> cb{m ~#bjbjZcZc 4T8 b8 b~^^\Jl78)))6666666$I:<~6);)|)))66,,,)^6,)6,,V4@|5P6d*
4|66075x}=*}=|5}=|5)),)))))667+)))7))))}=)))))))))^B:
St James Infant & Pre-School
Maths and Calculation Policy
Statutory / Non-statutory
Date policy adoptedReview dateAutumn 1 18Autumn 1 19Autumn 1 20Autumn 1 22Reviewers nameSHSHSHarrisSHarrisDate minuted by committee meetingNext review due byAutumn 1 19Autumn 1 20Autumn 1 21Autumn 2023Annual review / 2 yearly review
Introduction
Mathematics is a core subject within the National Curriculum.
This policy reflects the values and philosophy in relation to the teaching and learning of mathematics.
It gives a framework within which all staff work and it gives guidance on planning, teaching and assessment.
The policy is intended to be used in conjunction with the Early Learning Goals for the Foundation Stage and the National Curriculum learning objectives for Key Stage 1.
At St James Infant School, most subjects are taught through a theme-based integrated curriculum, formulated using the National Curriculum objectives. However, the mathematics curriculum is mostly taught separately as a stand-alone subject using a project-based approach. (Teachers give pupils projects to work on that need mathematical methods.) The focus is on understanding mathematical concepts and developing critical thinking and reasoning. The new National Curriculum is used as a guideline for planning in Years 1 and 2 and Maths Hub. Maths in Key Stage 1 is being made more practical with opportunities for investigations, in line with the Foundation Stage. Power Maths is used within KS1 as a tool to support the delivery of mathematics; providing subject knowledge support and lesson sequencing. Reception and KS1 participate in Mastering Number sessions provide by the NCETM. Reception use this to support their daily maths teaching.
Subject Outcomes
All children will have the basic number skills that will allow them to approach maths with confidence and a sense of enjoyment. They will have an understanding of how maths is useful in everyday life and be able to apply their skills to solve simple problems.
Subject Aims
The children will:
Have an understanding of place value
Know by heart number facts such as number bonds, multiplication tables, doubles and halves
Use what they know by heart to calculate answers mentally
Calculate accurately and efficiently, both mentally and with pencil and paper, drawing on a range of calculation strategies
Solve number problems involving one or two operations, choosing the appropriate operation
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
Have an understanding of the data in tables and graphs, and to be able to use the data in different ways
In order for this to occur, we need to make certain that:
The head teacher is well-informed, provides active leadership and sets high expectations for what can be achieved by staff and pupils
The leader for mathematics has the expertise, opportunity and support needed to influence practice
A desire to secure high standards through effective teaching and learning pervades the whole school
There are clear, realistic targets for raising standards, and a manageable plan for achieving them, with regular evaluation for the schools progress towards the targets including effective arrangements for assessing the progress of each class and cohort, taking into account national standards
There is a whole-school approach to the professional development of the staff involved in the teaching of mathematics, with emphasis on developing knowledge of the primary mathematics curriculum and appropriate teaching methods
Learning Support Assistants are used effectively to enhance pupils learning
Parents are kept well-informed and encouraged to be involved through meetings and discussions at school, and through work sent home for their children
Governors are involved actively in policy, monitoring and evaluation
AGREED PRINCIPLES AND PROCEDURES
Teaching and Learning, Planning & Assessment
Children in Reception will be following the Foundation Stage guidelines and the themes delivering the integrated curriculum.
In years 1 and 2, pupils will have some teaching of maths every day. (Teachers are asked to be flexible in their planning so that periods of extended work can be achieved.)
ICT is used to support maths activities when appropriate, particularly through the use of interactive whiteboards, internet resources and the computer suite.
Work will be differentiated but in a way that does not pigeon-hole pupils, or encourage self-fulfilling prophecies. Instead it will create a growth mindset attitude in all pupils and enable them to say I cant do this yet. In Ks1, children are encouraged to work through the challenges in the workbooks and challenge themselves.
Children will be taught in class groups and will be supported to make choices about the level of activity they do by the use of assessment questions at the beginning of lessons. Flexibility of grouping will be encouraged so that children can demonstrate their fluency.
All children in school have access to the National Curriculum. Each child is encouraged to reach their full potential.
