'Without mathematics, there's nothing you can do. Everything around you is mathematics.
Everything around you is numbers.' Shakuntala Devi
Rationale: At Wybunbury Delves we aim to 'light the spark for a love of learning and of life' and believe Mathematics is a subject which offers the very best opportunities to achieve this. We adopt SPARK approach to learning to foster and maintain children's curiosity in the world around them.
This policy reflects the values and philosophy of Wybunbury Delves in relation to the teaching and learning of Mathematics and Numeracy. It sets out a framework within which all staff, both teaching and non-teaching, work. It gives guidance on planning, teaching and assessment.
This policy should be read in conjunction with the scheme of work and the 2014 National Curriculum for mathematics. FS follow the Early Years Foundation Stage.
Why teach mathematics?
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history's most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. (National Curriculum 2014)
The aims of Mathematics in our school are:
As a core subject the national curriculum for mathematics aims to ensure that all pupils:
The children at Wybunbury Delves School follow the 2014 National Curriculum for Mathematics and work at levels appropriate to their ability. It is expected that most children will achieve National standards by the end of Key Stage 1, and level 4 by the end of Key Stage 2.
In the teaching and learning of Mathematics, we can identify a number of objectives which will enable children to apply knowledge and skills, solve problems of a practical and investigative nature, and communicate their ideas to others using appropriate mathematical language.
The children will:
Curriculum & School Organisation including Time Allocation
Each class teacher is responsible for the mathematics in their class in consultation with and with guidance from the mathematics coordinator.
The approach to the teaching of mathematics within the school is based on:
EYFS Area: Mathematics
By the end of Reception children should:
Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one 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 everyday 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 12 characteristics of everyday objects and shapes and use mathematical language to describe them.
National Curriculum for KS1 and KS2 can be found from a link on our website.
Teaching and learning style
The teaching of maths at Wybunbury Delves provides opportunities for:
Pupils engage in:
Teachers use a range of teaching strategies:
Throughout all aspects of class organisation and teaching style, every effort is made to differentiate work so it is matched to the individual or group.
At Wybunbury Delves we recognise the importance of establishing a secure foundation in mental calculation and recall of number facts before standard written methods are introduced.
We endeavour to set work that is challenging, motivating and encourages the pupils to talk about what they have been doing.
Progression and continuity is ensured through following the use fo the 2014 National Curriculum. Class teachers are responsible for planning based on this and the needs of the children. These plans are stored on the T:drive cohort planning folders or in staff planning journals
Evaluation for Mathematics takes place on a daily/weekly/unit basis by the class teacher. This is recorded on the AfL notes on planning.
Assessment, Recording and Reporting
Mathematics can be assessed in a variety of ways:
Monitoring, review and evaluation
Monitoring the standard of children's work and the quality of teaching in Mathematcis is the responsibility of the Maths Subject Leader. The Maths Subject Leader is also responsible for supporting colleagues in the teaching of Maths, informing staff of developments in the subject and for providing a strategic lead and direction for the subject in the school.
Termly data for mathematics is recorded for each child. This is analysed with SLT and the Governors Standard Committee. This is then incorporated into Cohort Action Plans with staff write termly to identify support and highlight children who need monitoring for their mathematics progress. Allocation of the Maths Support Teaching Assistant is review half termly with the maths subject lead.
The Maths Subject Leader provides an annual curriculum review and feedback form which will be shared with Governors at the annual Curriculum meeting. The professional development needs of staff are assessed through monitoring and where necessary further training is provided.
Our Critical Friend will also be invited into school to monitor Maths. This may be to talk to children, observe Maths taking place and meet with the Maths subject-leader to discuss the standing of Maths in school. Each year the Critical Friend will complete feedback which will inform future monitoring.
Evaluation and review of the policy for Mathematics and any schemes of work take place on a bi-annual basis by the Mathematics coordinator in consultation with the staff
The Mathematics Numeracy coordinator is responsible for:
INSET needs are identified through:
Curriculum Risk Assessment
Staff are asked to use professional judgment with regard to pupil safety in individual lessons. Where it is deemed necessary, individual lesson risk assessments will be completed. The pro forma for this is in the Subject Leader folder on the t:drive. All staff have access to the school Curriculum Health and Safety Guidance in the head teacher's office.
A variety of Mathematics resources are available in school. Resources are shared and all staff have access. They are stored centrally in the KS2 corridor store room in labelled boxes. Mathematics reference books, teacher resources and pictorial resources are also stored here. Other resources and equipment which are core materials are stored in individual classes.
The co-ordinator reviews Mathematics resources and their storage annually. Staff are consulted and asked to submit lists of any resources required. Staff are also asked to let the co-ordinator know if any resources are damaged or need to be replaced through wear.
All teaching and non-teaching staff at Wybunbury Delves are responsible for ensuring that all children, irrespective of gender, ability, ethnic origin and social circumstances, have access to the whole curriculum and make the greatest possible progress.
All children have equal access to the Mathematics Curriculum, its teaching and learning, throughout any one year. Day-to-day monitoring of the Mathematics policy, and the provision of equal opportunities in Mathematics is the responsibility of the class teacher. General monitoring is the responsibility of the co-ordinator and head teacher.
See Whole School Policies on Equal Opportunities.
Special educational needs
All children should have access to a broad, balanced curriculum which includes Mathematics and should make the greatest progress possible. Provision for children with SEND in relation to Mathematics is the responsibility of the class teacher, support staff and SEND coordinator as appropriate.
Links with Other Subjects
Mathematics is taught mainly as a separate subject but every effort is made to link maths with other areas of the curriculum. We try and identify the mathematical possibilities across the curriculum at the planning stage. We also draw children's attention to the links between maths and other curricular work so children see that maths is not an isolated subject.