At Sugar Hill Primary we strongly believe mathematics equips pupils with the uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem solving skills and the ability to think in abstract ways. Mathematics is important in everyday life. It is integral to all aspects of life and with this in mind we endeavour to ensure that children develop a healthy and enthusiastic attitude towards mathematics that will stay with them. Curriculum 2014 is the maths curriculum that all year groups are following. This curriculum focuses carefully on end of year group and key stage expectations. It ensures continuity and progression in the teaching of mathematics. In Early Years the curriculum is guided by the Ages and Stages Early Learning Goals. Our Maths Policy follows a whole school format and rationale. We believe it is important to create an agreed whole school approach to mathematics of which staff, children, parents, governors and other agreed agencies have a clear understanding. At Sugar Hill Primary School we provide a positive and enthusiastic approach to mathematics. We recognise it is important that children all develop self-confidence and a sense of achievement through mathematics.
At Sugar Hill Primary School the priniples for mathematics are:
Policy and provision are evaluated and reviewed regularly.
Resources of time, people and equipment are strategically planned for, budgeted and detailed
(when appropriate) within the SSDP.
The governing body of Sugar Hill Primary School discharge their statutory responsibility with regard to mathematics.
Cross curricular links will be encouraged, promoted and highlighted where appropriate.
Explicit teaching of mathematics skills will be undertaken in daily numeracy lessons.
Application of key numeracy skills will be promoted and encouraged across the curriculum.
Creative, motivational and interesting numeracy lessons are planned to engage children in their learning.
Speaking and Listening is a key focus to encourage and enable children to develop communication, reasoning and explanation skills.
Planning of mathematics ensures continuity and progression across all year groups and key stages through the use of regular formative and summative assessment.
Mental Arithmetic sessions will be taught daily in the first 30 minutes of the day.
Problem solving lessons will be taught weekly, ensuring children are given the opportunity to apply the skills they have been taught.
Mathematics games sessions are encouraged to ensure children’s confidence in number is developed.
Use of the school’s grounds will be capitalized on – providing opportunities for outdoor learning.
Intervention sessions in mathematics are to be carried out daily; at appropriate times on an afternoon.
Necessary and appropriate homework is set that is manageable and accessible to the children.
Through the teaching of mathematics we aim to provide the pupils with a mathematics curriculum which will produce individuals who are literate, 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 their full potential and are equipped with lifelong learning skills in readiness for life after Sugar Hill Primary School and the world of work.
We believe our pupils should:
- Be able to count confidently in different steps according to their year group and level of development.
- 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
- 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
- Measure using standard units and make sensible estimates of measurements
- Develop their skills related to money so that they understand values and can calculate with money.
- Explain and make predictions from the numbers in graphs, diagrams, charts and tables
- Develop spatial awareness and an understanding of the properties of 2D and 3D shapes
Pupils are provided with a variety of opportunities to develop and extend their mathematical skills in and across each phase of education. Lessons follow a specific format which involves groups receiving specific adult focus at different stages of the lesson. Throughout the course of the lesson, children are regularly reminded to reflect on their learning and to ensure they are completing aspects of their success criteria.
The teaching of mathematics at Sugar Hill Primary School provides opportunities for:
- Group learning
- Paired learning
- Whole class learning
- Individual learning
Pupils engage in:
- The development of mental strategies
- Written methods
- Practical work
- Investigational work
- Problem solving
- Mathematical discussion
- Consolidation of basic skills and number facts
- Mathematical talk for learning
- Peer assessment
At our School we recognise the importance of establishing a secure foundation in mental calculation and recall of number facts before standard written methods are introduced. Mathematics contributes to many subjects and it is important that the children are given opportunities to apply and use mathematics in real contexts.
Numeracy will be taught in the Foundation Stage daily, either through simple counting games, number rhymes, ordering and through discussions. These activities will often be seen in a carousel type format. See Early Years Foundation Stage (Ages and Stages Documentation). The teaching throughout the Foundation Stage will change throughout the year leading to a more focused numeracy lesson by the end of the autumn term with clearly differentiated work for all the children. The children will be given the opportunities to develop their skills further by moving onto Year 1 objectives to challenge their thinking where appropriate.
Key Stage 1 and 2
Learners in Year 1 up to Year 6 follow Curriculum 2014.
Teachers follow long term, medium term and short term planning. The short term planning is reviewed on a daily basis informing future learning. Learning activities are planned and delivered in conjunction with the Rising Stars progression maps that help inform Classroom Monitor. These are updated on a weekly basis. Mini tests are completed regularly at the end of each topic. These are used to inform overall assessment and provide the children with exactly what they need to move them on in their learning.
Targets are set for the children on a regular basis which help to move the children’s learning on; often linking directly to objectives from mental arithmetic.
ICT will be used in various ways to support teaching and motivate children’s learning. ICT could involve the use of the class interactive whiteboard (IWB), computer, calculator, and audio-visual aids. However, they will only be used in the daily mathematics lesson when it is the most efficient and effective way of meeting the lesson objective.
Staff will endeavour to ensure children have frequent opportunities through the daily numeracy lesson and creative afternoon curriculum to:
- ensure that mathematics is used in ICT on graphs, patterns, shape etc
- use resources to introduce or consolidate new skills.
- use the ICT resources such as Maths Whizz
- use the bee bots
- use ICT as a tool to support mathematical learning and understanding
Assessment is regarded as an integral part of teaching and learning and is a continuous process. It is the responsibility of the class teacher to assess all pupils in their class.
In our school we are continually assessing our pupils and recording their progress. We see assessment as an integral part of the teaching and learning process and strive 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.
Information for assessment will be gathered in various ways: by talking to the children, observing their work, marking their work, through assessment grid evidence gathering, following teaching codes on Classroom Monitor, HeadStart Maths assessments and partnership with home. Teachers will use these assessments to inform future learning and support planning for improvement.
SATs tests are given at the end of each key stage and the data is analysed by the Numeracy Coordinator and the management team (SLT) in order to write clear objectives and targets for each year group. The new SATS have been released in 2016 and consist of a mental arithmetic paper and maths reasoning papers.
The progress of all children within mathematics is intensively tracked not only throughout a year but following their learning journey as they move throughout the school. This information is added to the school’s extensive step-tracking system and enables us to effectively target individuals, groups and classes, through specific interventions and support.
At Sugar Hill Primary School we view the partnership between school and home as vital in ensuring the best outcomes for all learners. At our school we encourage parents to be involved by:
- Inviting parents to attend school numeracy information sessions.
- Inviting parents into school termly to discuss and celebrate children’s achievements and progress.
- Circulating information via open evenings and newsletters when significant changes have been made to the mathematics curriculum.
- Encouraging parents to help in classrooms or join in focus days where they can work with their children.
- Holding workshops for parents focusing on areas of mathematics.
- Children’s planners – communication tool between home and school
For more information please see our Maths Policy
Maths 'Brilliant Club' visit Durham University
Magical Maths Awards