Pennard Primary
School
Ysgol Gynradd Pennard
MATHEMATICS POLICY
Pennard Primary School
Ysgol Gynradd Pennard
The United Nations Convention of the Rights of the Child (UNCRC) is at
the heart of our school’s Planning, Policies, Practice and Ethos. As a
Rights Respecting School we not only teach about children’s rights but
also model rights and respect in all relationships.
Our aspiration is that our values of the school guide the behaviour,
actions and relationships of all members of the school community.
Article 3: Everyone who works with children should always do what is best for
each child
Article 13: The right to have information
Article 29: The right to become the best that you can be.
At Pennard Primary we recognise that:
 Everyone has rights
 Everyone has responsibilities
March 2015
Aims, Values and Principles Statement
Our Mission Statement A supportive community with a focus on
life long learning
Our Values:
Relationships
Courtesy
Friendliness
Mutual respect
Tolerance
Trust
Happiness
Responsibility
Attitudes
Positive
Confidence
Fairness
Mutual Support
Partnership
Self Esteem
Learning
Challenges
Self-reflection
Enjoyable
Experiential
Stimulating
Independent
Lifelong Learning
Learning
Our Aims
1. To provide a safe, stimulating and challenging learning
environment.
2. To inspire good moral conduct and a sense of responsibility.
3. To nurture everyone’s health and well-being.
4. To create independent and autonomous learners.
5. To make school a happy place to learn and play.
March 2015
POLICY DOCUMENT FOR
MATHEMATICS
IN
PENNARD PRIMARY SCHOOL
The enclosed document represents the views of all the staff on the best way
to approach the teaching and learning of Mathematics to the pupils at
Pennard Primary School given existing levels of resources and staff expertise.
The policy statement has arisen from the review of the previous document.
"Mathematics is not just a ready made succession of ideas, easily expressed
in a few words. It is a human activity which arises from experience, is created
in the mind and demands a special form of language".
Lucienne Felix (1968)
V Thomas
Mathematics Coordinator
March 2015
Definition of Numeracy
Numeracy is defined as more than knowing about
numbers and number operations. It includes an ability
and inclination to solve numerical problems, including
those involving money or measures. It also demands
familiarity with the way in which numerical information is
gathered by counting and measuring and is presented in
graphs, charts and tables.
Numeracy Matters DFEE 1988
Numerate primary pupils should:
 Have a sense of the size of a number and where it fits in to the number
system.
 Know by heart number facts such as number bonds, multiplication tables,
division facts, doubles and halves.
 Use what they know by heart to figure out answers mentally.
 Calculate accurately and efficiently, both mentally and on paper, drawing
on a range of calculation strategies.
 Recognise when it is appropriate to use a calculator – and when it is not –
and be able to use one effectively.
 Make sense of number problems, including non-routine problems and
recognise the operations needed to solve them.
 Explain their methods and reasoning using correct mathematical terms,
judge whether their answers are reasonable: and have strategies for
checking them when necessary.
 Suggest suitable units for measuring and make sensible estimates of
measurements.
 Explain and make predictions from the number in graphs, diagrams, charts
and tables.
 ‘Numeracy is acquired through having been taught mathematics well’ –
“National
Numeracy Project 1998.
March 2015
Aims
• To develop a positive attitude towards mathematics as an interesting
and enjoyable subject and an ability to think clearly and logically in
mathematics with confidence and independence.
• To provide opportunities for investigation and the ability to use the
appropriate equipment or materials for a task.
• To develop numeracy skills and knowledge accompanied by the quick
recall of the basic facts they will need for everyday life.
• To develop the ability to express ideas fluently and to talk about the
subject with assurance and to use the language of mathematics.
The objectives to achieve these aims as they relate to various teaching
methods and resources available are covered throughout this document.
March 2015
Mathematical Development in the Foundation Phase
During the Foundation Phase, pupils will develop their skills, knowledge and
understanding of maths through oral, practical and play activities. They will
use and apply mathematics in practical tasks through exploration and
discussion. They will develop a range of flexible methods for working mentally
with number in order to solve problems from a variety of contexts, moving on
to using more formal methods of recording when they are developmentally
ready. They will have opportunities to explore, estimate and solve real-life
problems in both the indoor and outdoor environment. They will develop their
understanding of measures, investigate the properties of shape and develop
early ideas of position and movement through practical experiences. They will
sort, match, sequence and compare objects and events, explore and create
simple patterns and relationships and present their work in a variety of ways.
Mathematics at Key Stage 2
At Key Stage 2, pupils will build on the skills, knowledge and understanding
they have already acquired during the Foundation Phase. They will continue
to develop positive attitudes towards mathematics as an interesting and
enjoyable subject.
They will extend their mathematical thinking by solving problems,
communicating and reasoning mathematically through a range of contexts
and across the curriculum. They will extend their use of the number system to
calculating with all four number operations. They will build on the range of
metal methods and use written methods appropriate to their level of
understanding. They will explore a range of shapes and their properties and
use a range of measuring units and equipment. They will collect, represent
and interpret data for a variety of purposes.
