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HATFIELD WOODHOUSE PRIMARY SCHOOL MATHEMATICS POLICY.

Revised Autumn 2007 RATIONALE Numeracy involves confidence and competence with numbers and measures. It requires an understanding of the number system, a repertoire of computational skills and an ability to solve number problems in a variety of contexts. Numeracy also demands practical understanding of the way information is gathered by counting and measuring, and is presented in graphs, diagrams, tables and charts. The school provides a stimulating, calm environment where the teaching of mathematics is guided by the New Primary Strategy. This in turn is supported as appropriate, by published schemes of work and the Unit Plans as published by the NNS. The National Numeracy Strategy applies to all pupils and differentiated objectives are established to ensure that this is the case. AIMS: That all children should have:- 1. Equality of access to realistic and challenging mathematical opportunities

regardless of gender or S.E.N. 2. A positive attitude to mathematics work, with good working habits, regarding mathematics as a challenging and interesting part of the National Curriculum. 3. An ability to think logically and clearly, approaching mathematics work with

confidence and flexibility of mind. 4. A spread of knowledge, skills and understanding and an awareness of the basic

structures in mathematics. 5. A quick recall of basic facts and a growing ability for ‘mental’ mathematics. 6. Perseverance to sustain mathematics work over a period of time. 7. A growing awareness of the uses and applications of mathematics in and beyond the classroom.

8. An awareness of the relationship between a mathematical problem or algorithm and everyday situations.

9. An awareness of the Lesson Objective in each lesson and know how they will achieve it. (success criteria)

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OBJECTIVES: (TEACHERS)

1 There is a daily dedicated maths lesson in every class, with lesson time extended through out-of-class activities and regular homework

2 The teaching programme is based on identified learning objectives, and is

planned thoroughly, to ensure high expectations, consistent approaches and good progression throughout the school

3 To promote appropriate mathematical language at every stage of development.

4 The foundations of mental calculation and recall of number facts are established

thoroughly before standard written methods are introduced

5 Assessments are used to identify pupils’ strengths and difficulties, to set group and individual targets for them to achieve and to plan the next stage of work

6 Assessments include informal observations and oral questioning, regular mental

tests, and half-termly planned activities designed to judge progress

7 Recording systems that give teachers the information they need to plan and report successfully, but that are not too time-consuming to maintain

(PUPILS)

1 Have a sense of the size of a number and where it fits into the number system

2 Know by heart number facts such as number bonds, multiplication tables, doubles and halves

3 Use what they know by heart to figure out answers mentally

4 Calculate accurately and efficiently, both mentally and with pencil and paper,

drawing on a range of calculation strategies

5 Recognise when it is appropriate to use a calculator, and to be able to do so effectively

6 Make sense of number problems, including non-routine problems, and recognize

the operations needed to solve them

7 Explain their methods and reasoning using correct mathematical terms

8 Judge whether their answers are reasonable and have strategies for checking

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them where necessary

9 Suggest suitable units for measuring and make sensible estimates of measurements

10 Explain and make predictions from the numbers in graphs, diagrams, charts and

tables.

(Each year group has a set of termly key objectives identified in the New Primary Framework, online

www.standards.dfes.gov.uk/primaryframeworks/mathematics/)

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RESOURCES The Co-ordinator has a responsibility to ensure adequate and purposeful resources are available to class teachers. Any ordering of resources must be made through the co-ordinator. It is the responsibility of the co-ordinator to review the use of resources annually. Resources are shared where possible and there is a separate budget overseen by the inclusion manager to support pupils with special educational needs. The principal resources in Key Stage 2 are the IWB Unit Plans published by NNS and adapted by the National Whiteboard Network, which are available from the numeracy section of the national Whiteboard network. (www.nwnet.org.uk). There is also a range of published schemes (Kingscourt, Abacus, Folens, Scholastic and Nelson) available in school that may be used to support the teaching of numeracy. These can provide workbooks and worksheets, as well as examples to emphasise and support a teaching point and enable differentiation of activities within the class. The New Primary Framework provides teachers with planning guidance, reference to yearly objectives, ITP’s intervention programmes and general resources. ICT Teachers are strongly encouraged to incorporate ICT within their numeracy lessons. This might be done either by the use of ICT to deliver the lesson, using interactive programmes and whiteboards, or using software and the ICT suite to teach and practice particular mathematical skills. The New Primary Framework has a wealth of ICT resources, linked to each key objective, in the for of ITP’s and Excel activities to aid both teaching and learning. DIFFERENTIATION The children of each class will, as far as possible, work together through the programme described in the NNS framework. However, within each class there will usually be 3 groups (depending on class size) that will be determined by ability. These groups will be flexible with scope for movement between them by individual pupils. The work for these 3 groups will be differentiated. In addition, where children have been identified by the school’s Gifted and Talented register as being especially able in numeracy, appropriately stretching and challenging activities will be planned for them. These might include extension activities, investigations and problem solving opportunities. Appropriate resources will be identified by the class teacher in consultation with the co-ordinator and purchased by the co-ordinator.

