Woolston Brook School

Mathematics is the means of looking at the patterns that make up our world and the intricate and beautiful ways in which they are constructed and realised. Numeracy is the means of making that knowledge useful. Mathematics contributes to the school curriculum by developing pupils’ abilities to calculate; to reason logically, algebraically, and geometrically; to solve problems and to handle data. Mathematics is important for pupils in many other areas of study, particularly Science and Technology. It is also important in everyday living, in many forms of employment, and in public decision-making. As a subject in its own right, Mathematics presents frequent opportunities for creativity, and can stimulate moments of pleasure and wonder when a problem is solved for the first time, or a more elegant solution to a problem is discovered, or when hidden connections suddenly manifest. It enables pupils to build a secure framework of mathematical reasoning, which they can use and apply with confidence. The power of mathematical reasoning lies in its use of precise and concise forms of language, symbolism and representation to reveal and explore general relationships. These mathematical forms are widely used for modelling situations; a trend accelerated by computational technologies. The subject transcends cultural boundaries and its importance is universally recognised. Mathematics helps us to understand and change the World.

The vision of the Department of Education (DE) as stated in Count, Read: Succeed (DENI 2010), is: “To ensure that every learner fulfils his or her potential at each stage of his or her development.” In March 2011 DE published ‘Count, Read: Succeed – A Strategy to Improve Outcomes in Numeracy’. This strategy states that, ‘A solid foundation in Numeracy is essential to ensure they (young people) can contribute effectively to the economy and society and live fulfilling lives.’ It specifically outlines: ➢ Numeracy is at the very heart of the revised curriculum; ➢ Developing Numeracy must be a central element of a school’s delivery of the revised curriculum and of the professional development of teachers in implementing the curriculum; ➢ The aim is to raise the levels of attainment for all young people and to close the gap between the highest and lowest achieving pupils. This will be achieved through high quality teaching for every child, along with early intervention and additional support for those children who are struggling with Numeracy.

• To promote numeracy developments throughout the school
• To raise standards of numeracy by enhancing the quality of learning and teaching;  
• To promote a more positive attitude towards numeracy amongst all staff, pupils and parents;
• To ensure that all staff are aware of the mathematical demands of their own subject and the range of mathematical knowledge and skills that pupils bring to their lessons;
• To provide opportunities for pupils to develop and apply their mathematical knowledge and skills in all subjects;
• To promote a common approach to the teaching of key mathematical ideas and processes in all subjects and to standardize common themes that may be taught in different ways by different subjects. At WBS we use White Rose Maths from KS2 to KS4 which covers the whole curriculum building on knowledge from previous years;
• To set targets for improving the performance of pupils with respect to numeracy;
• To ensure that a range of strategies is employed to suit the abilities of all pupils, assisting those with numeracy difficulties and providing a challenge for more able pupils;
• To provide appropriate staff development to ensure a shared understanding of, and consistent approach to, numeracy throughout the school.
• To offer a variety of approaches to teaching and learning to engage and motivate pupils and demand their active participation.
• To smooth the transition for pupils between Key Stages and ensure progression in teaching and learning throughout their time at School.
• To explore enrichment opportunities outside the curriculum to enhance pupils’ enjoyment of mathematics.

At the end of their mathematical education in this school, each pupil will be able:

• To perform basic numeracy skills
• To perform the basic mathematical skills needed in their chosen career or for entry to higher or further mathematical education
• To understand the mathematics likely to be encountered in daily adult life
• To reason clearly and logically, and to set out a rational argument
• To identify patterns encountered in diverse situations and to extrapolate from these
• To approach problems systematically, choosing appropriate techniques for their solution
• To follow logical instructions clearly expressed
• To experience satisfaction in and enjoyment of his mathematical achievements
• To obtain any formal mathematical qualifications needed for his chosen career
• To obtain their best possible results at KS2, KS3 & KS4.
• Financial Capability

In addition, we hope that pupils will acquire the logical abilities characteristic of a mathematician.

Even though pupils are organised in year groups, there can still be a wide range of attainment in the class. We aim to:

• Establish a classroom climate where all pupils feel that they can contribute, and which secures their motivation and concentration;
• Adopt teaching and organisational strategies to keep all pupils suitably challenged, while giving them maximum opportunity to interact with their teacher;
• Provide appropriate support, aids or interventions to give particular pupils access to the planned programme and to keep any who might fall behind in step with the rest of their class.

