'God used beautiful mathematics in creating the world' ~ Paul Dirac St. John’s CE Primary School Problem Solving and Mathematical Understanding Policy and Yearly Plans

St John’s CE Primary Curriculum Leader Policy Cycle of Development for Problem Solving and Mathematical Understanding

Curriculum Leader Statement-

We embrace the concept that mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills and the ability to think in abstract ways. Mathematics provides a foundation to understanding the world and is essential to everyday life, critical to science and technology, many forms of employment, the economy, the environment and development. Mathematics is a creative subject. We believe it can stimulate moments of pleasure and wonder when a child solves a problem for the first time, discovers a more elegant solution to a problem or suddenly sees hidden connections.

Within the NC Programme of Study for Mathematics our learners will participate in planned activities that promote:

• Using and applying mathematics • Numbers and the number system • • • Calculations Geometry and Measures Handling Data

During Key Stage 1 Learners will:

Develop their knowledge and understanding of mathematics through practical activity, exploration and discussion. They will begin to count, read, write and order numbers with enthusiasm. They will develop a range of mental calculation skills, learn about shape and space through practical activity which builds on their understanding of their immediate environment. They will use mathematical language using it to talk about their methods and explain their reasoning when solving problems.

During Key Stage 2 Learners will:

Develop their use of efficient written and mental methods and perform calculations accurately. They will explore features of shape and space and develop measuring skills in a range of contexts. They will discuss and present methods and reasoning using a wider range of mathematical language, diagrams and charts. Within a range of contexts they will solve problems by using and applying their mathematics , including problems which model/are real-life scenarios.

Our Curriculum.

We believe that as part of our thematic approach to learning problem solving and mathematics will be fully embedded within all themes with a meaningful link.

Whole School Themes

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Whole School Themes

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

2011 /12

The view from the artist’s palette The view from pyramids The view from the pyramids The view from my habitat The view from the winner’s podium The view from my window

2012/13

Life Journeys Celebrating the journeys of life The Prince and the Pauper – Henry’s Journey The Prince and the Pauper – the Pauper’s journey The Journey from A to B To infinity and beyond

Whole School Themes

Autumn 1 Autumn 2 Spring 1

2013/14

Great Great Celebrations Great Britons Spring 2 Great Britain Summer 1 Summer 2 The Great Outdoors Feeling Great!

The Curriculum Leader is responsible for reviewing the themes linked to Problem solving and mathematical understanding. She or he will evaluate the themes covered and make adjustments in the following year to ensure that skills are being taught. She or he will present their findings in an Action Plan that feeds into the School Improvement Plan and highlights key objectives for the following year.

Leadership and Monitoring Throughout the year the area of learning will be monitored through: • Lesson observations • Planning monitoring • Book Scrutiny and Feedback • Pupil Interview • Class presentations through assemblies, curriculum events to parents • Assessment tracking and reports to parents.

Assessment and Tracking The assessment of maths is a thorough and detailed process. Children are assessed termly against NC levels. APP is used as a tool to support this work in the Autumn and Spring term. In the Summer term OATS and SATS are used to assess from Years 2 – 6. In Year 1 APP and FSP is used for assessment and in Reception assessment is observed and completed in line with the FSP. End of year assessments in both written and mental maths are scrutinised to ascertain which children are exceeding expected progress, meeting expected progress or falling behind expected progress. Those children not meeting expectations are discussed and necessary interventions are put in place. Those children exceeding expectations are highlighted for future planning and are then supported by additional challenge and extension. Tracking grids show the progress the children make from the benchmark of Year 2 as they progress through Key Stage 2. Class teachers are responsible for monitoring this progress over the year. This is monitored closely by the senior leadership team and the curriculum leader.

