The Maths No problem textbooks, we revisit the beginning of each chapter
from the previous year’s objective first. Each class is taught two pre- teach lessons. The first being from the beginning
of the previous year’s chapter and second pre-teach lesson being delivered from the end of the previous Year’s chapter.
Both are completed before the current year’s objective is taught. This is to ensure that the children are confident
with the area of mathematics being taught before the current Years Learning Objective.
Following the Coronavirus lockdown period, teaching and learning in EYFS has a greater emphasis on PSED, CAL and
role play and continuous provision is carefully planned to reflect this.
The Reception classroom has been adapted to account for 6 months of lost learning time in Nursery and new areas,
such as small world, have been added the continuous provision to encourage relationships, communication and language
and imagination.
EYFS staff completed a baseline assessment period at the start of the academic year and have used this to gauge an
accurate picture of where each child was working at and to plan learning accordingly. Teachers continue to assess
children weekly based on assessment for learning during adult-led activities and observations in continuous
provision. This is documented down in each child’s learning journey and is used to plan learning each week. As a
result, all teaching for is personalised for each child so that they receive the relevant learning for where they are
working at; this is done via small groups and 1:1 adult-led activities for Phonics, Maths and Literacy.
Children in EYFS will still experience the same long term curriculum however the pitch of this will be based on the
continual assessment process. We are working closely with maths specialists through the NCETM North West Maths Hub. This resources Provides
staff with a support network where best practise and guidance is shared the most up to date developments in delivering
high quality teaching and learning.
We have two Maths Subject Leaders at St Mary’s: Louise Rothwell- Deputy Head Teacher (Key Stage 1) and Linda
Jackson- Lower Key Stage 2 Lead (Key Stage 2). This ensures that consistent approach is taken across both Key stages
as well as utilising the skills from both Members of staff in leading mathematics across the school.
Statement of intent
St Mary’s Roman Catholic Primary School recognises that Mathematics teaches children how to make sense of the world
around them through developing their ability to use number, calculate, reason and solve problems. It helps children to
understand relationships and patterns in both number and space in their everyday lives. The Mathematics curriculum should
be bold, provide breadth and balance and be relevant and differentiated to suit the needs of all children in the modern
world. It should be flexible, motivating all pupils, thus encouraging success at all levels. The use of maths is an essential part
of everyday life and we believe that all children can achieve and become confident mathematicians. For our children at St
Mary’s, it is our intention that when our children start school, the first steps in their learning journey is to recognise
numbers and develop their understanding of counting in the environment around them. Once secure in this understanding,
the next steps are for the children to apply their understanding to written calculations in KS1 using the four number
operations (+ x - ÷). This is where the basic skills needed to calculate confidently are embedded before the children move up
to KS2.
Once the children move up to Lower Key Stage 2, the children are taught more formal written methods for calculations and
develop their resilience to problem solve through trial and error and begin to thrive in their mathematical reasoning and
understanding.In upper Key Stage two, our aim is for the children to have a secure awareness of the importance of mathematics in their daily lives. This is particularly the case when our children are becoming ‘secondary ready’. We want our children to have the necessary life skills for them to be able to cook for themselves following a recipe. For our children to have the skills to do this, they need to have a secure understanding of fractions and measures. Our children need to understand how to confidently use money to buy food if they are cooking for themselves or paying a bus fare for themselves to get to and from school each day. We recognise that our children need a secure understanding of how to tell the time and can use this knowledge to organise themselves and plan a daily routine. E.g. many of our year 6 children use public transport to get to and from secondary school. Which means that they will need the ability to be able to tell the time and use a bus timetable confidently to plan their journey to school. Aims General To ensure all staff, children, parents/carers and Governors are aware of the aims for learning and teaching Mathematics at St Mary’s Roman Catholic Primary School and that these are consistently applied. School Staff • To promote a confident, positive attitude towards the learning and use of Mathematics making it an enjoyable experience; • To promote confidence and competence with numbers and the number system; • Encourage pupils by believing that every child, with hard work, can be good at Mathematics through promoting a Growth Mindset. • To promote the ability to solve problems through connecting ideas, decision-making and applying their mathematical skills in a range of contexts, including other subjects such as Science; • To promote mathematical reasoning by following a line of enquiry, developing an argument and making justifications using mathematical language; • To promote a practical understanding of the ways in which information is gathered, presented and used; • To promote the exploration of features of shape and space and develop measuring skills in a range of contexts;
• To understand the importance of Mathematics in everyday use, especially in relation to essential life skills, such as telling the time and understanding money. Children • To develop an enjoyment of learning through practical activity, investigation, exploration; mental exertion and discussion; • To develop confidence and competence with numbers and the number system; • To develop the ability to solve problems through connecting ideas, decision-making and applying their mathematical skills in a range of contexts, including other subjects such as Science and Geography; • To develop the ability to reason mathematically by following a line of enquiry, developing an argument and making justifications using mathematical language; • 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, especially in relation to essential life skills such as telling the time and handling money. • To foster positive attitudes towards Mathematics by developing pupils’ confidence, independence, persistence and cooperation skills and understand Growth Mindset in a Mathematical context.
