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Woburn Lower School Maths Policy Aims and Purpose The National Curriculum for mathematics and our school policy aims to ensure that all children: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that children can have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to a range of problems reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Mathematics is an interconnected subject. Whilst the programmes of study are set out in distinct mathematical areas, children should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Children should also be given opportunities to apply their mathematical knowledge in other curriculum subjects. The expectation is that the majority of children will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of children’s’ understanding and their readiness to progress to the next stage. Children who grasp concepts rapidly, should be challenged by being offered rich and sophisticated problems before any acceleration to new content. To be read with Woburn Lower School Assessment without Levels Policy, Calculations Policy, Marking and Feedback Policy and Teaching and Learning Policy Teaching and learning The school uses a variety of teaching and learning styles in mathematics. Our principal aim is to develop children’s knowledge, skills and understanding. During our daily lessons, we encourage children to ask as well as answer mathematical questions. They have the opportunity to use a wide range of resources, such as number lines, number squares, digit cards and small apparatus to support their work. ICT is used in mathematics lessons for modelling ideas and methods. Wherever possible, we encourage the children to apply their learning to everyday situations. In all classes, children have a wide range of mathematical abilities. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies – in some lessons through differentiated group work and, in other lessons, by organising the children to work in pairs on open-ended problems or games. We use teaching assistants to support some children, and to ensure that work is matched to the needs of individuals. Planning Our medium-term mathematics plans define what we teach giving details of the main teaching objectives for each term. They ensure an appropriate balance and distribution of work across each term. These plans are kept and reviewed by the subject leader. It is the class teacher who completes the weekly plans for the teaching of mathematics. These weekly plans list the specific learning objectives and expected outcomes for each lesson, and give details of how the lessons are to be taught. The class teacher keeps these plans and will annotate them with notes about the pupils’ progress. We plan the activities in mathematics so that they build on the children’s prior learning. While we give children of all abilities the opportunity to develop their skills, knowledge and understanding, we also plan progression into the scheme of work, so that there is an increasing challenge for the children as they move up through the school. Tracking Each child’s progress is tracked using the school’s tracking sheets. This ensures that the programmes of study are covered and that the children are progressing well in relation to their target. This is backed up by rigorous evidence collection. The school uses G2 in order to plot progress throughout the year. Maths Journals are also kept as evidence of progress. Children are given personal targets each term. Assessment All children are tested on a weekly basis on their times tables in KS2 and number bonds and 2x 5x and 10x tables in KS1 Teachers use formative assessment to plan the next steps of the children’s learning. A variety of formative tests are used including ‘Rising Stars’, ‘Abacus’ (this is the maths scheme used at WLS) and ‘Twinkl’. Resources All teachers have mathematics resources stored in their classrooms which are easily accessible to children. Resources which are not used or required regularly are stored centrally in Squirrels class. Monitoring and review The coordination and planning of the mathematics curriculum are the responsibility of the subject leader who also: supports colleagues in their teaching, by keeping informed about current developments in mathematics, and by providing a strategic lead and direction for this the quality of teaching and learning in mathematics is monitored and evaluated by the Headteacher as part of the school’s agreed cycle of monitoring and evaluation. named member of the school’s governing body is briefed to oversee the teaching of numeracy. The numeracy governor meets regularly with the subject leader to review progress. Homework Activities are sent home on a regular basis, as part of ongoing Mathematics tasks with a big emphasis on times tables and number bonds. Governor: Gill Jackson Date: February 2016 Headteacher: N.Ivett Date: February 2016 Review: February 2017