Vision: Ince CE Primary School is led by the light of Jesus within us all, guiding us on our individual journeys through life, so that we can grow and learn together to shine as one throughout our wider community. #Let your light shine
Our Christian Values are at the heart of our school and create a loving environment that promotes the care and nurture of the whole community.
Our school vision is at the core of this policy:
Ince CE is led by the light of Jesus within us all, guiding us on our individual journeys through life, so that we can grow and learn together to shine as one throughout our wider community #let your light shine.
Our core values underpin this policy and are reflected in all our work and relationships in school: truthfulness, hope, thankfulness, forgiveness, courage and justice.
Our mission statement is the lived out in action through out of words and deeds: Our school mission at Ince CE Primary School is to inspire, nurture, challenge and enrich families and the wider community so that they can let their light shine.
At Ince C.E. we aim to provide the pupils with a mathematics curriculum and high quality teaching to produce individuals who are numerate, creative, independent, inquisitive, enquiring and confident. We also aim to provide a stimulating environment and adequate resources so that pupils can develop their mathematical skills to the full.
Become fluent, mathematically
Reason and explain, mathematically
Can solve mathematical problems
This means that children need to be offered regular exposure to opportunities which involve increasingly complex problem solving thus allowing them to apply their Mathematical skills. With this in mind we have adopted a Mastery Approach to Mathematics.
Mathematics teaches children how to make sense of the world around them through developing their ability to calculate, to reason and to solve problems.
It enables children to understand and appreciate relationships and patterns in both number and space in their everyday lives. We want our children to see Mathematics as being relevant to their world and applicable to everyday life; as well as being something that they will need as they move on through their school life and ultimately to the world of employment.
We provide mathematical experiences that develop the children’s ability to think mathematically and to apply the skills, to which they have been exposed, in a variety of ways.
Our objectives in the teaching of Mathematics are:
To promote enjoyment and enthusiasm for learning through practical activity, exploration and discussion. In discussion our children are encouraged to develop theories/strategies which they can prove and justify using mathematical vocabulary.
To promote confidence and competence with numbers and the number system.
To develop the ability to solve problems through decision-making and reasoning in a range of contexts.
The use of partner talk to stimulate and develop a curiosity for Mathematics.
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.
To develop the cross-curricular use of Mathematics in other subjects.
At Ince CE Primary School we adopt a mastery approach to Mathematics teaching and learning.
This means that our teaching:
Has number at its heart.
Stays in the required year group and supports the ideal of depth before breadth.
Pupils who grasp concepts rapidly are challenged through rich and sophisticated problems before any acceleration through new content.
Those who are not sufficiently fluent with earlier material consolidate their understanding through additional practice before moving on.
Provides times to build reasoning and problem solving elements into the curriculum.
We have designed our own Medium Term Plans from EYFS to Year 6 which ensures National Curriculum coverage, continuity and progression in our teaching.
We believe that children’s conceptual understanding and fluency is strengthened if they experience concrete, pictorial and abstract representations of a concept therefore our lesson planning incorporates these approaches.
At Ince CE Primary School, we use a range of learning styles in our Mathematics lessons in order to meet the individual and unique needs of every child: our lessons are planned with clear learning objectives to achieve this.
Children will experience a range of experiences in Mathematics lessons
e.g. practical activities and mathematical games, group and individual problem solving activities, whole class discussions and working in a more formal manner in their maths books.
Mathematics is taught to the whole class in mixed ability groups. The learning needs of individual pupils are addressed through careful scaffolding, skilful questioning and the appropriate intervention to provide necessary support or challenge.
Differentiation is also achieved through the use of:
- Activities which cater for a range of mathematical responses.
- Mathematical concrete resources available to all children.
- Learning Support Assistants (LSAs) who floor sweep focusing on identified children.
Children who grasp concepts rapidly are given the opportunity to deepen their learning through carefully designed activities.
Children who have not made expected progress in a lesson will be supported in an intervention group.
4. Lesson Structure
At Ince CE Primary School you will typically see the following features in Mathematics lessons:
Counting – daily counting activities
Review and Do - a brief recap of previous learning before building on this previous learning by introducing the next step (review and do)
Vocabulary – key vocabulary
Hook/talk time - to solve a problem related to the learning objective
Shared Learning – children share their learning from the hook and become ‘Master Teachers.’
Refining the technique – explicit teaching.
Intelligent Practise - opportunities for the children to apply what they have learnt independently with or without resources and support if needed. This will be differentiated - ‘rapid graspers’ will have challenging problems to solve and some pupils will need additional support with their learning.
5. Foundation Stage Organisation
Nursery and Reception teachers use the Early Years Foundation Stage Curriculum to support their teaching of Mathematics in the Foundation Stage.
The children have the opportunity to talk and communicate in a widening range of situations and to practise and extend their range of vocabulary and mathematical skills.
The children explore, enjoy, learn about and use Mathematics in a range of personalised situations.
Mathematics is planned on a weekly basis and assessed using the criteria from the Early Learning Goals.
mathematics in the early years provide children with a solid foundation that will enable them to develop skills as they progress through their schooling and ensure the children are ready for the National Curriculum.
6. Key Stage 1 and 2 Organisation
Children in KS1 and KS2 are taught Mathematics for approximately 45 minutes per day in mixed ability class groups.
An additional maths lesson takes place each day for 15 minutes focusing on mathematical fluency and number facts.
Each classroom is expected to have a display dedicated to Maths; this could be in the form of a working wall, problem solving area or negotiating meaning.
