Cheam Park Farm Junior School

Whole School Policy

on
Mathematics

March 2009 Review date March 2011

 Contents

Page

Introduction 3
Aims of mathematics 3
Provision of Mathematics 4
The Teaching of Mathematics 5
The Primary Strategy 5
Planning and Schemes of Work 5
Inclusion 7
Contribution in Mathematics to Teaching in Other Curriculum Areas 8
Equal Opportunities 9
Marking 9
Assessment and Record keeping 9
Presentation 11
Resources 11
Calculators 11
Written Calculations 11
Homework 12
Monitoring and Evaluation 12

Appendices
Mathematics Record Sheet Appendix 1
Progression in Mathematics Appendix 2
Core learning in mathematics: links to Appendix 3
the 1999 Framework for teaching mathematics

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 Cheam Park Farm Junior School
Policy on Mathematics

1. Introduction

The purpose of this policy document is to provide guidelines to support both the teaching and
learning of Mathematics at Cheam Park Junior School.

What is Mathematics at Primary Level?

Mathematics is a body of knowledge of body which provides a way of viewing and making
sense of the world. It can be used to analysed and communicate information and ideas and to
tackle a range of practical tasks and real life problems. Mathematics can also provide the
means for creating new imaginative worlds to explore, and it is through this exploration that
new mathematics is created and current ideas are modified and extended.

Numeracy is a proficiency which involves confidence and competence with numbers and
measures. It requires an understanding of the number system, a repertoire of computational
skills and an inclination and ability to solve number problems in a variety of contexts.
Numeracy also demands practical understanding of the ways in which information is gathered
by counting and measuring, and is presented in graphs, diagrams, charts and tables.
(Definition from National Numeracy Strategy 1999)

The National Curriculum order for mathematics describes what must be taught in key stage
2. Cheam Park Farm Junior uses guidance from the Primary Framework and Numeracy
Strategy. This ensures continuity and progression in the teaching of mathematics.

2. Aims of Mathematics

Through mathematics it should be our aim to:

• provide children with a positive attitude towards mathematics,
• develop inquisitive minds, encouraging the ability to question,
• encourage children to become independent when tackling mathematical problems,
• heighten awareness of mathematics in our society,
• promote a high level of children's numerical skills,
• match learning experiences to the abilities, needs and expectations of the children,
• build a framework from which we can ensure continuity and progression throughout the
school,
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• develop children's understanding that mathematics can be used as a form of
communication.

Our children at Cheam Park Farm Junior School should:

• have a sense of the size of a number and where it fits into the number system
• know by heart number facts such as number bonds, multiplication tables, doubles and
halves
• use what they know by heart to figure out numbers mentally
• calculate accurately and efficiently, both mentally and in writing and paper, drawing on
a range of calculation strategies
• recognise when it is appropriate to use a calculator and be able to do so 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
where necessary
• suggest suitable units for measuring and make sensible estimates of measurements
• explain and make predictions from the numbers in graphs, diagrams, charts and tables
• develop spatial awareness and an understanding of the properties of 2-D and 3-D
shapes.

3. Provision of Mathematics

Children are provided with a variety of opportunities to develop and extend their
mathematics skills. Lessons follow the Primary Strategy format with a mental/oral starter,
a main teaching activity and a plenary. The teaching of mathematics at Cheam Park Primary
School provides opportunities for:
• group work
• paired work
• whole-class teaching
• individual work

Children engage in
• the development of mental strategies
• written methods
• practical work
• investigational work
• problem-solving
• mathematical discussion
• consolidation of basic skills and number facts

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4. The Teaching of Mathematics

At Cheam Park Farm teachers will be promoting a range of strategies to ensure the highest
standards of numeracy.
Teaching time
• All classes will have a dedicated daily mathematics lesson lasting between 50-60 minutes
every day.
Class organisation
• With in the lesson there will be a good balance between whole-class work, group teaching
and individual practice.
A typical lesson
A typical 50 to 60 minute lesson in Year 3 to 6 will be structured like this:
• Oral work and mental calculation (about 5 to 10 minutes)
This will involve whole-class work to rehearse, sharpen and develop mental and oral skills.
• The main teaching activity (about 30 to 40 minutes)
This will include both teaching input and pupil activities and a balance between whole class,
grouped, paired and individual work.
• A plenary (about 10 to 15 minutes)
This will involve work with the whole class to sort out misconceptions, identify progress, to
summarise key facts and ideas and what to remember, to make links to other work and to
discuss next steps.
• However, teachers are encouraged to adapt their lesson structure to suit the needs of the
children in the class and the planning, it may not always be necessary to follow the
structure rigidly.