1. Legal framework
1.1. This policy has due regard to statutory guidance including, but not limited to, the following:
• DfE (2013) ‘National curriculum in England: Mathematics programmes of study’
• DfE (2017) ‘Statutory framework for the early years foundation stage’
2. Roles and responsibilities
2.1. The subject leaders- Linda Jackson (Key Stage 2) Louise Rothwell (Key Stage 1) are responsible for:
• Preparing policy documents, curriculum plans and schemes of work for the subject.
• Reviewing changes to the national curriculum and advising on their implementation.
• Monitoring the learning and teaching of maths, providing support for staff where necessary.
• Ensuring the continuity and progression from year group to year group.
• Encouraging staff to provide effective learning opportunities for pupils.
• Helping to develop colleagues’ expertise in the subject.
• Organising the deployment of resources and carrying out an annual audit of all maths-related resources.
• Liaising with teachers across all phases.• Communicating developments in the subject to all teaching staff.
• Leading staff meetings and providing staff members with the appropriate training.
• Organising, providing and monitoring CPD opportunities in the subject.
• Ensuring common standards are met for recording and assessing pupil performance.
• Advising on the contribution of maths to other curriculum areas, including cross-curricular and
extracurricular activities.
• Collating assessment data and setting new priorities for the development of maths in subsequent years.
2.2. The classroom teacher is responsible for:
• Acting in accordance with this policy.Ensuring progression of pupils’ mathematical skills, with due regard to the national curriculum.
• Planning lessons effectively, ensuring a range of teaching methods are used to cover the content of the
national curriculum.
• Liaising with the subject leader about key topics, resources and support for individual pupils.
• Monitoring the progress of pupils in their class and reporting this on an annual basis to parents.
• Reporting any concerns regarding the teaching of the subject to the subject leader or a member of the
senior leadership team (SLT).
• Undertaking any training that is necessary to effectively teach the subject.
2.3. The special educational needs coordinator (SENCO) is responsible for:
• Liaising with subject leaders to implement and develop maths throughout the school.
• Organising and providing training for staff regarding the maths curriculum for pupils with special educational
needs and disabilities (SEND).
• Advising staff how best to support pupils’ needs.
• Advising staff on the inclusion of mathematical objectives in pupils’ individual education plans.
• Advising staff on the use of teaching assistants to meet pupils’ needs. 3. Early years provision3.1. Activities and experiences for pupils will be based on the seven areas of learning and development, as outlined
in the DFE’s ‘Statutory framework for the early years foundation stage’.
3.2. Provision for early years pupils focusses on four specific areas:
• Literacy
• Maths
• Understanding the world
• Expressive arts and design
3.3. Activities will provide pupils with the opportunity to develop and improve their skills in counting, understanding
and using numbers, calculating simple addition and subtraction problems, and describing shapes, spaces and
measurements.
3.4. All activities will adhere to the objectives set out in the framework.
3.5. During the early year’s foundation stage, pupils will be taught to:
• Count with numbers from 1 to 20, placing them in order and naming the number that is one more or less than
a given number.