Children who need extra support in mathematics participate in Intervention Groups, working towards specific targets formulated by the class teacher, approved by the SENCo.
Childrens learning is facilitated in a variety of ways, as a whole class, in a group, pairs, or as individuals.
Planning provides a clear progression and also has the flexibility to take into account assessment for learning and assessment of learning.
Homework is planned by the class teacher and will build on work done in the classroom.
Assessment
Maths assessment is carried out through a variety of methods including: Year 2 termly pixl assessment, Y1 summer pixl assessment, End of unit assessment and the Foundation Stage Profile
See Policy on Assessment
Resources
The classrooms reflect a positive attitude towards mathematics. Each classroom has practical maths resources for the children and teacher to use plus fully equipped tool boxes; one for every 4 pupils. Some resources are kept in the central storage cupboard in Bluebells, with resources being shared and all staff members have equal access.
Each class has an internet-enabled interactive whiteboard, with a variety of maths programs available and at least two internet-enabled computers.
The Mathematics leader is responsible for maintaining resources and monitoring their use.
Parent helpers work under the guidance of the class teacher and LSA to supervise a range of mathematical activities in the classroom. Parents are encouraged to support their children in learning numbers bonds, times tables and completing their homework.
Reviewed and updated: October 2022 S Harris
$%ABKNѶlWlC/'h:-h:-5OJQJmH nH sH tH 'h'(jh:-5OJQJmH nH sH tH )h:-5CJHOJQJaJHmH nH sH tH /h:-h:-5CJHOJQJaJHmH nH sH tH 5h:-h:-B*CJ0OJPJQJ^JaJ0mH phsH ,h:-h:-CJOJPJQJ^JaJmH sH 5h:-h:-B*CJOJPJQJ^JaJmH phsH @jh:-h:-CJOJPJQJU^JaJmHnHsH tH uh:-5CJOJQJaJ
$B\pq
Wd$&`#$/Ifgd:-$
Wda$gd:- dgd:-$da$gd:-$
&F
G']a$gds$ N[\qr~ë×lU×Al&hJCJOJQJaJmH nH sH tH ,h:-h0iCJOJQJaJmH nH sH tH &h0iCJOJQJaJmH nH sH tH ,h:-h:-CJOJQJaJmH nH sH tH &h:-CJOJQJaJmH nH sH tH /h:-h:-5CJ$OJQJaJ$mH nH sH tH $h:-h:-OJQJmH nH sH tH 'h:-h:-5OJQJmH nH sH tH **h'(jh:-5OJQJmH nH sH tH qr~oTTTTT
Wd$&`#$/Ifgd:-kd$$Ifl0j _
t
6`0644
lapytq{'kd$$Iflrj '_
t
6`0644
lap2ytq{
Wd$&`#$/Ifgd:-'kd$$Iflrj '_
t
6`0644
lap2ytq{
Wd$&`#$/Ifgd:- ! - . : ; F G H U h n o y ѾlX@3h:-5CJOJQJaJ/h:-h:-5CJHOJPJQJ^JaJHmH sH 'h:-h:-5OJQJmH nH sH tH **h:-h:-5OJQJmH nH sH tH &h0iCJOJQJaJmH nH sH tH &hJCJOJQJaJmH nH sH tH &h:-CJOJQJaJmH nH sH tH $h:-h:-OJQJmH nH sH tH /h:-h:-5CJ$OJQJaJ$mH nH sH tH ,h:-h:-CJOJQJaJmH nH sH tH 'kd_$$Iflrj '_
t
6`0644
lap2ytq{ ! . ; G
Wd$&`#$/Ifgd:-G H h '$
Wda$gd:-kd8$$Iflrj '_
t
6`0644
lap2ytq{h i j k l m n o p q r s t u v w x y { .
gdY:$
&F
G']a$gds$$da$gd:-gd:-$a$gd:- dgd:-y z {
$CDMrмr_L9L9$hs$hrECJOJQJaJmH sH $hs$hy{lCJOJQJaJmH sH $hs$h)~CJOJQJaJmH sH $hs$hbCJOJQJaJmH sH hcYCJOJQJaJmH sH $hs$hoCJOJQJaJmH sH 'hs$ho5CJOJQJaJmH sH 'hs$h?5CJOJQJaJmH sH h:-5CJOJQJaJCjh:-h:-5CJHOJPJQJU^JaJHmHnHsH tH u
EF 3Xii$^G
&FgdMgdM
&FgdU2gdY:
-4STrs
!