Examples of strategies include:

• Questioning – targeting individuals or groups, open questions, encouraging pupils to explain strategies and methods to each other.
• Teaching focused at times on individuals/groups while others work independently.
• Targeting teacher’s own support or the support of additional adults in the classroom.
• Providing resources to support particular pupils.
• Open-ended tasks – investigations, problems. 
• Providing extension material

We aim to ensure that all pupils reach their full potential according to their individual abilities and we identify which pupils are low achieving and under achieving in order to take steps to improve their attainment. 

• All pupils will be assessed using GL Cat 4 when they first arrive at WBS, during their induction period. Pupils will also be assessed in class, which will give staff a baseline position. The resulting data will be compared with CAT results and pupils who would benefit from additional Numeracy support will be identified. Intervention strategies/numeracy support will be put in place for these pupils and their progress monitored and reported back to parents. Assessment tests will be completed three times during each academic year to identify any progress and to identify a new cohort for intervention.
•  Professional judgement of staff Subject teachers will also be able to make a professional judgement as to which pupils might benefit from additional Numeracy support. The judgements will be made based on class work, 5 homework and the result of subject assessments. When a teacher identifies a pupil they will notify the SENCO and their reasons why they feel would benefit from extra Numeracy support. They can use evidence e.g. Classwork, Tests, to support their claim.
• Informing staff about pupils receiving Numeracy Support All teachers are informed of pupils receiving Numeracy support at the start of each school year and are updated as pupils leave/enter the support programme, so that they can provide appropriate support within the classroom.

Nature of support WBS implements a wide range of strategies to support pupils with Numeracy needs which may include:

• Discrete one to one or group support sessions with a dedicated Numeracy support teacher;
• A range of strategies in class such as effective questioning, group work, individual task completion, extended activities, target setting, peer and self-evaluations;
• Providing pupils and parents with a list of resources, websites, online video tutorials etc. to reinforce and practice learning that is taking place in the classroom;
• Informing parents on Numeracy initiatives, strategies and ways in which they can help their child to improve their confidence and skills in Numeracy;
• Using classroom assistants to work closely with the Numeracy Coordinator, Numeracy Support Teacher and subject teachers to assist the pupil with focused and differentiated class work, tasks and homework to improve their skills in Numeracy.
• Using “MyMaths” (online learning platform) to practice and develop their understanding of skills they are trying to learn.

Numeracy is promoted through high quality learning and teaching which focuses on mathematical knowledge and concepts, problem solving, decision-making, the development of financial capability and the exploration of mathematical ideas. 6 All teaching staff at WBS recognise the importance of Numeracy skills and will assist within their subjects, where appropriate, to help raise Numeracy standards across the school.

• Teachers have high expectations of all pupils and endeavour to ensure that positive relationships are established and maintained;
• Teachers display key terms, methods and pupil work with regards Numeracy on classroom walls and on department noticeboards;
• Teachers engage in training to update their knowledge and skills and share this where appropriate with other staff;
• Teachers are reflective practitioners who will monitor and evaluate their own practice, adapting it to meet the needs of all pupils.

Teachers will use a wide range of activities to take account of the different learning styles of pupil’s i.e.

• pupils who are mainly visual learners;
• pupils who are mainly auditory learners;
• pupils who are mainly reading learners;
• pupils who are kinesthetic learners;

Types of activities will include:

• Exposition/explanation - whole class;
• Demonstration - whole class and group work;
• Group work/co-operative learning;
• Pair work;
• Individual work;
• Investigation and problem solving work, allowing pupils to experience breadth and balance of approach.

Teachers will:

• Use common approaches and strategies to the teaching of common themes and use mathematical language accurately and consistently within departments and across the school;
• Be aware of the range of mathematical attainment that pupils bring to lessons through analysis of Pupil Profiles on Cat 4, Baseline Assessment, Termly Assessment and where relevant PEP’s, and take action where appropriate;
• Build pupils’ confidence In Numeracy;
• Encourage pupils to understand the methods that they are using and will give pupils lots of opportunity to explain to others what they are doing;
• Value pupils’ different methods for calculation but point towards the best or most efficient method; 
• Collaborate to ensure that pupils can apply their mathematical skills in a variety of relevant and appropriate contexts.

