At the Oaktree School our aim for Mathematics is:
● to enable the pupils to make sense of the world around
them by developing each individual's ability to calculate,
to reason and to solve problems in a range of contexts;
● to build pupils' confidence and to promote the pupils' enjoyment of and enthusiasm for the subject through a variety of creative teaching styles including practical activities, exploration, discussion and fun (role-play, web-sites, programmable toys, board games, outdoor activities, etc);
● to develop the pupils' skills in, and knowledge and understanding of mathematics and their ability to apply what they have learned in mathematics to other curriculum areas and their everyday lives.
The pupils will be able to:
● use numbers and the number system confidently within
the daily mathematics lesson, other curriculum areas, the outdoor environment and in their everyday lives;
● develop their ability to solve problems through decision-making,
reasoning and asking and answering questions using correct mathematical language in a range of investigations;
● develop an understanding of pattern, the properties of shape
and space and develop measuring skills in a range of contexts.
● gather information from a variety of sources and
develop their practical understanding of the ways in which
information and numerical data can be presented;
● select and use the appropriate mathematical strategies and
equipment, and use and apply their learning in a variety
of everyday situations.
How teaching is organised:
Mathematics is a core subject in the National Curriculum.
The Foundation Stage Curriculum is used as a framework for planning in our Reception classes. The mathematical aspects of the pupils' work relate to the objectives set out in the Early Learning Goals which underpin the curriculum planning for this age group.
In Key Stage 1 at The Oaktree School we use The New National Curriculum supported by the Mastery Curriculum as the basis for implementing the statutory requirements of the programme of study for mathematics. This is delivered through Maths lessons which vary across the year groups to suit the children’s needs and ability groups, in Key Stage 1, some small group work and hands on experiential learning in Year R and KS1.
● Within the daily lesson there is a balance between individual, group
and whole class direct teaching.
● Pupils are encouraged to ask as well as answer mathematical questions during
practical tasks and within class and group discussions. Paired and small group
speaking and listening activities are undertaken on a regular basis.
● Pupils are encouraged to use a wide range of resources and visual reminders when being introduced to a new concept (concrete strategies) such as colour matched number lines, Maths wall displays, Numicon resources, which are freely available, stored and clearly labelled in each classroom. Further shared Maths resources are stored in the Curriculum Cupboard.
● Pupils are encouraged to record their work when appropriate and explain their thinking using The De Bono Thinking Hats.
● In Year 1 and Year 2 ICT is used in mathematics lessons where possible to enhance learning. In Key Stage 1, Mental Warm-ups and the introduction to the Main Activity are regularly taught using the Interactive Whiteboards.
● Cross-curricular links to other subjects within the curriculum are made
and these links are clearly indicated on the half-termly topic webs.
● Wherever possible the challenge of the task is matched to the ability of the individual.
This is achieved through detailed planning, which ensures continuity and progression, and through a range of teaching strategies including:
● All children learn Math's by utilizing their fluency, reasoning and problem solving skills.
Medium-term planning is produced in half-termly blocks to ensure an
appropriate balance and distribution of work across each term. The
half-termly topic webs are sent to parents.
The class teachers prepare short-term, weekly plans and daily lesson plans during Year Group Planning Meetings. These plans detail the specific learning objectives and how each lesson will be taught.
Each Year Group Leader and the Subject Leader keeps a copy of the long and medium term plans. The class teachers keep the short-term plans as working documents to ensure on-going assessment and progression. These plans are informally reviewed with the Subject Leader periodically.
Whole Class Targets are displayed in the classrooms and differentiated and shared with the children.
Assessment, Recording and Reporting
Assessment in mathematics is formative and informs planning. Summative assessments are carried out termly for Year 2 in the annual End of Key stage Assessments.
The staff work closely to ensure the smooth transition from Foundation to Key Stage 1 and Key Stage 1 to Key Stage 2.
In Key Stage 1, long-term assessments are made using end-of-year tests and teacher assessments. The national tests are used for the children in Year 2. A summary of each child's progress throughout the school year is then reported to and discussed with parents and with the child's next teacher, or new school.
The staff meet regularly to level and moderate Mathematics levels across all Year groups.
The mathematics subject team and headteacher monitor the standards of the pupils work and the quality of teaching in mathematics. Work sampling from each class, across the ability range, is undertaken by the mathematics subject team at the end of each half-term and copies of work are taken as samples for the school portfolio.
The mathematics subject team evaluates the Year 2 SATs results and reports any strengths and weaknesses and areas for further development to the headteacher.
The headteacher allocates regular management time to the mathematics subject team so that can review samples of work, monitor teaching and learning and attend courses and conferences to ensure they are informed about current developments in mathematics and thus support colleagues.
A named member of the school's governing body is briefed to oversee the teaching of mathematics and this governor, the headteacher and the subject team meet regularly to review progress.
We are committed to offer a mathematics curriculum to all pupils regardless of ability, cultural diversity, disability or gender. (See Equal Opportunites Policy.)
Parents are welcome to help in Maths lessons throughout the school. Half-termly visits to the classrooms are encouraged and the pupils are encouraged to involve their parents in the Home Learning Challenges that are published in the newsletter. Annual Reports inform the parents of their child's progress in Mathematics, as do the Parent Consultation Evenings.
We would like to introduce our Maths to the Moon Challenge. All the children will begin on Challenge 1. This is so that we can identify any gaps in knowledge and address these quickly. Your child’s Maths Challenge can be found in the back cover of their books. Your child will need to work their way through the numbered rockets until they become fluent in their number facts. This means knowing the solutions to the calculations without having to count forwards or backwards. When your child thinks that they know all the number facts in one of the rockets they need to let their teacher know so that they can be checked. Your child can be checked on more than one rocket at a time if they feel that they can complete them. When they have been checked at school, the teacher will sign their rocket (which your child can colour in). Each rocket they complete will win them an ‘I Can…’ rocket to stick inside their Maths book. Once they have completed an entire challenge they will receive a certificate. Learning these number facts will greatly help them in their Maths work in school. This challenge will now replace Maths homework tasks. Please have fun practising your calculations in as many interesting ways as you can. We would love for the children to note down their exciting learning ideas in their Home Learning Journals. These could be shown through pictures!