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Mathematics

St Paul’s C of E Primary School

Mathematics Policy

 

The school’s aims for Mathematics

 

Our aim is to produce confident and competent mathematical thinkers who are able to use maths in real life situations. We strive to achieve this aim by:

 

  • encouraging an enthusiastic and inquisitive attitude to mathematics;
  • equipping all children with strategies to enable them to apply mathematics to unfamiliar problems and real situations within and beyond the classroom;
  • helping all children make an active contribution to their own learning and that of others, by developing the skills of communication, enquiry, problem solving and mathematical fluency;
  • supporting all children in using mathematical skills with purpose and enjoyment.

 

The curriculum for Mathematics

 

Teachers will use their professional judgement to provide learning opportunities suitable to each child’s age, ability and aptitude, whilst ensuring the statutory requirements of the National Curriculum and Early Years Foundation Stage Framework are delivered.

 

Organisation of Mathematics Teaching


The format of lessons will vary according to the objectives and activities and may be a cross-curricular lesson. In the EYFS there will be opportunities for daily mathematical activities.

 

Teaching and Learning Styles


Teachers will employ a range of strategies and use their professional judgement to decide on the most appropriate teaching and learning style for the class, groups of pupils or individual pupils. These may include:

 

  • whole class, group, paired and individual work;
  • the exploration of mathematical investigation and unorthodox problems;
  • practical work using apparatus to explore mathematical concepts;
  • the regular practice of basic mathematical techniques to improve fluency ;
  • the discussion of and recording of mathematical thinking and method in a pupil’s book;
  •  guided group work with the teacher or focused support work with a teaching assistant;
  • clear demonstrations and explanations of mathematical thinking, concepts and vocabulary from the teacher and individuals, pairs or groups of children and the use of peer mentoring;
  • plenary sessions that address misconceptions raised in the lesson, consolidate learning or celebrate achievement.

 

 Assessment

 

  • the regular use of 100% participation techniques to assess within the lesson;
  • regular pupil peer and self-evaluation recorded in their books in an age-appropriate manner;
  • the prompt marking and feedback to children in accordance with the school marking policy;
  • the regular assessment of children against the statements on Target Tracker;
  • the use of summative tests at the end of each year to inform teacher assessment.

 

Resources

 

Each class is equipped with a range of basic mathematical resources and apparatus relevant to the year group of that class. All children have access to a range of appropriate mathematics aids for their age and ability. Some equipment is held centrally and will be returned to this central storage when not in use. Computers are frequently used to support the learning of mathematics in all year groups.

 

Inclusion


All children have equality of access to Mathematics provision, regardless of age, disability, gender reassignment, race, sexual orientation, religion or belief.

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