In order to develop these skills the following areas will be studied:
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Number
Measures and Money
Shape, Position and Movement
Handling data
Mathematics is a core subject in the National Curriculum and we use the
National Numeracy Framework as the basis for implementing the statutory
requirements of the programme of study for mathematics.
March 2015
Key Skills in Mathematics
Mathematics provides excellent opportunities for developing the key skills that
underpin all subjects in the National Curriculum.
Developing Thinking
In mathematics, learners ask questions, explore alternative ideas and make
links with previous learning in order to develop strategies to solve problems.
They gather, select, organise and use information, and identify patterns and
relationships. They predict outcomes, make and test hypotheses, reason
mathematically when investigating, and analyse and interpret mathematical
information. They describe what they have learned, reflect on their work by
evaluating their results in line with the original problem, and justify their
conclusions and generalisations.
Developing communication
In mathematics, learners listen and respond to others. They discuss their
work with others using appropriate mathematical language. They read and
extract information from mathematical texts. When solving problems, they
present their findings and reasoning orally and in writing, using symbols,
diagrams, tables and graphs as appropriate.
Developing ICT
In mathematics, learners use a variety of ICT resources to find, select,
organise and interpret information, including real-life data, to explore
relationships and patterns in mathematics, to make and test hypotheses
and predictions, to create and transform shapes, and to present their
findings using text, tables and graphs.
Developing Number
In mathematics, learners use their number skills throughout the
programme of study when solving problems in a variety of practical and
relevant contexts and when investigating within mathematics itself.
Mathematics learning across the curriculum
Curriculum Cymreig
At Pennard Primary School, Mathematics contributes to the Curriculum
Cymreig by providing opportunities for the pupils to learn and apply
mathematics in the context of data from their own local community for
example, measuring distances in within the local area and Wales, using coordinates when locating places in Pennard and conducting surveys. Pupils
March 2015
learn and use the traditional Welsh vocabulary for numbers, directions and
positions. Sing Welsh number rhymes. Pupils investigate Welsh Celtic
patterns when making love spoons, as well as Welsh quilt patterns in creative
activities. We aim to provide investigative opportunities, which contribute to
the pupil’s development of a sense of Welsh identity.
Pearsonal and Social Education
Mathematics contributes to learners’ personal and social education by
providing opportunities to apply mathematics to real-life problems. It helps
them to analyse and interpret information presented to them on
environmental and other twenty-first century issues, and to develop an
informed and challenging attitude to real-life information, questioning its
validity and recognising its implications for their world.
LNF
The LNF sets the skills we expect learners to develop through all other
subject areas.
Within numeracy we expect learners to become accomplished in:
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developing numerical reasoning
using number skills
using measuring skills
using data skills.
Teachers will be able to use the LNF to:
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develop curriculum content to ensure that all learners have
opportunities to develop and refine the skills set out in the LNF
integrate literacy and numeracy into their teaching – whatever the
subject matter
inform discussions with parents/carers, learners and other teachers
about learner performance
help learners with their own self-assessment activities and planning for
learning
monitor, assess and report on individual learner performance
identify learners who may benefit from intervention or who are working
beyond age-related expectations.
There are many opportunities for pupils to develop and apply their
mathematical skills. We draw pupils’ attention to the links between
mathematics and other curriculum areas so that they can make links between
areas of learning.
English
Reading and interpreting problems, explaining and presenting their work,
encountering mathematical vocabulary in stories and rhymes.
March 2015
Science
Communicating results with mathematical symbols, producing graphs and
tables, using standard and non-standard measures.
IT
Using IT to communicate results with symbols, graphs and tables. Create
repeating patterns, use standard and non-standard measures for distance and
angle when working on control. Using simulations to identify patterns and
relationships.
History, Geography, RE
Collecting data by counting and measuring, using coordinates, direction,
position, scale and ratio, time lines, time vocabulary, chronology skills.
Art, Craft and design
Measurements, exploring properties of shape and pattern.
PE and Music
Measurements of height, distance and time. Symmetry, movement, position
and direction are used in dance, gymnastics and ball games.
Outdoor Learning
The outdoor learning environment is strongly believed to be a valuable
resource to develop many mathematical skills. Pupils use the outdoor area to
collect a variety of data, use co-ordinates when locating places in the school
grounds, and calculate length, area and perimeter of the school yard/field.
They identify shapes and explore patterns found in the immediate
environment.
Special Educational Needs, Inclusion and Equal Opportunities
All pupils will have access to the Mathematics curriculum regardless of
gender, race or any disability. Appropriate provisions will be made to ensure
that children with disabilities are able to participate in the work and experience
success. (Please refer to Equal Opportunities Policy.)
Work is differentiated according to the needs of the pupil by modification of
language, instructions and resources, by task given and expectation of
teacher and child. Special Needs provision is consistent with the school policy
as special needs (please refer to policy).
Teachers have support of an L.S.A. at times to work with groups of pupils or
an individual pupil to give extra support.