5. ‘The Primary Strategy’

The staff at Cheam Park Farm Junior School have adapted the Primary Strategy and 1999
Numeracy Strategy to suit the needs of individual children and year groups.

6. Planning and Schemes of Work

In the mathematics area of the Primary Framework there is a range of resources and
materials to support the development, planning and teaching of all aspects of mathematics.
http://www.standards.dcsf.gov.uk/primaryframework/mathematics
The seven strands of learning give a broad overview of the mathematics curriculum in the
primary phase.
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The seven strands are: Using and applying mathematics, Counting and understanding number,
Knowing and using number facts, Calculating, Understanding shape, Measuring and
Handling data

The seven strands relate very readily to the 1999 Framework and the programmes of study
in the National Curriculum Orders for Mathematics.
Mathematics curriculum planning is carried out in line with the National Curriculum Orders
for Mathematics, the 1999 Numeracy Guidance and the Renewed Framework for
Mathematics. (See appendix 3 Core learning in mathematics: links to the 1999 Framework
for teaching mathematics)

There are various ways that the units can be pieced together to provide children with a
coherent learning experience and the example provided can be adapted to suit your own
circumstances and the children's needs.

Example from the Framework:

Block A: Block B: Securing Block C: Block D: Calculating, Block E: Securing
Counting, number facts, Handling data measuring and number facts,
partitioning understanding shape and measures understanding shape relationships and
and calculating (9 weeks) (6 weeks) (6 weeks) calculating
(6 weeks) (9 weeks)
Unit A1 Unit B1 Unit C1 Unit D1 Unit E1
Unit A2 Unit B2 Unit C2 Unit D2 Unit E2
Unit A3 Unit B3 Unit C3 Unit D3 Unit E3

• Each year group will be responsible for its own mathematics planning, with input from the
Mathematics co-ordinator if required.
• The short term planning will be in line with the schools current policy of planning, and also
consistent with the guidance given by the Primary Strategy and/or 1999 Numeracy
Strategy. An outline of how each objective will be taught needs to be included on the
planning.
• Classroom management needs to outline and any teacher focus groups need to be
identified.
• Work will be planned to cater for varying ability levels, three levels of differentiation
where necessary: high attainers, middle attainers and the lower attainers, SEN and gifted
and talented children. This should be clearly identified in weekly planning. The work for
the whole class should have a common theme linked to the teaching objective and
activities.
• Daily assessments need to be made so that future planning can be developed.

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• The termly planning and weekly planning will form the scheme of work and will be
developed each year. A file of each year groups planning will be kept by the mathematics
co-ordinator.

7. Inclusion

(See Inclusion Policy)

At Cheam Park Farm Junior School we aim to provide a broad and balanced education to all
pupils. Quality First Teaching is considered an entitlement for all pupils. Effective pupil
tracking enables identification of pupils who may benefit from ‘intervention’ programmes
such as booster materials.

Special Educational Needs

(See the S.E.N Policy.)
Children with a special educational need in mathematics will be identified by the class
teacher. Then targets with a numerical element will need to be included on their I.E.P. where
necessary.
Supporting the child can be achieved in a number of ways: differentiated work provided by
the class teacher, targeted group support by the class teacher, support from classroom
assistant if appropriate or booster groups. S.E.N children will be included in mathematics
lessons although may work in small groups outside of the classroom. The role of additional
adults should be briefly but clearly identified in the weekly plan and should be communicated
to the additional adult concerned.

Gifted and Talented Children

Where possible gifted and talented children will be taught with their own class and
stretched through differentiated group work and extra challenges. When working with the
whole class, teachers will direct some specific questions towards the Gifted and Talented
children. Very occasionally special arrangements will be made for an exceptionally gifted
pupil e.g. they may follow an individualised programme with more challenging problems to
tackle.