7. Cross Curricular
At Ince CE Primary School, we take every opportunity to draw mathematical experiences out of a range of activities in other subjects such as; in PE, Science, History and Geography to enable children to apply and use Mathematics in both real life and academic contexts and make connections.
Each child will have an equal entitlement to all aspects of the Mathematics curriculum and to experience the full range of maths activities. Therefore, in delivering Mathematics, care will be taken to ensure that a variety of teaching methods are adopted.
Intervention groups will take place both within the Maths lesson and outside. These sessions may be delivered by a teacher or LSA and may involve individual or small group work. We identify which pupils or groups of pupils are under-achieving and take steps to improve their attainment through liaison with the SENDCo. Any intervention strategies are discussed with parents.
We have high expectations of all children and strongly believe that all children are able to achieve in mathematics. Some may take longer to grasp concepts and may need careful scaffolding or extra time or support.
All pupils receive quality Mathematics teaching on a daily basis.
9. Equal Opportunities
Every child is treated as an individual and respect is given to their uniqueness, regardless of gender, race, religion, academic ability, physical ability or socio-economic profile. All practitioners are mindful in their selection of resources and teaching style and are aware of the specific needs of vulnerable groups.
10. Parents and Carers
We thrive to develop a positive partnership with our parents/carers.
In Mathematics we need parents/carers to:
be understanding and supportive of our aims in teaching and learning Mathematics
attend Parent Consultation Meetings
support their children with Mathematics homework activities (refer to homework policy)
praise their children for the good things they do in Mathematics
make Mathematics part of children’s everyday lives
11. Staff Development
Supported by the Mathematics manager, teachers are expected to keep up to date with subject knowledge, curriculum requirements and resources available in school. Training needs are identified through monitoring and evaluation as well as through performance management.
12. Role of the Subject Leader
The role of the subject leader is to provide professional leadership and management in Mathematics in order to secure high quality teaching, effective use of resources and high standards of learning and achievement for all pupils. This is achieved by:
Leading whole-school monitoring and evaluation of teaching and learning in mathematics by observing teaching and learning in mathematics regularly; analysing assessment data; conducting a regular book scrutiny and conducting pupil interviews.
Ensuring teachers understand the requirements of the National Curriculum and supporting them to plan lessons. Leading by example by setting high standards in their own teaching.
Checking curriculum coverage.
Keep the school’s policy for mathematics under regular review.
Auditing resources, purchasing and organising the resources.
Auditing and supporting colleagues in CPD.
Take responsibility with keeping up to date with current developments in Mathematics.
Keep parents informed about mathematics issues.
Ensure that the school’s senior leaders and governors are kept informed about the quality of teaching and learning in mathematics.
Assessment, both formative and summative, is an integral part of the Mathematics curriculum.
Formative assessment is ongoing during lessons: through observation, the use of questioning and evidence in children’s books. This assessment will be used as a basis to plan for subsequent lessons and intervention groups.
In addition to the formative assessment undertaken in lessons, Year 1 to Year 6 teachers will use termly summative assessments (during Assessment Week) including arithmetic and reasoning papers and times table assessments.
Children’s Prior Learning is assessed at the beginning of each unit to ensure that all children receive the personalised provision they need. This assessment is then use to measure progress throughout the unit as children complete a post learning assessment.
Children in the Foundation Stage are assessed in accordance with the EYFS curriculum.
Teacher judgements are entered onto Target Tracker each half term and teachers talk through the progress of their pupils at termly tracking progress meetings: this ensures targeted support can be given to those who need it.
Statutory KS1 and KS2 SATs tests will be undertaken at the end of Years 2 & 6 SATs and results are published in accordance with Government guidelines.
Moderation is carried out through:
staff meetings (termly moderation)
‘in-house’ cross-phase team moderation
SLT Deep Dive monitoring exercises
Marking and feedback is in line with the Feedback Policy.
14. Monitoring and Evaluation
The quality and effectiveness of the teaching of Mathematics at Ince CE Primary School is monitored through scrutiny of assessment data, monitoring of children’s books, learning walks, pupils voice and lesson observations.
No Nonsense Number Facts scheme is used to provide all children with a well-sequenced and progressive mathematical fluency provision.
The use of Mathematics resources is integral to the concrete, pictorial, abstract approach and each class has a wide range of resources available.
Standard resources such as Numicon, number lines, dienes, hundreds squares, multi-link, 2d and 3d shapes etc. are located in individual classrooms.
Resources within individual classrooms are accessible to all pupils who should be encouraged to be responsible for their use.
Further resources shared by the whole school are located in the corridor in Key Stage 1 or the corridor leading to the staff room in Key Stage 2.
Each child in Years 1 to 6 has access to Mathletics. They can access this at home or at school to support their learning in Mathematics.
Each child in Years 2 to 6 has access to TT Rockstars. They can access this at home or at school to support their learning in Mathematics.
Each child in Reception and Year 1 has access to Numbots. They can access this at home or at school to support their learning in mathematics.
This policy should be read in conjunction with the following school policies:
Teaching and Learning Policy
Marking and Feedback Policy
Special Educational Needs Policy
Equal Opportunities Policy
Health and Safety Policy
At Ince CE Primary School children understand and remember mathematical knowledge, concepts and procedures and as a result children are ready for their next step in education. Children knowledge and skills are built upon systematically therefore children make connections across different mathematical ideas and as a result can tackle real life problems.
Due to a well-structured teaching and learning mathematical process, knowledge becomes deeply embedded in pupils’ memories. As a result, children have rapid and accurate recall and use this to work more independently and with speed when solving problems.