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In Years 3, 4 and 5 children will be streamed by ability in maths. This will have a number of benefits, least of all reducing class sizes in the core subjects. T.A’s are also attached to every class during maths, and are assigned to work with alongside all children, whether they be SEN, G&T or a target group. SPECIAL EDUCATIONAL NEEDS Children who have learning difficulties in mathematics may be supported by some/all of the following: - Having specific numeracy objectives identified in IEPs LSA support (within the class or by withdrawal, individually or in groups) Working at a rate suited to their ability. Working on realistic tasks, using apparatus as appropriate. Extra skills practice at home. ASSESSMENT RECORDING AND REPORTING Records should be kept that provide a teacher with information that enables them to plan and report successfully. Such recording systems should not be too time-consuming to maintain They should also provide material to be used in discussion with governors, the LA and DCFS about the overall performance of the school or groups of children within it. Assessments A formal half-termly test scheme is in place throughout school, designed to judge children’s progress. In Reception this is an oral based assessment, conducted on a one-to-one basis between teacher and pupil. In years 1-6 this is an independent written assessment. In addition to the assessment scheme, each class will undertake 2 standardised QCA assessments in the year. The first of these will be in the first half of the spring term. This test will provide teachers with an accurate mid-year assessment of the progress made since September. This assessment will be used to set targets for the second half of the year. In years 3,4 and 5, where streaming by ability is taking place, this QCA assessment may be used to help decide if any changes need to made to any of the groupings. The second standardised assessment of the year (non-statutory SATs) will take place in May, alongside Y2 / Y6 Statutory SATs tests. The data analysis gathered from these tests will form the basis of the end of year class profiles and be added to the RAISEonline tracker. This will then be used by teachers to identify new layered targets for the forthcoming autumn term. In years 2, 3 and 4 the SATs data will also be used to

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stream the children in maths for the following year. Other assessments should include informal observations and oral questioning and weekly mental tests (In KS2). Tracking All assessments will be added to the schools profile tracking document. This will allow staff to closely track individuals and groups of children in each cohort. These tracking profiles will be updated half-termly after each assessment, a copy of which will be submitted to the Numeracy co-ordinator and the office, for inputting into the school database. Targets Each term, children are given layered targets, based on the results of the data analysis from formal assessments. Layered targets take a key objective, from the New Framework, that all children need to develop. This objective is then differentiated to suit the children’s abilities. Layered targets are to be displayed in all classrooms. Children have target sheets in their maths book, which shows their own layered target, a target given by themselves and an evaluation of their last targets. Self Review All children will take part in self review in maths each week. In KS1 and Year 3, much of the self review will be conducted orally and recorded by the class teacher. In years 4 – 6 children will write their own review of their maths week. Self review will be in two sections, tickled pink, to highlight children’s strengths in the weeks objectives and green for growth, highlighting the children’s areas for development. Lesson Objective and Success criteria In every maths lesson children will be able to see the Lesson objectives being taught. The main L.O will also be recorded in he children’s books along with the date. To work with the L.O, the teacher will also display and discuss the success criteria. In doing this the children are aware of how they are going to achieve the L.O and therefore will be able to assess their own work and whether they feel they have met it.

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MARKING Marking and feedback should be a positive experience, concentrating on what children can do and helping them to understand any mistakes they have made. The focus should be on the problem and not the score. In general, marking should be done with children during the lesson, with the children encouraged to discuss whether they now understand the problem. Children’s work should also be looked at regularly away from the children to help with the process of what to do next and to identify any common problems. The children can mark oral tests themselves but the total does not need to be called out. Children in upper KS2 should have the opportunity to work through a marked formal assessment as a class. This will help highlight techniques, useful methods and common misconceptions, an invaluable learning task. INCLUSION The school recognises that inclusion is a set of never ending processes and is committed to striving to develop inclusive cultures, policies and practices by engaging in a critical approach to ensure the minimising of barriers to learning. All classroom activities encourage the participation of all pupils. All pupils are valued and resources within the school are sought to cater for all pupils within the school community. Such resources are openly and equitably distributed throughout the school. The school is aware of LA support or that of other agencies should there be a need to cater for pupils with a physical disability, who may be hearing or visually impaired, who may have English as a second language or who may come from a traveller family. The school fully understands its responsibilities in regard to such pupils and knows how to make adaptations should they be necessary. Hatfield Woodhouse Primary School has in place a policy for race equality and cultural diversity. The school welcomes its duties under the Race Relations Amendment Act and is committed to: - Promoting equality of opportunity