Pupils will be encouraged to:

• See mental calculation as the first resort when faced with any calculation;
• Explain any calculation they have done by showing all their working out; ➢ Estimate an answer before a calculation is done whenever possible;
• Consider the reasonableness of their answers after a calculation has been done; by referring to their estimate;
• Know how to use all the relevant buttons on their calculator efficiently and effectively when its use is appropriate and to be able to interpret the display sensibly;
• Use appropriate mathematical language confidently;
• Use ICT & e-learning to research and further knowledge and understanding.

Assessment, recording and reporting are important elements of teaching but they need to be manageable if the information they yield is to be useful. The Mathematics Department is committed to the principle of ‘assessment for learning’ as well as acknowledging the need for assessment of learning for the purposes of grading and reporting. Assessment, which is explicitly designed to promote learning, is the single most powerful tool we have for both raising standards and empowering lifelong learners. The characteristics of assessment that promote learning include:

• It is embedded in a view of teaching and learning of which it is an essential part;
• Involves sharing learning goals with pupils;
• Aims to help pupils to know and to recognise the standards they are aiming for;
• Involves pupils in self-assessment;  
• Provides feedback which leads to pupils recognising their next steps and how to take them;
• It is underpinned by confidence that every pupil can improve;
• Involves both teacher and pupils reviewing and reflecting on assessment data.

Pupils’ involvement in the assessment process is vital. We encourage pupils to discuss and demonstrate their solutions, insisting that correct, precise, orderly mathematics is used at all times, both spoken and written. 8 Assessment needs to be seen as three connected levels: day-to-day, periodic and transitional.

is often an informal part of the every lesson. Its purpose is to:

• Check that pupils are developing mental skills: for example, that they can recall mathematical facts, estimate, calculate mentally, and use visual imagery;  
• Check that pupils have grasped the main teaching points in a particular lesson or unit of work, whether they have any misunderstandings that you need to put right, and whether they are ready to move on;
• Give you information that will help you adjust day-to-day plans and brief any support staff which pupils to assist, and how to assist them.
• Gather information against the defined assessment criteria to contribute towards the process of ‘Building a Picture’.

Some key features of day-to-day assessment are:

• Objectives being shared with pupils
• Peer- and self-assessment
• Pupil engagement and immediate feedback
• Effective use of high-quality resources

Ways to assess include:

• During every lesson absorbing and reacting to pupils’ responses to open and closed questions, seeing whether they are confident or hesitant with new work, deciding whether they need extension work or more help. If there are any misunderstandings/misconceptions, lessons are adjusted to address them straight away. The plenary is a good time to firm up short-term assessments by asking probing questions to judge how well pupils have understood new work and to check again for any misconceptions. The start of the next lesson could focus on these misconceptions.
• A homework task or test can give useful information on who has learned what.
• Marking of pupils‘ work in class followed immediately by a discussion with the class to give pupils feedback on their performance and what they need to do to improve. At the same time, errors can be put right and the merits of different methods or approaches discussed.

Periodic assessment is the process of standing back and considering the information that has been gathered through day-to-day assessment in relation to the National Curriculum. Judgements are refined into ‘low’, ‘secure’ or ‘high’ within a level. This is done in a holistic way by taking into account how independently, how consistently and in what range of contexts pupils demonstrate their attainment. This constitutes an ‘intelligent’ differentiation. Its purpose is to:

• Review pupils’ progress over the previous cycle of work in relation to assessment criteria and therefore national standards
• Identify pupils’ progress against specific individual targets, including those in IEPs, so you can give pupils feedback and set new targets
• Provide a broader view of progress for the teacher and the learner
• Help improve curriculum planning o Provide information to feed into reporting

The process of periodic assessment at KS2, KS3 and KS4 is shown in the diagram below:

is the process of reviewing pupils’ progress and attainment against school and national targets, based on periodic assessment, and using tests from national sources. Its purpose is to:

• Assess pupils’ work against national standards
• Formally recognise achievement
• Give supplementary information about pupils’ attainment and progress to be reported to parents/carers and, if appropriate the next teacher/school;
• Help set targets for mathematics for future years;
• Audit pupils’ performance against assessment criteria and QCA Standards report. The weaknesses highlighted should be flagged up in the Scheme of Work for the next year.