Problem Solving and Mathematical Understanding 2011/12

WHAT Embed and secure knowledge of progression in mathematics between levels 2 to 4 HOW Securing Level 3 maths – Anthony Reddy INSET Use of key resources (National Numeracy strategy documents, Overcoming barriers documents) Diagnostics from assessments / evaluations from lessons used consistently to inform thorough and detailed planning BY WHOM/WHEN All Staff – INSET All staff – ongoing Joint planning in PPA sessions Monitoring following assessment weeks – BW and JR FINANCIAL COMMITMENT Time in lieu allocated to TA’s Raise the status of mental maths and talk maths Dissemination of Talk Maths project MMU/MU research project Focused content in oral and mental starters Use of teaching assistants to differentiate within the oral and mental starter Expectation that children learn key number facts JR – staff meeting INSET for all staff at MMU All staff – ongoing All staff working alongside children and parents Continue to develop professional dialogue concerning teaching and learning in mathematics MMU and MU project Allocated mathematics staff meeting time All staff – PPA and informal discussion following maths lessons JR – MMU dates MAST training for maths co ordinator Joint planning in PPA sessions Research work with Julie Ryan and Julian Williams Dialogue between teacher and TA Research project groups to meet with Julie and Julian Time in Lieu for TA’s SUCCESS CRITERIA Training completed and implemented into planning Children successfully progressing from Level 2b to 4c without falling behind in terms of expected progress.

All staff acquiring a sharpened understanding of mathematical learning at Level 3.

Talk maths implemented in planning A greater emphasis within lessons on mental maths skills.

Children confident in knowledge of number bonds, tables facts etc Release for staff as research project develops Staff open in their dialogue about mathematical teaching and learning.

Completion of 1 st Year MAST by JR Staff exploring children’s mathematical misconceptions through dialogue.

Curriculum Review July 2013 Problem Solving and Mathematical Understanding Position Statement

In this area of learning we did the following well:

We recognise the importance of maths being a practical and visual subject and this is evident in learning experiences Our children enjoy maths Data at Year 2 and Year 6 is showing continuing improvement in terms of attainment We have an increased dialogue concerning teaching and learning in maths.

In this area of learning we need to:

Embed and secure knowledge of progression in mathematics between levels 2 to 4 Raise the status of mental maths and talk maths Continue to develop professional dialogue concerning teaching and learning in mathematics.

Problem Solving and Mathematical Understanding 2013/2014

WHAT HOW BY WHOM/WHEN FINANCIAL COMMITMENT SUCCESS CRITERIA Continue to develop children’s dialogue in maths Enhancing staff knowledge and skills in assessing and moderating maths Develop whole school approaches to calculation and number Curriculum area report Collaboration project with local universities.

Staff attendance at an INSET where they take part in a Japanese-style lesson study and listen to children’s dialogue.

Maths focus for Autumn lesson observations.

SD to attend Stockport training and coordinator courses to develop knowledge of assessment and moderation in maths.

Creation of an assessment tools pack to be used by teachers.

Dissemination of assessment and moderation strategies at staff meetings. Opportunities for staff to monitor and assess together.

SD, TR and Julie and Julian – INSET – 28 th October SLT in Autumn 2.

SD – throughout year.

SD – allocated coordinator time.

SD – allocated staff meeting time.

SD to attend Stockport training and coordinator courses to develop knowledge of recommended approaches to calculation and number in maths.

Collaboration project with local universities developing use of the number line as a mathematical tool to aid calculation The creation of a document outlining approaches to be used in school for addition, subtraction, multiplication and division.

Dissemination of recommended approaches at staff meetings. Written following lesson observations, book scrutiny and monitoring of planning.

KS teams – allocated staff meeting time.

SD – throughout year.

SD and all staff, INSET 28 early in Spring 1.

th October and Autumn 2. Feedback SD – allocated coordinator time.

SD – allocated staff meeting time.

SD – allocated coordinator time.

Cover for release time for SD to attend courses.

Cover for coordinator time.

Cover for release time for SD to attend courses.

Mathematical resources.

Cover for allocated coordinator time.

Cover for coordinator time.

Evidence of children’s dialogue and talk seen in lesson observations, planning and book scrutiny.

Teaching staff have a clear understanding of what the levels pertinent to their year group look like.

Teachers are able to assess understanding and attainment from child’s work and comments.

Consistency across the school in assessment and monitoring of maths.

There is a consistent approach to the teaching of calculation and the models and images used across school.

There is a clear progression seen in the development of calculation strategies and skills through the school.

The development of a number line model or tool to be used throughout the school A curriculum area report for PS&MU