English as an Additional Language

When teaching, staff can use a range of teaching strategies to support English language
acquisition by: activating peer support; supporting pupils’ understanding by continually
introducing, explaining and illustrating key vocabulary related to subject content; reinforcing
language learning and understanding through repetition, highlighting vocabulary learnt,
summarising and recording what has been learnt and creating opportunities to revisit key
concepts through questioning or encouraging pupil responses and promoting interaction using

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different forms of questioning: closed and open, concrete and abstract, and higher-order
questions.

8. Contribution in Mathematics to Teaching in Other Curriculum Areas

English
Mathematics contributes significantly to the teaching of English in our school by actively
promoting the skills of reading, writing, speaking and listening.
Information and Communication Technology
The use of information technology is encouraged to store, retrieve and present mathematical
information. ICT will be used in various ways to support teaching and motivate children’s
learning. ICT will involve the computer, calculators, and audio-visual aids. They will however
only be used in a daily mathematics lesson when it is the most efficient and effective way of
meeting the lesson objectives. Many specific units and programmes, in all year groups are
available, including Excel, Imagine Logo and Branch, maths games, and access to the internet.
Science
Almost every scientific investigation or experiment is likely to require one or more of the
mathematical skills of classifying, counting, measuring, calculating, estimating and recording
in tables and graphs. In science pupils will for example order numbers, including decimals,
calculate simple means and percentages, use negative numbers when taking temperatures,
decide whether it is more appropriate to use a line graph or bar chart, and plot, interpret
and predict from graphs.
Art, Design and Technology
Measurements are often needed in art and design and technology. Many patterns and
constructions are based on spatial ideas and properties of shapes, including symmetry.
Designs may need enlarging or reducing, introducing ideas of multiplication and ratio. When
food is prepared a great deal of measurement occurs, including measuring and cooking times.
History and Geography
In history and geography children will collect data by counting and measuring and make use
of measurements of many kinds. The study of maps includes the use of co-ordinates and
ideas of angle, direction, position, scale and ratio. For older children historical ideas
require understanding of the passage of time, which can be illustrated on a time line, similar
to the number line that they already know.
Physical Education and Music
Some athletic activities require measurement of height, distance and time, while ideas of
counting, time, symmetry, movement, position and direction are used in music, dance,
gymnastics and ball games.
Personal, Social and Health Education (PSHE) and Citizenship
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Mathematics contributes to the teaching of personal, social and health education, and
citizenship. The work that children do outside their normal lessons encourages independent
study and helps them to become increasingly responsible for their own learning. The planned
activities that children do within the classroom encourage them to work together and
respect each other’s views.
9. Equal Opportunities

As a staff we endeavour to maintain an awareness of, and to provide for equal opportunities
for all our pupils in Mathematics. Every effort is made to ensure that all children at Cheam
Park Farm are given the same opportunities in mathematics, irrespective of cultural
background, gender or Special Needs. (See the Equal Opportunities Policy.)

10. Marking

The schools policy for marking will be used. Marking at Cheam Park Farm Juniors could
include:
• giving the child positive feedback and on some occasions a comment on suggestions on
moving the child forward. This comment may be written or verbal.
• enabling the children to sometimes mark their own work in which case it must be cross
checked by the class teacher,
• recognising and praising good work,
• marking the work with reference to the original learning objective,
• highlighting any problems or difficulties and giving guidance and suggestions to help the
child.

11. Assessment and Record Keeping

Please refer to this link for further guidance on assessment.

http://www.standards.dcsf.gov.uk/primaryframework/mathematics/assessment

..'assessment' refers to all those activities undertaken by teachers, and by their students in
assessing themselves, which provide information to be used as feedback to modify the
teaching and learning activities in which they are engaged.
(Black and Wiliam, 1998, Inside the Black Box, nferNelson)

