To foster in the pupils the ability to ask questions, experiment and reflect in
a form which can be explored in mathematical terms
To foster in the pupils the ability to ask questions, experiment and reflect in a form which can be explored in mathematical terms
To develop the necessary, flexible skills to manipulate numbers, patterns and shapes with confidence and enjoyment
To use logical reasoning to solve everyday problems in all areas of the school curriculum and in everyday life.
To appreciate mathematics as a creative discipline, crossing cultural and linguistic boundaries.
delivered through the three part, daily maths lesson. When planning, teachers refer to the
NNS and to the National Curriculum, Key Stages 1 and 2, which are fully aligned.
Early Years provision is provided from Curriculum Guidance for the
Foundation Stage (QCA), which gives clear guidance and leads into the Key Objectives
for Reception pupils via Stepping Stones.
development arises out of daily experiences in a rich and
Children's mathematical development arises out of daily experiences in a rich and
interesting environment. Effective learning takes place when children initiate activities
within a carefully planned framework. This is consolidated and extended through
games which gives opportunities to practise maths skills and knowledge with enthusiasm
Teachers in Early Years:
· encourage pupils to see themselves as mathematicians and to develop positive attitudes
· maintain children's enthusiasm and confidence
· plan a range of mathematical opportunities
· encourage mathematical development by intervening in play to develop vocabulary
show an interest in methods as well as solutions.
The organisation of the School in variable,
mixed age classes means that suggested Schemes of Work need adjustments to suit
our needs. We make use of the medium term NNS sample
for each year group These provide guidance on mixed age classes, although
they do not address the issue of
split year groups. In addition, the materials provided by Cumbria Education
Authority offer further support with, for example , the Year 4/5 mix. Teachers
are free to use their professional judgement and experience as to whether
individual year group plans or mixed age plans are used
for the basis of planning.
The expectations in the
yearly teaching programmes are as follows:
The organisation of the School in variable, mixed age classes means that suggested Schemes of Work need adjustments to suit our needs. We make use of the medium term NNS sample planning grids for each year group These provide guidance on mixed age classes, although they do not address the issue of split year groups. In addition, the materials provided by Cumbria Education Authority offer further support with, for example , the Year 4/5 mix. Teachers are free to use their professional judgement and experience as to whether individual year group plans or mixed age plans are used for the basis of planning. The expectations in the yearly teaching programmes are as follows:
Year 1 level 1, start level 2
Year 2 consolidation of level 2, start on level 3
Year 3 revision of level 2, mainly level 3
Year 4 consolidation of level 3, start level 4
Year 5 revision of level 3, mainly level 4
Year 6 consolidation of 4, start level 5
Teachers regularly meet in Key Stages to discuss planning together and to ensure
continuity for split year groups, i.e. Years 1, 4 and 5.
We recognise the place of mathematics in our everyday lives and plan cross curricular
links with other subjects, before the start of each academic year, in whole school
KS2 pupils undertake investigations each half term on a year group basis to encourage
continuity and progression as well as links with other areas.
Weekly planning sheets are completed to show learning intentions, activities,
vocabulary, resources, organisation and evaluations which will fulfil these intentions. The evaluations are used to inform planning. These sheets are made available to teaching assistants and show their role in delivering the learning intentions. Wherever possible teachers discuss the learning intentions and methodology before the start of the lesson. We value the role of Teaching Assistants as an important link in the delivery of key objectives. Teachers give clear direction as to the method through which the Teaching Assistants will help the pupils understand new concepts.
We build on and develop
the vital work of Early Years experience.
We build on and develop the vital work of Early Years experience.
We place great emphasis on the correct use of language to clarify ideas and concepts.
We recognise the importance of careful questioning and matching tasks to pupils' abilities. We believe that. whenever possible, rich classroom activities
must be accessible to everyone at the start
· must be accessible to everyone at the start
· need to allow for further challenges or simplifications
· should involve pupils in speculating, hypothesising, proving and explaining
· should promote discussion and communication between pupils
· should encourage originality, invention and raise questions
· should be enjoyable and offer an element of surprise
· allow pupils to learn by making mistakes without undermining confidence
Teachers record pupil progress through the Stepping Stones from Baseline Assessment.
Samples of work may include pictures, notes taken by an adult, photographs or other methods.
A great deal of work is completed orally and through games, songs and other practical activities. Pupils use large plain books and a variety of mathematical paper.
Again, a lot of work is completed orally. Pupils use cm squared books for most number work and a range of plain, squared and graph and isometric paper which is stored in individual files.
Recording may be symbolic, graphic, diagrammatic, pictorial, written, or in the form of models or patterns. Verbal comments and observations may be written by adults (teachers or teaching assistants) for younger pupils or those unable to express themselves.
