THE AIM OF MATHEMATICS:

At Buttercup Primary we Aim to provide a broad and balanced mathematics

curriculum which gives the children the confidence to approach any mathematical situation they might meet in their lives, with the appropriate knowledge skills and understanding. At Buttercup Primary the National Curriculum and the National Numeracy Strategy Renewed Framework are at the core of our Mathematics teaching, supported by a number of teaching resources. The teaching will follow the seven strands of learning, as set out in the Renewed Framework. Covering the objectives in the seven strands will support children in their progression towards the appropriate National Curriculum levels at Key Stage 1& 2.

THE SEVEN STRANDS ARE AS FOLLOWS:

• Using and applying mathematics

• Counting and understanding number

• Knowing and using number facts

• Calculating

• Understanding shape

• Measuring

• Handling data

We deliver maths lessons 5 times each week, for 45-50 minutes each day. All children in each class are taught maths at the same time. Each lesson follows the three-part lesson structure of mental, main teaching and plenary. Setting takes place in all year groups enabling the school to focus more directly on the children’s individual needs.

PLANNING:

Each teacher is provided with medium term plans to follow in their planning folders. These plans include objectives, assessment for learning, as well as a learning overview for the children. From the medium term plans weekly plans are produced in advance and are annotated accordingly with regards to the childrens needs. The objectives for both the mental and the main sessions are recorded with the activities showing differentiation where necessary.

RECORDING OF CHILDREN’S MATHEMATICAL EXPERIENCES:

All children at Buttercup Primary use an A5 (KEYSTAGE 1) A4(KEYSTAGE 2) exercise book with squared paper to record their mathematical experiences, enabling teachers to have an ongoing record of children’s progress.

ICT

Opportunities to use ICT to support teaching and learning in Numeracy will be planned for and used appropriately.

LINKS WITH OTHER SUBJECTS:

Where possible links with other subject areas should be made. For example data handling in Science and Geography.

ASSESSMENT AND RECORDING:

As well as the children’s books as a record of progress, teachers keep a list of key objectives for their year group where they can date an objective when a child has reached it. In Children’s books diagnostic marking is carried out at least twice a week according to the assessment stated in weekly plans. At the end of each week it is required that each teacher highlights the objectives achieved by the majority, not fully achieved and not taught/achieved. Teachers should note in the evaluation sections in planning folders the names of children or groups that have not achieved the objectives and those that have exceeded objectives. Children complete end of half term tests in order to track progress across the year and highlight weak areas. Thus, informing future planning. ‘RISING STARS’ tests are given at the end of each term.These tests also monitor progress and are used to predict results and set targets.

INCLUSION:

We aim to meet the needs of all, taking into account gender, ethnicity, culture, religion,language, disability, sexual orientation, age and social circumstances. Opportunities for differentiation will be planned for both more able and less able pupils at the short term planning stage.

MONITORING AND EVALUATION:

Monitoring and evaluation of Mathematics teaching in the School is carried out by the Mathematics Co-ordinator Suhena Islam and the Head teacher. When possible discussion with children will take place along with scrutiny of work. Planning is moderated by the SLT team.

STAFFING:

Support staff work in partnership with the classroom teacher to support SEN, EAL and Gifted and Talent children. Support staff are guided by teaching staff on a daily basis. The role of support staff is dependent upon the needs of the teacher and the children.

RESOURCES:

Each classroom is equipped with basic, regularly used maths equipment. In addition, In frequently used equipment is stored centrally in the staff resource room. Teachers have access to various publications to assist with planning etc.

THE ROLE OF THE MATHEMATICS CO-ORDINATOR:

• To purchase, organise and maintain teaching resources.

• To assist with diagnosis and remediation of learning difficulties.

• To manage a delegated budget and keep spending within it.

• To encourage and assist in-service training.

• To keep up-to-date by attending courses and feedback sessions organised by Head teacher

• To provide guidance and support in implementing NC and schemes of work.

• To offer specialist advice and knowledge for special needs and gifted pupils.

• After consultation, to co-ordinate recording and presentation throughout the school.

• To advise the Head teacher of action required (e.g. resources, standards etc.).

• To encourage ways of involving parents in their children’s learning.

The over-riding task must be to provide support for all who teach mathematics and so improve the quality and continuity of mathematics teaching and learning throughout the school.