CALCULATORS: The availability of calculators should never be a reason for pupils not learning basic number facts, nor being able to calculate mentally and using written methods. There is great value and importance on pupils knowing appropriate number facts off by heart, and being able to use a variety of strategies to calculate in their heads. We also believe that it is vital that pupils are able to perform pencil and paper calculations efficiently and effectively. However we also recognise that calculators are widely used in everyday life and will strive to ensure that the children are able to use a calculator efficiently and effectively. To this end, pupils in WBS will, at a level matched to their mathematical progress:

• Explore the use of calculators through play and number games
• Check the calculator result, by estimating before calculating and /or by performing an inverse operation
• Interpret a calculator display, e.g. in the context of money, or where decimal numbers are involved
• Use calculators in real-life problem solving activities, where the data used will not be so amenable to written or mental calculations. In these situations the emphasis is on selecting the appropriate calculation more than the actual working out of the calculation
• Use calculators in investigative work; e.g. trying lots of examples to find patterns, using trial and improvement methods to find an answer. Here the calculator supports rather than replaces mathematical thinking.

Mental Maths: The teachers make effective use of routines and incidental opportunities to promote mental mathematics.

• Pupils are given appropriate time and encouragement to communicate and explain their mathematical thinking, to articulate the processes they use, to ask questions and to talk about their learning.
• Pupils can draw effectively on a range of mental mathematics strategies; they are flexible in their mathematical thinking.

At WBS we recognise the vital importance of a child’s ability to calculate mentally. We believe that an ability and inclination to calculate mentally leads to greater proficiency and understanding in all areas of Mathematics, and is a crucial skill in the application of mathematics in the world outside the classroom. We will strive to ensure that, as their understanding of number develops, Pupils:

• Build up a bank of number facts which they know off by heart, to include addition, subtraction, multiplication and division facts.
• Are able to use these known facts to perform an increasing range of calculations in their heads, using a variety of methods.
• Build up a good understanding of the Number System, based on Place Value of Base 
• Encounter a variety of teaching activities, including mathematical games and ICT, in whole class, group and individual work to progress their knowledge and give them new strategies to try.

• The children’s experiences in the use of ICT to support mathematics and numeracy are carefully planned, appropriately supported and evaluated.
• Interactive whiteboards (IWBs), websites and learning platforms are used by children and teachers to explore, express, evaluate, exchange and exhibit understanding and learning.  
• Mathematics-based computer programs are used effectively to:
  • engage the interest of the children
  • draw out connections between different aspects of mathematics
  • consolidate further the children’s understanding of important concepts
  • extend their skill at problem-solving

ICT is not a separate learning area. Rather its role can be considered as a tool by which teaching and learning can be enhanced. This is very applicable in Mathematics, e.g.

• Number Facts
• Graphical Representation
• Concept of angle
• Co-ordinates
• Ordering measures
• Organising and interpreting data

In WBS, a variety of ICT activities will be used as part of the range of mathematical experiences which the children participate in. We believe that effective and appropriate use of ICT in mathematics can:

• Facilitate a differentiated pace and level of learning that takes account of individual pupil abilities, including those who are more able
• Help provide appropriate support and scope for greater independence for children at of all abilities
• Facilitate access to sources of information from across the world
• Foster the development of information skills that teach pupils to be discriminating in their use of information and to be able to shape and present it in ways appropriate to the context
• Increase motivation to learn
• Provide a stimulating and non-threatening learning environment
• Engage children more deeply in their learning

ICT activities will include:

• Whole class or group activities, often led by the teacher. These may involve the use of an Interactive Whiteboard and will be a direct teaching aid, used to demonstrate ideas and promote discussion and clear mathematical thinking
• Individual or small group activities. These will usually involve the children working independently at a computer, usually to complement current work on a particular topic

We believe that parents have a vital role to play in ensuring their children make appropriate progress and realise their potential in mathematics. We actively seek strong partnerships with parents and will work to ensure that parents feel involved in their child’s education. At WBS parents will:

• Be able to discuss their child’s progress in mathematics, or any areas of concern, at any time during the year by appointment with the class teacher
• Be invited to meet more formally with the class teacher once per year at Parent: Teacher Interview, which will include discussion of the results of NINA assessment
• Receive one written report on their child’s strengths, weaknesses and progress per year, usually in June
• Be encouraged to participate with their children in mathematical homework activities