D
L
M
O
U
e
f
g
ڴ{hUU{U{{Eho3CJOJQJaJmH sH $hNhcYCJOJQJaJmH sH $hNh)~CJOJQJaJmH sH $hNho3CJOJQJaJmH sH $hNhzCJOJQJaJmH sH $hNhW1CJOJQJaJmH sH $hNhrECJOJQJaJmH sH $hs$hy{lCJOJQJaJmH sH $hs$hrECJOJQJaJmH sH $hs$h CJOJQJaJmH sH g
h
1Wڷ{gTgA.$hs$hU2CJOJQJaJmH sH $hs$h?CJOJQJaJmH sH $hs$hI"CJOJQJaJmH sH 'hs$hU25CJOJQJaJmH sH 'hs$h?5CJOJQJaJmH sH 'hs$hI"5CJOJQJaJmH sH 'hs$hy{l5CJOJQJaJmH sH h0iCJOJQJaJmH sH $hs$h CJOJQJaJmH sH $hs$hrECJOJQJaJmH sH $hs$h)~CJOJQJaJmH sH W01ڴڡq]I6$hs$h*CJOJQJaJmH sH 'hs$h65CJOJQJaJmH sH &h@@Lhs$5CJOJQJ\^JaJh@@Lhs$5CJOJQJaJhs$5CJOJQJaJ$hs$h6CJOJQJaJmH sH $hs$h6CJOJQJaJmH sH $hs$hEACJOJQJaJmH sH $hs$hoCJOJQJaJmH sH $hs$hMCJOJQJaJmH sH $hs$h.CJOJQJaJmH sH 1]^OP_`gdMgdNgd]
gd6
&FgdM[\]^ NOPX^_ͺq^N^q;ݧ$hNho3CJOJQJaJmH sH h0iCJOJQJaJmH sH $hNh]
CJOJQJaJmH sH $hNhNCJOJQJaJmH sH h]
CJOJQJaJmH sH $hs$h/{CJOJQJaJmH sH $hs$hNCJOJQJaJmH sH $hs$ho3CJOJQJaJmH sH h*CJOJQJaJmH sH ho3CJOJQJaJmH sH $hNhzCJOJQJaJmH sH _`'+;?_`űxexexeeeRA!hLY_5CJOJQJaJmH sH $hNhyCJOJQJaJmH sH $hNhJh#CJOJQJaJmH sH $hNhy{lCJOJQJaJmH sH $hNh)@CJOJQJaJmH sH $hNhLY_CJOJQJaJmH sH 'hNhLY_5CJOJQJaJmH sH $hNhMCJOJQJaJmH sH $hs$hMCJOJQJaJmH sH 'hs$hLY_5CJOJQJaJmH sH T !!!!!ʷ{hUB//$hNhJh#CJOJQJaJmH sH $hNh CJOJQJaJmH sH $hNhEACJOJQJaJmH sH $hNhCJOJQJaJmH sH 'hNhLY_5CJOJQJaJmH sH 'hNh+V5CJOJQJaJmH sH 'hNhEA5CJOJQJaJmH sH $hNh+VCJOJQJaJmH sH $hNhLY_CJOJQJaJmH sH $h0ih0iCJOJQJaJmH sH h0iCJOJQJaJmH sH !!"### #
###|#}#~#gds$
1$7$8$H$gds$gdNgdJh#
!!!!"""#####.#Z#{#|#}#~#}oa}S}F7hs$hbCJOJQJaJh7hs$OJQJ^JhaxCJOJQJ^JaJh0iCJOJQJ^JaJhcYCJOJQJ^JaJ hs$hs$CJOJQJ^JaJ$hs$hbCJOJQJaJmH sH $hs$hMCJOJQJaJmH sH $hs$hICJOJQJaJmH sH $hs$hsCJOJQJaJmH sH $hs$hEACJOJQJaJmH sH $hs$h+VCJOJQJaJmH sH 21h:p / =!"#$%$$If!vh#v #v:Vl
t
6`065 5pytq{$$If!vh#v #v#v:Vl
t
6`065 55p2ytq{$$If!vh#v #v#v:Vl
t
6`065 55p2ytq{$$If!vh#v #v#v:Vl
t
6`065 55p2ytq{$$If!vh#v #v#v:Vl
t
6`065 55p2ytq{s666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@_HmH nH sH tH @`@NormalCJ_HaJmH sH tH DA DDefault Paragraph FontRi@RTable Normal4
l4a(k (No ListDD
b0Balloon TextCJOJQJaJZ/Zb0Balloon Text Char CJOJQJ^JaJmH sH tH B/B]
apple-converted-space.X !.]
