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Mathematics

Mathematics enables children to develop abstract thought and to appreciate shapes and patterns in God’s world. It equips them with the necessary tools to interpret and analyse information presented to them in a variety of ways and allows them to take their place confidently in a numerate society.

Our aims:

  • To foster enjoyment and confidence in mathematics.
  • To give children a breadth of mathematical understanding and the appropriate mathematical vocabulary to express their ideas clearly.
  • To develop the ability to calculate mentally using a variety of methods
  • To teach children ways of recording mathematically which consolidate their understanding and equip them to deal with larger numbers.
  • To encourage a spirit of enquiry.
  • To encourage children to contribute to discussion and explain their methods and reasoning.
  • To share with the children the purpose of mathematics and its practical applications.
  • To foster the independence and emotional resilience necessary to tackle challenges in mathematics.

Our core principles

  1. All children are capable of achievement in Maths. No child should ever be told that they ‘are not good at maths’.
  2. Mistakes are to be celebrated and learned from. Hard work and effort are more important than attainment.
  3. Maths is taught with a low threshold and a high ceiling. We build from the basics and always extend and challenge further, regardless of starting point.
  4. Concrete-Visual-abstract. Children need physical and visual ideas to support their understanding. Children learn mathematics best when they can see its relevance.
  5. Confidence is key and has the greatest impact on progress.

Our key strategies

  • Lessons will be based on and follow the guidelines in the National Curriculum for Maths.
  • Number, place value and calculation skills will be given priority.
  • Teachers will employ a range of flexible groupings, strategies, resources and activities to make the learning accessible, inspirational and appropriately challenging to all groups in their classes.
  • Each lesson will have a planned learning focus which will be shared with the children.
  • The learning of times tables will be encouraged by the inclusion of weekly times tables sessions
  • Open-ended investigations and problem- solving activities will be included in the Mathematics planning for each year group at least once a fortnight.
  • Mental Maths tests will be carried out regularly in KS2.
  • Cross-curricular links will be made between Mathematics and other subjects where appropriate.
  • Opportunities will be sought to make use of ICT in Mathematics.
  • Homework will be set to reinforce work done in class.
  • Staff development and training will enable teachers to share expertise and become more competent and confident in their teaching.

Mental arithmetic

  • Arithmetic is defined as all the skills required to efficiently add, subtract, multiply and divide. This includes skills such as doubling and halving, x -/- by 10, 100 and 1000, written calculations and being able to use the four operations for fractions, decimals and percentages.
  • Mental arithmetic, including times tables, should be taught and tested weekly in class. Children will be given set targets for these and know their next steps. In KS2, these are using the arithmetic drills.
  • Teachers will assess the children every term and will record which step each child is on for each operation. This will then be passed to the next teacher.
  • Each year group, amongst all the topics taught, has outlined the key fundamental objectives that should be consistently taught and prioritised in preparation for the subsequent year:

Fundamental objectives

Reception: 

Read, write and count to/back to 10 and beyond

Year 1: 

Read, write and count numbers forwards and backwards from 1-100

Year 2: 

Use addition and subtraction up to 2 digits, multiply and divide mentally
Number bonds to 10 and to 20. Times tables 2’s, 5’s and 10’s

Year 3: 

Column addition/subtraction, times tables (3s,4s and 8s), HTU place value and solve one-step word problems.

Year 4: 

Column multiplication, short division, times tables (2s,3s,4s,5s,6s,10s and 11s),ThHTU place value and identifying/describing any 2/3D shape.

Year 5: 

X and -/- by 10, 100 and 1000, including decimals, Converting fractions, decimals and percentages and confident in all 4 written methods including 2 digit divisors

Year 6: 

Using the 4 operations with fractions, decimals and percentages and confident to use all preceeding arithmetic skills in a variety of contexts and under timed pressure

Visual images and resources

Throughout all Maths teaching, HTPS follows the cycle of concrete-visual-abstract

Concrete-physical experiences of Maths, e.g. base 10 and other practical resources. Base 10 should be used as our main image for teaching number and place value.

Visual– pictures and images LINKED TO THE CONCRETE experience. Multiplication and division should be represented by arrays.

Abstract– pure numbers, word problems and test-type questions.

High quality maths teaching will follow this pattern of differentiation as opposed to a lower-middle-higher ability model

Outcomes in books

Teaching children a wide range of recording methods is vital for their mathematical development. Children need to grow confident to set work out themselves and take pride in the presentation of their books. The following principles should be followed;

  • All work should have a WALT/WILF clearly stated with the short date. This should be written and underlined by the children in KS2.
  • 1 digit per box with decimal points between the boxes. This does not apply to words.
  • Mathematical mistakes should not be rubbed out but encouraged and celebrated. Instead, one neat line through to show the correction.
  • Minimal space to be wasted. A separate box for jottings can be drawn if required.
  • No more than two whole worksheets should be used in books a week. This does not include small tables or other things stuck into books. This is to ensure children grow confident to display work without support quickly and to explore methods of recording ideas modelled by the teacher. Any whole pages need to be trimmed or folded so that they do not go over the edges of the book.
  • See our marking policy for guidance on feedback.

Assessment:

  • Children will be assessed regularly using Headstart Maths in terms 2, 4 and 6, with a baseline test in September. These scores will then be banded into Below, working at or above age related expectations (with steps in between)
  • Year 2 and year 6 will also be assessed against the end of key stage SATS assessments.
  • These assessments will be used to monitor progress and discussed in depth at termly PPMs, to inform subsequent planning of work, grouping of pupils, suitable interventions and target setting.
  • Teachers will also be use formative assessment as an on-going part of their practice to inform next steps and planning.

Parents:

  • The school will seek an effective partnership with parents in their children’s mathematical education.
  • Parents will be encouraged to help their children where appropriate, e.g. in learning tables, completing homework and finding opportunities for applying mathematics in real situations.
  • Parents will be given opportunities to find out about current teaching methods, e.g. by being given access to the school’s online maths account (MyMaths) and by invitation to mathematics curriculum evenings and workshops.
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