- Promoting good relations between members of different racial, cultural and religious groups and communities

- Eliminating unlawful discrimination If you as a member of staff, pupil or visitor to the school should be subject to any racist incident, it should be reported to the Head, who will thoroughly investigate the matter in

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accordance with school policy. PROGRESSION OF PUPILS’ RECORDING. Reception / Year 1 A4 plain workbooks (blue) Yr1 / Yr2 Move to centimetre squared books (blue) Yr3 centimetre squared books (blue) Yr 4, 5 & 6 6mm ruled feint books (blue) & A4 cm squared books for

data, shape and space. Mathematics work is recorded in pencil throughout the school. The children should begin each days work by writing the date in figures and a title for the work they are undertaking. The children should work in 2 columns on each page. TIME ALLOCATION Key Stage 1: No more than 45 minutes per day. Key Stage 2: Years 3 & 4: 50 minutes per day; Years 5 & 6: 60 minutes per day ROLE OF THE MATHEMATICS CO-ORDINATOR. Mathematics has a designated budget which is overseen by the co-ordinator. Any requests for equipment or resources are to be made through the co-ordinator. Periodically a questionnaire is sent round to identify any gaps or deficiencies in equipment or resources. The whole Mathematics curriculum is overseen by the co-ordinator who is responsible for the monitoring of the delivery and assessment of Mathematics throughout the school. The co-ordinator regularly attends Authority led meetings. Where appropriate the co-ordinator will attend courses to ensure the relevance and suitability of the school’s mathematics policy and the curriculum delivered which may have to be adjusted or updated as needs and resources change. Where necessary, the co-ordinator is available to share his skills to help and develop the skills of other teachers.

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MATHEMATICS IN THE NURSERY. Using and Applying Mathematics 1. Through play children represent work with objects and a picture e.g. boxes to

represent trains, cars, garages; words as symbols, drawings of objects. 2. Awareness of mathematical vocabulary such as shape, position, size, quantity

e.g.: big – small back – forward same – different start – stop inside – outside round – straight more – less too many – too few tall – short nothing – none here – there push – pull top – bottom up – down under – over behind – in front of enough – not enough half empty - half full colours shapes( square, circle, rectangle, triangle, hexagon, pentagon.) 3. Awareness of problem solving during play e.g.: too many children, adding more

bricks, taking things away. 4. Role play Through role-play in the home corner, post office, shop, hospital etc. the children use money and measure becoming aware of mathematical language in everyday life. Number 1. An awareness of number from learning about themselves, e.g.: 1 nose, 2 eyes,

10 toes. 2. An awareness of number from learning number rhymes, stories, counting games

etc. 3. Comparison of 2 or more sets discussing more – less, few – many. 4. Developing 1 – 1 correspondence e.g.: straws in milk bottles, setting the table for 5. Copying and matching patterns, repeat patterns using bricks, bobbins etc. 6. Counting by rote and recognising number symbols 1 – 5 (some children to 10) 7. An awareness of number sequences. 8. An awareness of ‘large’ numbers.

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9. An awareness of ½, ¼ making nursery sandwiches, dividing fruit, sharing sweets. Space, Shape and Measure. 1. Working with activities based on shape, space and measure e.g.: working with

constructional apparatus, sand and water play. 2. Awareness of length, height e.g.: measuring height and reach, using ‘link a link’ to

measure, weighing with bricks, acorns etc. 3. Comparing objects by size, weight and how much they will hold with sand and

waterplay. 4. Making pictures, patterns and models using shapes, and naming common 3D

and 2D shapes. 5. Selecting and naming suitable shapes for box modeling. 6. Be aware that some shapes tessellate and the when some shapes are put

together they make other shapes. REVIEW This policy will be updated regularly as appropriate and reviewed on a bi-annual basis. Mr J.Wain Autumn term 2007