@Emphasis6]*W 1*]
`Strong5\PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭Vc:E3v@P~Ds |w<v
~TNy g
W_!~#!"#%&')q G h
~# $(8*)*@<))(
^ f'
3@. RTRT#"?b
3p0 #"`fb
3 ` #"`fb
3 #"`f#b
3p #"`fb
3P #"`fb
3 #"`fb
3 #"`f
b
3P #"`
fb
3 #"`$#f'd f'
CF. RTRT#"?b
3p0 #"`fb
3 ` #"`fb
3 #"`f#b
3p #"`fb
3P #"`fb
3 #"`fb
3 #"`f
b
3P #"`
fb
3 #"`$#f'd f'
CF. RwTRwT#"?b
3p0 #"`fb
3 ` #"`fb
3 #"`f#b
3p #"`fb
3P #"`fb
3 #"`fb
3 #"`f
b
3P #"`
fb
3 #"`$#f'd f'
CFZ. RwTRwT#"?b
!
3p0 #"`fb
"
3 ` #"`fb
#
3 #"`f#b
$
3p #"`fb
%
3P #"`fb
&
3 #"`fb
'
3 #"`f
b
(
3P #"`
fb
)
3 #"`$#f'B
S ?y~\x8@ v%'8@]p'T@>s$@|<@W[ !-.:;FFOox"N".{ !-.:;FN".})U]b`cw*~h^`OJQJo(hHh^`OJ QJ ^J o(hHohpp^p`OJ
QJ
o(hHh@@^@`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ
QJ
o(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohPP^P`OJ
QJ
o(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ
QJ
o(hHh^`OJQJo(hHh[[^[`OJ QJ ^J o(hHoh++^+`OJ
QJ
o(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ
QJ
o(hHhff^f`OJQJo(hHh66^6`OJ QJ ^J o(hHoh ^ `OJ
QJ
o(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohvv^v`OJ
QJ
o(hHhFF^F`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ
QJ
o(hHcw*)Ub` :9)~M+NNJh#s$U2o3Y:EACBrEIIJWcYLY_'(jy{l>/n]Ss%&xax1y/{^:-Tx)@HU3a66oq{0iNs .gyM]
q2R@j*I"91b+V?W1z~@NNNN~@UnknownG.[x Times New Roman5Symbol3..[x Arial7..{$ Calibri=K @ConstantiaCNComic Sans MSq SassoonPrimaryInfantTimes New RomanaSassoonPrimaryInfant Regular5..[`)Tahoma?= .Cx Courier New;WingdingsA$BCambria Math"qhJgºGTj'd1d11xr4pp3QHP ?912!xxƝ
MATHEMATICS POLICYSarah StreetSarah O'Shea
Oh+'0
8DP
\hpxMATHEMATICS POLICYSarah StreetNormalSarah O'Shea3Microsoft Office Word@F#@o@ގ0@4dd
՜.+,D՜.+,Dhp
Home1pMATHEMATICS POLICYTitle(iq}!lcf76f155ced4ddcb4097134ff3c332fTaxCatchAll
!"#$%&'()*,-./012456789:;<=>?@ABCDEFGHIJKLMNOPQSTUVWXY[\]^_`adefhijklmnopqrstuvwxyz|}~Root Entry FG]Data
+1Table3=WordDocument
4TSummaryInformation(RDocumentSummaryInformation8ZMsoDataStoreG]G]HPGEK52V2O==2
G]G]Item
Properties^5KAXN4CIU0==2G]G]Item
g8Properties
CompObjr
This value indicates the number of saves or revisions. The application is responsible for updating this value after each revision.
DocumentLibraryFormDocumentLibraryFormDocumentLibraryFormschemaRef ds:uri="http://schemas.micr
s:schemaRef ds:uri="ccefe2da-8c62-
s"/>DocumentLibraryFormDocumentLibraryFormDocumentLibraryForm
F Microsoft Word 97-2003 Document
MSWordDocWord.Document.89qType>