MATHS AT RECREATION ROAD INFANT SCHOOL

“One of the big misapprehensions about mathematics that w perpetrate in our

classrooms is that the teacher always seems to know the answer to any problem that is
discussed. This gives students the idea that there is a book somewhere with all the right
answers to all of the interesting questions, and that teachers know those answers. And if
one could get hold of the book, one would have everything settled. That’s so unlike the
true nature of mathematics”.
Leon Henkin in L.A. Steen and D.J. Albers (eds.), Teaching Teachers, Teaching
Students, Boston: Birkhauser, 1981, p89.

Policy Statement:
Mathematics equips pupils with the tools to understand and change the world. These
tools include logical reasoning, problem-solving skills and the ability to think in abstract
ways. Furthermore, the subject provides its own means of communication using
numbers, symbols and shapes; the language of maths is internationally understood.

During their lives at school and beyond, children should regard themselves as
mathematicians. We aim to stimulate an enjoyment and understanding of mathematics
by providing the children with a rich and varied range of activities so that they can
confidently investigate situations that require mathematical reasoning.

The importance of mathematics is recognised by its being a core subject within the
National Curriculum. At school, we use the National Numeracy Strategy framework for
the basis of our teaching, in order to provide a range and balance of work aimed at
laying strong foundations for future learning.

In line with our aims and values, we use enquiry methods in mathematics and
encourage children to work together, using mathematics to solve a range of problems.
We do this by using drama, stories, developing thinking skills and exploiting real life
situations.

Aims:
We aim for our children to:
 Develop an enjoyment of mathematics.
 Understand mathematical ideas and be able to communicate them to others,
both orally and in writing.
 Develop a range of mental strategies that they can effectively apply to a variety
of problems.
 Practise their mathematical skills as often as possible in “real life” situations.
Examples include using the local shops to buy goods, working out how much
juice is needed for children’s drinks and measuring materials when making
models.
 Develop perseverance when problem-solving, and a willingness to try different
approaches.
 Develop both logic and creative thinking.
 Feel confident and excited about solving a range of mathematical conundrums
independently.
Cross-Curricular links:
We believe that cross-curricular links can give children a valuable chance to consolidate
and extend their learning in practical and purposeful settings. Many mathematical skills
such as measuring, computation, graphing and pattern-finding are frequently called upon
in other areas of the curriculum, including drama. We believe that providing a stimulating
learning environment is an important part of successful maths teaching and learning.
Within that, we recognise the significant part that displays and stimulating apparatus can
make, particularly to visual learners.

Parent partnership:
Maths does not begin and end in the classroom. We believe that parents can play an
important role in supporting and nurturing their children’s mathematical development. To
aid them in so doing, we host workshops where our approach to mathematics is
explained and some of the content explored in a practical way. Furthermore, every
parent has access to the booklet called Helping Your Children with their Learning
Journey which gives helpful hints on how we learn calculation skills.

Mathematics and ICT:

We believe that the maths curriculum can be enhanced and enriched by incorporating
ICT. When planning maths lessons, we look for ICT links, either on the Interactive
Whiteboard, or on the individual laptops; exploiting them where we feel they will help to
achieve the current learning objectives and, just as importantly, enthuse the children.
Our school website provides links to mathematical websites for use outside of school.

Assessment and Recording:

Assessment within maths is undertaken in accordance with our Assessment Statements.
We believe that assessment for learning (AfL) provides both the child and the teacher
opportunities to discuss the next steps in learning. Assessment of Learning provides
feedback for the child on their successes and areas for development. We use tracking
procedures to monitor progress at regular intervals and to provide us with information to
identify the need for interventions.

Monitoring and Evaluation:

The maths subject-leader and Leadership Team monitor classroom practice, planning
and assessment and analyse pupil performance data. Curriculum and pupil progress
reports are provided for the Governing Body who assist in monitoring the learning.

Signed…………………………………………………Date……………………….
.Headteacher

Signed…………………………………………………Date……………………….
Chair of Governors
Date of Policy Review……………………………….