Remote Learning (For more details look at full Remote policy on the WBS website)

WBS is committed to the continued provision of a varied and engaging education in the event of full or partial school closure. This policy summarises how this provision will take place, so that there are consistent and well understood expectations of the level of support that will be provided for all concerned. The intended outcome is to maximize pupil learning, and continue to provide strong pastoral support enabling pupils to be supported back into the school setting. The school’s pastoral support system will also provide a sense of mental and emotional wellness, in addition to ensuring our most vulnerable students will continue to receive focused pastoral support. The policy is for the whole Woolston Brook community; teachers, pupils and parents. This is an evolving policy that we will regularly review.

The quality of learning is at the heart of our policy and should always take precedence over the method or delivery platform. Learning needs to come from both individual and group effort, with enough opportunity for a teacher to assess and give feedback to each pupil. For a Short Period of Time or Partial School Closure Our curriculum overview for each half term, which includes hyperlinks to recorded lessons, pre-learning and post-learning tests and work, will be on the school website under Remote Learning. For increased absence due to quarantine or for pupils identified to spend time on an off-site timetable, pupils’ will use Teams for sharing important subject content, introducing new ideas, providing opportunities for discussion and interaction and setting work.

• Live Teams calls would last for an identified period of time
• The Chat Function on Teams may be used as an alternative to audio or video calls to communicate with pupils working from home

Some tasks or activities may be better sent before, during or after the lesson and during the, lesson students at home, may simply be asked to complete appropriate subject work

• If pupils do not join ‘live’, they should get the work missed from the School Website
• Remote Learning 
• Curriculum Overview
• Staffs will ensure that these working at home receive all necessary subject materials and course content
• Pupils who are unwell or absent for valid reasons are not expected to join the lessons in real time

Pupils will be encouraged to read, write and spell for themselves during each lesson to develop confidence in using & understanding math’s vocabulary. This is especially important as during their exam they will be required to write statements to explain their reasons which they will get marks for. The following are all important aspects of helping pupils with the technical vocabulary of Mathematics:

• Using a variety of words that have the same meaning e.g. add, plus, sum
• Encouraging pupils to be less dependent on simple words e.g. exposing them to the word multiply as a replacement for times
• Discussion about words that have different meanings in Mathematics from everyday life e.g. take away, volume, product etc
• Highlighting word sources e.g. quad means 4, lateral means side so that pupils can use them to help remember meanings. This applies to both prefixes and suffixes to words.

Using Mathematics across the Curriculum Using Mathematics is the skill of applying mathematical concepts, processes and understanding appropriately in a variety of contexts. Ideally these should be relevant to real life situations that require a mathematical dimension. Children are likely to acquire and consolidate their mathematical knowledge, concepts and skills within the Area of Learning for Mathematics and Numeracy. However they should be given opportunities to transfer their understanding, as appropriate, to other areas of the curriculum. Children can demonstrate their mathematical knowledge, understanding and skills in a variety of ways to communicate, manage information, think critically, solve problems and make decisions. Some of these include:

Literacy:

• Sequencing events in daily routines
• Accessing information from tables
• Reading material involving times, dates, shapes, positional prepositions (behind, underneath etc), comparative language (taller, heavier etc)
• Talking and Listening skills resulting from mathematical discussions

The World around us:

• Comparative language
• Estimating and Measuring skills
• Handling Data ( eg displaying the results of an experiment in graphical form)
• Carrying out surveys
• Sorting materials according to properties
• Accessing information from tables, charts and graphs  
• Positional language
• Directions
• Points of Compass
• Coordinates
• Scale in maps and plans
• Estimating and Measuring skills
• Timelines and sequences
• Accessing information from tables, charts and graphs
• Accessing information from computer databases
• Carrying out surveys and interpreting and displaying results

Physical Education

• Directions and movement
• Positional language
• Shape and symmetry
• Timing events
• Measuring events (e.g. furthest long jump)

History:

• Timelines and sequences
• Accessing information from tables, charts and graphs
• Measuring (eg for a WW 2 Recipe)
• Accessing information from computer database

The Arts:

• Shape and symmetry
• Repeating patterns
• Language to describe 2D and 3D shapes
• Tessellating designs
• Proportion