numeracy policy

A. INTRODUCTION

This policy outlines the teaching, organisation and management of Numeracy taught and learnt at Arnold Junior School. The policy has been drawn up as a result of staff discussion. The implementation of this policy is the responsibility of all the teaching staff.

AIMS AND OBJECTIVES

Each child should be able to think and solve problems mathematically by using the appropriate skills, concepts and knowledge. They should be provided with rich and enjoyable experiences related both to their individual needs and to the wider requirements of society.

We aim for each child to:
• Have a positive attitude towards mathematics.
• Have self-confidence in their ability to deal with mathematics.
• Be able to work systematically, co-operatively and with perseverance.
• Be able to think logically and independently.
• Experience a sense of achievement regardless of age or ability.
• Understand the appropriate underlying skills, concepts and knowledge of number, measurement, shape, space and handling data.
• Be able to apply previously acquired concepts, skills, knowledge and understanding to new situations both in and out of school.
• Understand and appreciate pattern and relationship in mathematics.
• Be able to communicate with peers and adults, ideas, experiences, questions, clearly and fluently, using the appropriate mathematical language.
• Be able to explore problems using the appropriate strategies, predictions and deductions.
• Have equality of opportunity regardless of race, gender, or ability.
• Be aware of the uses of mathematics beyond the classroom.
• Encourage the use of mental calculations and choose efficient strategies to work out the answers.

EQUAL OPPORTUNITY

We are committed to providing a teaching environment conducive to learning. Each child is valued, respected and challenged regardless of ability, race, gender, religion, social background, culture or disability.

B. TEACHING NUMERACY

Teaching time
To provide adequate time for developing numeracy skills each class teacher will provide a daily mathematics lesson. This may vary in length but will usually last for about 45 minutes in Key Stage 1 and 50 to 60 minutes in Key Stage 2. Links will also be made to mathematics within other subjects so pupils can develop and apply their mathematical skills.

Class Organisation
At Key Stage One
All pupils will have a dedicated daily mathematics lesson. Within these lessons there will be a good balance between whole-class work, group teaching and individual practice.

At Key Stage 2
Children will be put into ability sets as it is felt that this is advantageous to the children’s learning and subsequent progress. Decisions on appropriate sets for children are usually informed by the previous years SAT’s results, the previous year’s teachers are also consulted. Sets remain flexible throughout the year to allow transfer of pupils between sets if required.

Out-of-class work and homework
The daily mathematics lessons will provide opportunities for children to practise and consolidate their skills and knowledge, to develop and extend their techniques and strategies, and to prepare for their future learning. These may be extended through out-of-class activities or homework, which is set twice a week at KS2 or at the discretion of the teacher. These activities will be short and focused and will be referred to and valued in future lessons. (Refer to Homework policy.)

Links between mathematics and other subjects
Mathematics contributes to many subjects within the primary curriculum and where possible opportunities will be sought to draw mathematical experience out of a wide range of activities. This will allow children to begin to use and apply mathematics in real contexts.

C. SCHOOL AND CLASS ORGANISATION

Children in Key Stage 2 are set for numeracy according to ability.

Key Stage 1
The daily mathematics lesson is appropriate for almost all pupils. Teachers will involve all pupils through differentiation and provide necessary support through use of resources and adult help. Very occasionally special arrangements will be made for an exceptionally gifted pupil e.g. may follow an individualised programme with more challenging problems to tackle.

Foundation Stage
Please refer to Foundation Stage Handbook

Pupils with special educational needs and individual education plans
Teachers will aim to include all pupils fully in their daily mathematics lessons. All children benefit from the emphasis on oral and mental work and participating in watching and listening to other children demonstrating and explaining their methods. However a pupil whose difficulties are severe or complex may need to be supported with an individualised programme in the main part of the lesson.

Resources
At Key Stage 1 most resources are kept within individual teacher’s classrooms.
At Key Stage 2 whilst some materials are stored within the classroom there is also a maths store room on the first floor landing to which all teachers have access.

Information and Communication Technology
ICT will be used in various ways to support teaching and motivate children’s learning. ICT will involve the computer, inter active white boards, calculators, and audio-visual aids.

Assessment
Assessment will take place at three connected levels: short-term, medium-term and long-term. These assessments will be used to inform teaching in a continuous cycle of planning, teaching and assessment. Short-term assessments will be an informal part of every lesson to check the children’s understanding and give information, which will help teachers to adjust day-to-day lesson plans. Medium-term assessments will take place in each half term or at the end of a topic as appropriate. Long-term assessments will take place towards the end of the school year to assess and review pupils’ progress and attainment. These will be made through SAT’s mathematics tests for pupils in Years 2 and 6 and supplemented by the optional QCA test for years 3 – 5. Teachers will also draw upon their class record of attainment as well as supplementary notes and knowledge about their class to produce a summative record. This information will then be reported to parents and the child’s next teacher.

D. MANAGEMENT OF MATHEMATICS

Role of co-ordinator

KS1 Mrs Lawson, KS2 Mrs Briggs

• To be enthusiastic about Numeracy and demonstrate good practice.
• Prepare, organise and lead Inset with support from the Headteacher.
• To monitor the implementation of this policy through classroom observations.
• To try to be a good role model and afford colleagues the opportunity to share in good practice.
• To review and organise all Numeracy resources and purchase additional materials as required.
• To review assessment and record keeping procedures and be involved in analysing test results.
• To collect photographic evidence in subject areas around school.
• To liaise with the Heads of Sections to ensure continuity across the Key Stages.
• To support and guide staff by encouraging the sharing of ideas.
• To be aware of national development in Numeracy through reading relevant materials and attending courses – time permitting.
• To work to achieve equality of opportunity throughout the school.

Role of the Heads of Sections
To liaise with the co-ordinator and staff members to ensure continuity across the Key Stages.

Role of the Headteacher
• Lead, manage and monitor the implementation of this policy, including monitoring teaching plans and the quality of teaching in classrooms.
• Ensure that mathematics retains a high profile in the school’s development work.
• Deploy support staff to maximise support for this policy.

Senior School Liaison: Mr P McMahon

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