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What type What is its When will it What are the key characteristics of this form of
of purpose? be used? assessment?
assessment
is it?
Day-to-day To provide A range of Assessment
assessment ongoing checks assessment • is an essential part of learning and teaching
on learning and strategies on (questioning, discussion, dialogue, feedback).
progress, at the a day-to-day • involves sharing learning goals with learners
point of learning basis as part (e.g. success criteria, curricular targets).
of our • involves learners in peer assessment and
teaching and self-assessment.
learning policy • provides feedback that helps learners
at Cheam Park recognise the next steps they need to take,
Farm Junior and how to take them.
School. • is underpinned by the confidence that every
learner can improve.
Periodic To take an At regular Assessment
assessment overview of (half-termly • uses teacher assessment to make a periodic
progress and to or termly) review of progress and attainment across a
provide intervals to whole task.
diagnostic provide an • identifies gaps in experience and informs
information overview of planning.
about the performance • helps learners know and recognise the
progress of based on a standards they are aiming for.
individual wide range of • involves both learner and teacher reviewing
children which is evidence and reflecting on evidence of attainment.
linked to
national
standards
Transitional To provide a At points of Types of Tests used
assessment summary of transition • Standardised formal tests QCA
where, in which might Standardised formal tests in Years 3,4 and
relation to be from year 5
national to year, • Year 6 SAT’s
standards, school to • results are recorded and tracked to
learners are at a school or level show the progression of the child during
given point in to level
their time at Cheam Park Farm Junior
time
school.
• Test analyses will give the class teacher
a good basis for planning and targeting
individuals and groups of children.
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 • Level descriptors in the National
curriculum are used for levelling
individuals.

The key objectives for each year group will be used to develop more formal teacher
assessments. These will record the child’s progress. (See examples in appendix 1.) When a
child has achieved the key objective this will be dated on the recording sheet for the year
group.
An annual report will detail progress and achievements made in mathematics and this will be
conveyed to the parents. (See the schools policy on Assessment and Record Keeping.)

12. Presentation

All work will be dated, include a title and margins. The learning intentions or objectives
should be included on the children’s work. Children should be encouraged to record their
work in a neat, organised, well presented way. This will be in line with the schools current
policy on presentation.

13. Resources

There are a wide range of commercial schemes throughout the school and where possible
these can be used to supplement the Mathematics curriculum at Cheam Park Farm.
Each class has a base of resources to support the teaching of mathematics. This is
developed and added to on a yearly basis if necessary.
Key resources include Collins Primary Maths Scheme and Target Mathematics.
Additional resources are available electronically at this web address.
http://www.standards.dcsf.gov.uk/primaryframework/mathematics

14. Calculators

Calculators will be used as suggested in the framework. Year 3 and 4 children will need to
become familiar with some calculator activities. Year 5 and 6 will be using them to support
specific activities including problem solving activities. The use of calculators will be reviewed
on a yearly basis.

15. Written Calculations

A structured approach to teaching mental calculations will be used throughout the school
based on the recommendations in the National Numeracy strategy. However it is not
expected that every single strategy should be taught. In year 3 the emphasis will be mainly
on mental strategies and this will continue throughout the school.
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Guidelines for the teaching written methods have been developed to enable progression to be
evident throughout the school.
(See appendix 2)

16. Homework
Mathematics homework will be set to support the child with their learning in class.
Homework may include the following, learning number facts and table facts by heart,
practise exercises, practical activities such as weighing or measuring, a game. All home
activities should reinforce work taught throughout the week. (Please see the homework
policy for further details.)

17. Monitoring and Evaluation

Active involvement within the mathematics curriculum is achieved through monitoring and
evaluation by the Co-ordinator. This is achieved by assisting staff at the planning stage to
ensure the objectives are laid down and covered. The medium term and weekly planning will
be collected by the co-ordinator and evaluated and where necessary amendments made.
Samples of books will be collected in by the Maths Co-ordinator, Headteacher and Deputy
Headteacher. Staff will be aware of which aspects will be specifically looked at, prior to
this.
Timetables will be checked to ensure that all classes are carrying out a daily maths lesson of
the required time and changes will be made if necessary.

Lesson observations may form part of the M&E process, depending on the current focus
within the school, this may or may not involve the schools attached inspector. A yearly M & E
programme will be developed specifying the focus for each year based on areas of
development highlighted.

The Governors will be kept informed of developments in Mathematics. The Governor with an
interest in Numeracy is ______________The Governors will receive a written summary in
the Joint Annual Report. The M&E outcomes will be reported to the Curriculum and Policy
Committee.

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