More Able and Talented Pupils
March 2015
The term 'more able and talented' encompasses pupils who are more able
across the curriculum, as well as those who show talent in one or more specific
areas. The identification of more able and talented pupils is linked to context and
in every school there will be a group of pupils who require extended educational
opportunities, regardless of how they compare to more able and talented pupils
in other schools.
For more able and talented learners working at significantly higher levels,
greater challenge should be incorporated by using material in ways that extend
breadth and depth of study and opportunities for independent learning. The level
of demand may also be increased through the development and application of
Thinking, Communication, Number, and Information Communication Technology
(ICT) Skills across the curriculum. More able and talented' pupils require
opportunities for enrichment and extension that go beyond those provided for
the general cohort of pupils.
More able pupils should be given extended opportunities, to not only discover
but also develop their talents.
At Pennard Primary School we aim to develop an inclusive and supportive ethos
and meet the needs of all pupils, regardless of emotional, social, linguistic,
cultural, physical or intellectual differences. All pupils must be allowed to
discover their potential through a curriculum of opportunity. All abilities and
talents can then be nurtured through an enriched curriculum and extended
learning experiences. Opportunities to further extend the learning of exceptionally
able pupils will be detailed on an Individual Action Plan.
Curriculum Management
There will be daily mathematics lessons/activities, which will provide
opportunities for:
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group work
paired work
whole class teaching
individual work
Pupils engage in:
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the development of mental strategies
written methods
practical work
investigational work
problem solving
mathematical discussions
consolidation of basic skills and routines
At Pennard Primary School 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 their learning.
March 2015
Curriculum Planning
Medium term planning is carried out termly. These plans indicate the skills to
be taught that term and example of activities to be carried out. Role-play
areas are present in all classes and planning, where appropriate, includes
opportunities to develop and consolidate mathematical skills in these areas.
Opportunities to develop key skills and essential elements are identified
termly.
Short term planning is carried out weekly. These plans include learning
intentions for the mental oral starter and the main activity, resources to be
used, differentiation, assessment opportunities and evaluation.
Planning is monitored each term by the mathematics coordinator and
headteacher.
Mathematical Resources
Mathematical equipment is stored and displayed in every classroom.
Additional equipment, teacher resources and reference materials are kept in
the staff room.
Computers are used throughout the school, in the classroom and the I.T.
Suite. There is a variety of programs available to develop and reinforce
numeracy skills and concepts.
Materials are constantly updated as new and relevant items become
available. The maths co-ordinator orders new resources after consultation
with staff.
Use of all equipment in practical and investigation work is governed by school
Health and Safety regulations.
Assessment, Recording and Reporting
Assessment is regarded as an integral part of teaching and learning and is a
continuous process. We endeavour to make our assessment purposeful,
allowing us to match the correct level of work to the needs of the pupils, thus
benefiting the pupils and ensuring progress.
Teachers’ on-going Assessment sheets kept in teachers’ Assessment Files
will be used to record general comments relating to pupils’ progress in
Mathematics
Teachers use the skills continuum for Mathematics to record outcomes/levels
achieved by the pupils.
Each term a piece of Mathematics work is collected for each pupil which is
annotated by the class teacher.
Information regarding pupil progress in Mathematics is shared with parents
March 2015
during parents’ evenings, and is also included in the end of year report.
Home/School Links
At Pennard school we encourage parents and friends in the community into
the school to help staff and pupils in a variety of ways.
Homework is set by the class teacher to consolidate mathematics covered in
class. (Please see Homework Policy).
Staff Development
Staff can access the appropriate training via LEA short course programme,
‘in-house’ training provided by the Mathematics co-ordinator or other
colleagues within the school who share examples of good practice in
Mathematics.
The Role of the Mathematics Leader
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Have an in-depth understanding of the Foundation Phase and National
Curriculum documents for Mathematics.
Have an informed knowledge of standards in Mathematics throughout
the school.
Lead the review and development of the skills curriculum and policy for
Mathematics throughout the school, and liaise with the Curriculum Coordinator.
Organise effective resource storage and upkeep, including the
purchase and loan of resources for Mathematics.
Ensure staff know where to find relevant information and resources in
designated areas.
Keep up to date with current thinking and literature on Mathematics.
Attend meetings/courses etc. and share knowledge and information
gained amongst other staff.
Lead INSET/meetings as appropriate.
Support staff to increase their knowledge and expertise.
Maintain a Mathematics Subject Leader File.
Monitor, evaluate and review standards in teaching and learning
through class swaps, and act upon findings.
Strive to raise standards in teaching and pupils’ achievement in
Mathematics.
Monitor, evaluate and review Medium Term Plans and Key Skills and
Essential Elements to ensure continuity and progression in
Mathematics, and report findings to the Curriculum Co-ordinator and
Headteacher.
Analyse data and information on pupil progress.
March 2015
REVIEW
The Headteacher and staff will review this policy and amend as appropriate.
Staff Signature_______________________________________________
Governor
Signature_________________________________________________
Pupil
Signature____________________________________________________
Parent
Signature___________________________________________________
March 2015