AMBERGATE PRIMARY SCHOOL
Adopted: March 2018 by P&C Committee
To be reviewed: March 2020
The Role of Maths
Maths is a tool for life. To function in society, we all need to be able to communicate mathematically. Maths provides a way of viewing and making sense of the real world. Maths can be used to describe, to illustrate, to interpret, to predict and to explain. The utility of Maths is unquestioned, but the skills and knowledge should be embedded in purposeful activities.
In our teaching of Maths at Ambergate School, we hope to:
inculcate an enjoyment and love of maths
enable pupils to have opportunities for mathematical thinking and discussion
provide opportunities for pupils to demonstrate and use their Maths,
provide a role-model by using Maths for practical purposes, organisational and administrative tasks
give pupils opportunities to use Maths in everyday situations
help pupils to understand that Maths is a powerful tool for communication
instil confidence at using Maths
help pupils to be unafraid of and to be able to use new technology
help pupils recognise that Maths is a search for pattern and relationship
instil a fascination for Maths and the manipulation of numbers
encourage pupils to take responsibility for their own learning
The mathematical skills, knowledge and concepts are based on the learning objectives for each year group in the National Curriculum and The Early Learning Goals for Reception children.
Maths is taught through a dedicated daily maths lesson.
All the children will have opportunities to:
work at their own ability level
work individually, in pairs and in small and large groups
work in the areas of number, measures, shape, space and data handling
use calculators and computers
use a wide range of mathematical tools/instruments
rehearse mental strategies and skills
Children may also work in mixed ability groups on some tasks to enable them to learn from one another and develop their mathematical language.
The school uses The National Curriculum as the long-term plan and uses a range of medium and short term planning resources. Staff are responsible for adapting these plans as necessary. Planned cross-curricular opportunities are incorporated where possible.
Continuity and Progression
Mathematical activities are matched to each child’s stage of development through careful planning and record keeping.
The organisation and learning will endeavour to cater for the wide difference in attainment between pupils at any given age. Activities are paced to provide a challenge and build confidence according to a child’s needs. Mathematics can be differentiated by task, input or outcome. Pupils with special needs are encouraged and supported wherever possible, in order to enable progress and full access to the maths curriculum.
Recording of mathematical activities (by the children) takes place from the Early Years and is an essential part of learning and understanding. It is the aim of the school that by Year 6 children are able to use the conventional, standard written methods. To enable this, children need to be able to record their mental calculations informally and then move to expanded layout during lower Key Stage 2.
Class reports are passed from one teacher to the next, as are samples of work to ensure progression. Each child’s achievements in key objectives are recorded on an individual or group record. Year groups’ progress is also recorded.
Children are assessed formally once a year. Children are assessed yearly from Y1 – Y5 using optional SAT’s (or similar assessment where not available) which are analysed to inform teaching (these tests are used to support teacher judgement). A tracking system of children’s progress is kept on the ITrack software programme..
Children are set an end of year target / prediction of progress in Maths.
Maths offers a variety of working methods where children can work independently and co-operatively. Children with language difficulties are supported in their access to maths. It is important that Maths is seen as a subject in which all children can achieve success (it accounts for 20 – 25 % of curriculum time !!)
Maths resources are distributed throughout school. Age appropriate equipment is held in the appropriate classrooms. Teaching resources include Heineman, Target Maths, Clickteaching and.Hamilton Trust.
Cross-curricular links, especially with Science, D&T and ICT are positively promoted.
Work is evaluated by :
Marking and assessment by staff
Observation of, and discussion about practical activities
Termly and end of year assessments
Lesson observations by head and co-ordinator
We encourage parents to help their children learn number facts including number bonds and times tables. We also encourage parents to share games with their children, include their children in tasks that involve measurement and calculation.
The Headteacher has overall responsibility for all curriculum areas
The Headteacher provides adequate resources through the school budget
The Headteacher liaises with the Maths co-ordinator to monitor Maths provision within the school
keep up to date with developments in maths teaching
maintain an overview of the delivery of Maths in the school
prepare policy documents and schemes of work as necessary
advise colleagues and help develop expertise
encourage the use of ICT as appropriate in supporting teaching/motivating pupils
liaise with Key Stage 1 and 2 staff, Headteacher, Governors, parents and advisers as necessary
work co-operatively with the SENCO
use maths budget to buy appropriate resources and equipment
collect and maintain resources and ensure accessibility
contribute to the in-service training of staff
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