The following systems for assessment are in place;
1 Teachers keep records of individual pupil achievements and significant progress, using the NNS sheets for key objectives in year groups, updating during the year. These are passed on to the child's next teacher at the start of the year.
2 Pupils, guided by their teachers, select samples of work each term to keep in their achievement folders. These are annotated by teachers and older pupils. Each term teachers carry out some moderation as a whole staff to check against QCA Standards in Mathematics; Exemplification of key learning objectives from reception to Year 6.
3 Pupils set personal, short term targets with help from teachers. Older pupils are expected to revisit their targets to see whether progress has been made on a half termly basis, but younger pupils will have shorter term targets.
4 Pupils in Years 2 and 6 undergo statutory, formal SATs . Pupils in Years 3 to 5 take optional SAT tests in May each year. From these tests, teachers monitor individual progress on an annual basis. Each summer teacher assessments are made on pupils' work throughout the year against NC attainment targets and are levelled as A, B or C within a level. This information helps planning for future progress. Parents are informed of pupil progress in the Annual Summary report and at parent consultation evenings.
Children who experience difficulties are supported by the Class Teacher
Children who experience difficulties are supported by the Class Teacher and by
Teaching Assistants on a one to one or group basis so that they can continue to access the
NNS and take part in whole class work wherever possible. The Senco and Numeracy
Co-ordinator are consulted over more serious difficulties.
Pupils in Year 5 who are experiencing difficulties with some key concepts are supported
with extra lessons held during the School day (Springboard 5) These lessons are led by
the Numeracy Co-ordinator and are attended by a Teaching Assistant who leads a follow-
up session in the classroom. Homework and materials for practise are provided over a 10
week period. It is hoped that those children identified and receiving help will be able to
achieve the required Level 4 in KS2 SATs in Year 6
Classes to increase pupil confidence and achievement are funded for Year 6
pupils who may achieve
Level 4 with some extra tuition in the spring term. The lessons take place
during the school day, overlapping other Numeracy work. These are taught by a
regular supply teacher to a small group and are planned with the Class Teacher
to ensure coverage and progression.
pupils who may achieve Level 4 with some extra tuition in the spring term. The lessons take place during the school day, overlapping other Numeracy work. These are taught by a regular supply teacher to a small group and are planned with the Class Teacher to ensure coverage and progression.
Equipment and resources
Each classroom has basic equipment and resources for regular use, although these will
vary as children progress through the school.
Every class has access to the following;
0-9 cards (set per pupil)
100 square and overlays (shared between year 4/5 and 5/6 classes)
measuring sticks, metre sticks and rulers
place value cards
number lines, 0-20 and 0-100
Additional resources which are not in regular everyday use, eg weighing scales, capacity
containers are stored in the resources room next to the Office.
This includes TV, video, Audio cassette, OHP, calculators and computer hardware and software and Roamer
Each classroom has the following software;
Developing Number Counter Monty Minimax
Take Part Toy Shop Play Train Superlogo
Junior Pinpoint Talking Clocks
other software used by specific classes and in cross curricular work may be loaded onto
one or more computer
Calculators are kept in the year5/6 class, although they are available for other classes when required.
TV programs eg KS1 Number Time and audio cassette Mathematics
(KS2) are kept in the classroom most frequently using the resource.
OHP; KS1 classrooms share, KS2
classes have their own
OHP; KS1 classrooms share, KS2 classes have their own
Whilst no single scheme is in operation each teacher has copies of the following to draw upon;
NNS Framework for teaching Mathematics from reception to Year 6
NNS teaching mental calculation strategies in Key Stages 1and 2
NNS teaching written calculations in Key Stages 1 and 2
Mathematical Vocabulary book
Mathematical activities for able pupils
Other resources available are listed below
Files of investigations and materials produced by staff; Yellow KS1
Blue KS2 years 3-4
Games, Counting lines and Grids, produced by ESCC Numeracy Consultant
Spectrum Maths materials; Starting Algebra/shape, NClevels1-3
Starting Number Skills, level 1-3
Beam KS1; Number Calculations
KS2; Number at KS2
Measurement at KS2
Curriculum Bank Number KS1 and KS2
Problem Solving with Maths (lower KS2)
Problem Solving with Maths (middle KS2)
Problem Solving through Investigation (upper KS2)
Chance, Statistics and Graphs, age 8-10
Times Tables Practice
Developing Mental Maths (BBC) + cassette, stage 4 (year 5-6)
Folens Mental Maths (year 4-6)
Mathematics through Art and Design
Maths from History; the Greeks
Literacy hour big books
Internet sites of interest include ;
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