• Use quantities and objects to add and subtract two single-digit numbers, and count forwards or backwards
to find the answer.• Solve problems, including doubling, halving and sharing.
Use everyday language to talk about size, weight, capacity, position, distance, time and money in order to
compare quantities and objects and solve problems.
• Recognise, create and describe patterns.
• Use mathematical language to describe everyday objects and shapes.
4. The national curriculum
4.1. At St Mary's we teach mathematics following the Maths No Problem scheme of work in KS1 and KS2. Maths No
Problem is a whole-school primary maths programme that provides everything to support a mastery approach to
teaching and learning mathematics, and it meets the higher expectations of the National Curriculum. It follows
world-leading teaching based on Singapore’s state primary schools.
5. Cross-curricular links
5.1. Wherever possible, the maths curriculum will provide opportunities to establish links with other curriculum areas.
5.2. English
Mathematical terminology is used, where appropriate.
5.3. Maths-based texts are sometimes used in English lessons.5.4. Science
Pupils’ data collection and analysis skills are further developed through the conduction of physical experiments,
using units of measurement, calculating averages and interpreting results.Pupils record their finding using charts, tables and graphs.
5.5. Humanities
• Data analysis, pattern seeking, and problem-solving skills are developed through the teaching of geography.
• Pupils’ understanding of time and measurements of time are developed through discussions of historical
events.
5.6. ICT
• Pupils are encouraged to use calculators and other electronical devices, gaining confidence throughout their
school experience.
• ICT will be used to enhance pupils’ maths skills through the use of online resources and the creation of
spreadsheets.
• ICT will be used to record findings, using text, data and tables.
6. Teaching and learning
6.1. Pupils will be taught to describe key characteristics and associated processes in common language, as well as
understand and use technical terminology and specialist vocabulary.
6.2. Pupils will undertake independent work and have the opportunity to work in groups and discuss work with fellow
classmates.
6.3. Lessons will allow for a wide range of mathematical, enquiry-based research activities, including the following:Questioning, predicting and interpreting
• Pattern seeking
• Collaborative work
• Problem-solving activities
• Classifying and grouping
6.4. Lessons will involve the use of a variety of sources, including data, statistics, graphs and charts.
6.5. The classroom teacher, in collaboration with the subject leaders, will ensure that the needs of all pupils are met
by:
• Setting tasks which can have a variety of responses.
• Providing resources of differing complexity, according to the ability of the pupils.
• Setting tasks of varying difficulty, depending on the ability group.
• Utilising teaching assistants to ensure that pupils are effectively supported.
6.6. A maths mastery approach is taken to the curriculum, in which fluency comes from deep knowledge and practice.
This means that structured questioning is used to ensure that pupils develop fluent technical proficiency and
think deeply about the underpinning mathematical concepts.6.7. Focus is put on the development of deep structural knowledge and the ability to make connections, with the aim
of ensuring that what is learnt is sustained over time.
6.8. At St Mary’s Roman Catholic Primary School, we do not prioritise between technical proficiency and conceptual
understanding, and we aim to develop these in parallel.
7. Planning
7.1. All relevant staff members are briefed on the school’s planning procedures as part of their staff training.
7.2. Throughout St Mary’s Roman Catholic Primary School, maths is taught as a discrete lesson and as part of cross
curricular themes when appropriate.
7.3. Teachers will use the key learning content in the DfE’s statutory guidance ‘National curriculum in England:
mathematics programmes of study’, published in 2014 alongside Inspire Maths Scheme of Work.
7.4. Lesson plans will demonstrate a balance of interactive and independent elements used in teaching, ensuring that all
pupils engage with their learning.
7.5. There will be a clear focus on direct, instructional teaching and interactive oral work with the whole class and
targeted groups.
7.6. Teachers will ensure that all maths lessons include a focus on mental calculation which follows our school’s
calculation policy.
7.7. The use of Maths No Problem planning will be used to outline the units to be taught within each year group.7.8. Maths No Problem planning will be used to outline the vocabulary and skills that will be taught in each unit of work,
as well as highlight the opportunities for assessment.
