Maths Policy 

Aims

  • To provide a stimulating environment which will ultimately encourage children to have optimum achievement.
  • To order and extend every day experiences by solving problems related within the life of a child.
  • To develop and increase the understanding of mathematics by widening and deepening its meaning.
  • To make known essential mathematical concepts in an enjoyable but challenging way which will promote confidence.
  • To ensure that each child has a thorough grasp of fundamental knowledge as their world is increasingly mathematically inclined.
  • To extend learning opportunities according to individual needs.
  • To promote the value of hands-on experience before written work is attempted.
  • To encourage experimentation, discussion and the ability to question and check results.
  • To encourage the confident use of ICT and its relevant peripheries.
  • To identify opportunities for cross-curricular work.
  • To augment understanding of the importance of whole academy mathematical progress.

Curriculum Organisation

In the Foundation Stage children learn through structured, practical, play based activities where staff observe, interact and plan to enable children to develop their skills and knowledge in mathematics.

In Key Stage 1 Maths will be taught as a separate subject with regard to the revised NC and enhanced through cross-curricular themes e.g. science, weighing in baking.

Concepts/Skills

The children will carry out activities that involves them using and applying their mathematical skills.

They will be taught mental strategies to secure their ability to calculate and enhance their rapid recall skills.

Children will be introduced to and expected to use the correct mathematical vocabulary and notation.

Number and algebra will be introduced according to the level of the individual children beginning with practical activities.

Number activities will be taught and reinforced through practical work. Children will be taught to sort and classify data and present it in a variety of ways.

Activities involving shape, space and measures will take place accordingly to the ability of individual children. All work on measurement will begin with non-standard measures.

ICT equipment will be used as appropriate to enhance the above skills.

Differentiation should be manageable and centred around work common to all the children in the class. There should be targeted positive support for those who have difficulties.

By the end of KS1 the majority of children should be working at the national standard and above.

SEND

Children with special needs will be identified and work within their individual level. If needed, they will have an IEP and work with support under the direction of the class teacher. An intervention program also runs throughout Key Stage One entitled Max's Marvellous Maths.   

Assessment

Children in the Foundation Stage have their attainment on entry assessed by observations and their progress is tracked and monitored through the use of Early Years Outcomes throughout Nursery and Reception.The Foundation Stage profile will indicate if children are reaching expected levels by the end of Reception and will be used in transition into Key Stage 1

In Key Stage 1 children will be graded according to work produced, observations and discussions. Each child will self assess against the success criteria using an individual target sheet. Assessments will be highlighted onto Seaton Academy Assessment Performance Descriptors. Results from all assessments will be posted onto scholar pack.

Health and Safety

All apparatus should be regularly checked and disposed of if broken and causing a hazard.

Teachers must ensure the apparatus is suitable and safe for each age group.

Children should be discouraged from putting small apparatus in their mouths and watched accordingly.

Special attention must be given to the hygiene related to baking.

Equal Opportunities and Inclusion

  • All children are given access to a broad and balanced Mathematical curriculum regardless of gender, ability, race or religion.
  • Provision will be made for individual needs in IEP’s.
  • Equal opportunities are provided for boys and girls, for children with special needs and from different cultural backgrounds.
  • Children with English as an additional language (E.A.L.) will be given access to additional resources and teaching to support their learning and to ensure they make maximum progress from their individual starting points.
  • A feeling of self worth will be engendered throughout the activities.

Enrichment/Extension activities for More Able Children

Aims:

  • To establish opportunities for those with particular talents  
  • To establish challenging targets for pupils within lessons
  • To modify schemes of work to develop children further
  • To evaluate progress and adapt targets accordingly
  • To encourage self evaluation
  • To encourage application of concepts to solve problems 
  • To provide opportunities for children to work at Mastery level where applicable 

Opportunities to Increase Depth of Knowledge and Understanding

Foundation Stage

  • Mental application of addition and subtraction
  • Problem solving involving more than one operation using addition/subtraction
  • Increase range of vocabulary for addition/subtraction
  • Problem solving in practical situations e.g. measuring/weighing

Year 1

  • Mental application of addition and subtraction to 30
  • Problem solving involving more than one operation using addition/subtraction to 30
  • Increase range of vocabulary for addition/subtraction
  • Increase to 30+ if fully conversant with above concepts
  • Problem solving in practical situations e.g. measuring/weighing

Year 2

  • Mental application of all operations to 100
  • Problem solving involving two or more operations to 100
  • Increase range of vocabulary for all four operations
  • Increase to 1000+ if fully conversant with above concepts
  • Problem solving involving decimals

Health and Safety

  • All aspects of this policy and practice are carried out with regard to our health and safety procedures.
  • All relevant risk assessments should be read in conjunction with this policy.

Effective from: September 2018             reviewed annually                                             D. Hird