Meridian Primary School Mathematics
The purpose of this statement is to describe our practice in Mathematics and the principles upon which this is based.
We aim to develop lively, enquiring minds encouraging pupils to become self-motivated, confident and capable in order to solve problems that will become an integral part of their future.
The National Curriculum for mathematics aims to ensure that all pupils:
• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems (Fluency)
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language (Reasoning)
• can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. (Problem solving)
Long term planning
EYFS follow Development Matters and the Early Learning Goals (Number, Shape Space & Measure). Years 1 to 6 follow the National Curriculum for Mathematics 2014.
Medium term planning
EYFS planning is based on Development Matters and the Early Learning Goals (Number, Shape Space & Measure). Years 1-6 use the White Rose Medium Term Mathematics planning documents as its medium term planning.
The programme of study for the Foundation stage is set out in the EYFS Framework. Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shape, spaces and measures.
Key Stage 1
The principal focus of mathematics teaching in Key Stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value.
Lower Key Stage 2
The principal focus of mathematics teaching in lower Key Stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
Upper Key Stage 2
The principal focus of mathematics teaching in upper Key Stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. By the end of Year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.
Teaching and Learning
Each class teacher is responsible for the mathematics in their class in consultation with and with guidance from the mathematics subject leader. With the exception of EYFS each class organises a daily lesson of between 45 and 60 minutes for mathematics. EYFS ensure the children learn through a mixture of adult led activities and child initiated activities both inside and outside of the classroom.
The approach to the teaching of mathematics within the school is based on:-
• A mathematics lesson every day
• A clear focus on direct, instructional teaching and interactive oral work with both the whole class and smaller ability groups.
The curriculum is delivered by class teachers. Work is differentiated in order to give appropriate levels of work. Secure mathematical skills and conceptual understanding will be broadened and deepened through challenge, using and applying and investigative approaches. Lessons that are planned in advance are adjusted on a daily basis to better suit the arising needs of a class and individual pupils.
Additional documents available to teachers
The Written Calculation Policy
The Mental Calculations Policy
The Problem Solving policy
Homework consists of one piece of maths usually linked to the aspect of maths currently being studied and a task linked to number work, usually.