7.9. Maths No Problem plans will identify learning objectives, main learning activities and differentiation.7.10. Short-term weekly planning will be used flexibly to reflect the objectives of the lesson, the success criteria and
the aims of the next lesson.
7.11. Short-term weekly planning is the responsibility of the teacher. This is achieved by building on their medium-term
planning, considering pupils’ needs and identifying the method in which topics could be taught.
7.12. All lessons will have clear learning objectives, which are shared and reviewed with pupils.
7.13. Homework will be set on a weekly basis and will build on that week’s lesson objectives.
7.14. Homework will take a variety of formats, including mental maths tasks, games, data analysis activities and written
tasks.
8. Assessment and reporting
8.1. Pupils will be assessed, and their progression recorded in line with our school‘s tracking system (Target Tracker)
and all data is updated every half term.
8.2. An EYFS Profile will be completed for each pupil in the final term of the year in which they reach age five.
8.3. The progress and development of pupils within the EYFS is assessed against the early learning goals outlined in the
‘Statutory framework for the early years foundation stage’.
8.4. Assessment will be undertaken in various forms, including the following:
• Talking to pupils and asking questions• Discussing pupils’ work with them
• Marking work against the learning objectives
• Pupils’ self and peer assessment of their work
• Classroom tests and formal exams
8.5. Formative assessment, which is carried out informally throughout the year, enables teachers to identify pupils’
understanding of subjects and inform their immediate lesson planning.
8.6. In terms of summative assessments, the results of end-of-year assessments will be passed to relevant members
of staff, such as the pupil’s future teacher, in order to demonstrate where pupils are at a given point in time.
8.7. Standardised tests will be used each half term; to measure each pupil’s attainment in all areas of maths and in
line with National Curriculum age related expectations. These results will be compared with an ‘average’ for all
pupils of that age.
8.8. Parents will be provided with written reports about their child’s attainment and progress throughout the school
year.
8.9. Verbal reports will be provided at parent-teacher interviews throughout the academic year.
8.10. The progress of pupils with SEND will be monitored by the SENCO.9. Resources
9.1. The subject leaders are responsible for the management and maintenance of maths resources, as well as for liaising
with the school business manager to purchase further resources.
9.2. A Maths No Problem Resource Kit is stored and utilised in each classroom, with all additional resources stored
centrally within school.
9.3. Working Walls will be utilised and updated daily, in accordance with the area of maths being taught at the time.
9.4. Maths equipment and resources will be easily accessible to pupils during lessons.
9.5. The subject leaders will undertake an audit of maths equipment and resources on an annual basis.
10. Equal opportunities
10.1 All pupils will have equal access to the maths curriculum.
10.2 Gender, learning ability, physical ability, ethnicity, linguistic ability and/or cultural circumstances will not impede
pupils from accessing all maths lessons.
10.3 Where it is inappropriate for a pupil to participate in a lesson because of reasons related to any of the factors
outlined above, the lessons will be adapted to meet the pupil’s needs and alternative arrangements involving extra
support will be provided where necessary.10.4 All efforts will be made to ensure that cultural and gender differences will be positively reflected in all lessons
and teaching materials used.
10.5 St Mary’s Roman Catholic Primary School aims to provide more academically-able pupils with the opportunity to
extend their mathematic thinking through extension activities such as problem solving, investigative work and
research of a mathematic nature.
11. Monitoring and review
11.1 This policy will be reviewed on an annual basis by the subject leaders.
11.2 The subject leaders will monitor teaching and learning in the subject at, St Mary’s Roman Catholic Primary School
ensuring that the content of the national curriculum is covered across all phases of pupils’ education.
11.3 A named member of the governing body is briefed to oversee the teaching of numeracy and meets regularly with
the subject leader to review progress.
11.4 Any changes made to this policy will be communicated to all teaching staff.
Prepared by: Linda Jackson and Louise Rothwell (Maths Subject Leaders for KS1 and KS2)
Implementation: September 2020
Review: September 2021Signed by: Linda Jackson
Louise Rothwell
Headteacher Date:
Chair of
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