NUMERACY POLICY

WHAT WE AIM TO ACHIEVE THROUGH TEACHING MATHEMATICS, IN ADDITION TO THE LEARNING OUTCOMES CONTAINED IN THE PROGRAMME OF STUDY.

 

Pupils will have a positive attitude to Numeracy.

Through the development of Numeracy children will make the connections to and see the relevance of Mathematics to their everyday lives.

Pupils will experience a range of teaching styles and learning experiences that will promote clear and logical thinking, independence and flexibility.

Gain understanding of concepts through experimentation and enquiry.

Promote the ability for pupils to express their ideas clearly and to discuss their work with significant others.

To promote the ability and inclination to solve problems.

To promote an appreciation of the number system, spatial arrangement, and pattern and then use the relationships between them to solve problems.

Develop an ability to estimate and approximate within all areas on mathematics.

Use mental approaches to calculations as the first choice operation.

Use ICT to enhance the Teaching and Learning in school.

 

 

The teacher as the lead-learner will:

build self-confidence within the learning process

foster both independent and group learning

facilitate the enjoyment of Numeracy per se

promote achievement and success for all pupils in their learning

set SMART targets and take responsibility for achieving these

Teaching will focus on the development of the skills, knowledge and concepts required to maximise learning by using a range of strategies associated with Multiple Intelligences. Staff will discuss learning progress with the children and ensure that individuals, groups and classes work purposefully towards maximising mathematical potential.

Classroom practice will reflect Multiple Intelligences and their development through mathematics. Planning, progression, differentiation, resources and the grouping of children will reflect best practice in learning. Mental mathematics and ICT will be the core skills developed to meet the rapidly changing demands of both the home and workplace. Teachers will make full use of the school and surrounding environment to maximise learning.

Learning in Mathematics will develop through a line of progression as expressed in the school’s schemes of work. Learning outcomes will be set and met through the delivery of differentiated lessons. The Programme of Study in Mathematics, Lines of Development and Mental Mathematics files will form the cornerstone for the scheme of work. All classes will experience the same range of teaching strategies and learning experiences. Teachers will plan both as a team and individually. All planning will be through the 6-week scheme of work and the yearly review process.

Monitoring and evaluation will be carried outs as per the Assessment Policy and regular meetings as part of INSET. Reference will be made to CCEA information on Northern Ireland targets and internal bench marking data. The information gained will be used to inform significant others to assist in future planning.

The purpose of record keeping is to help ensure both the correct progression and continuity in learning for pupils.

To know where a child is in their learning in terms of knowledge, skills and understanding.

As evidence to support learning decisions.

Arrangements at end of year for pupil transfer both between classes and schools.

 

Internal and external targets will be set and reached within the context of SMART targets.

The criteria will include the following points:

Reports from Nursery.

End of Key Stage 1 assessment: -

Teachers professional judgement

Results of Standardised tests (NFER)

Previous two years Key Stage 1 results

 

Key Stage 2

Key stage 1 results

Teachers professional judgement

Results of Standardised results.(NFER)

Previous achievements of Pupils at Key Stage 2.

When available Previous Key Stage 2 results.

NB. Targets will be set in accordance with the level of ability of each year group. We will strive to achieve at least the Northern Ireland average as set out by the School Improvement Document 1997. This may not always be possible due to the variance in pupil’s ability levels and other contributing factors such as are prevalent in the small school sample.

Calculators will be used as an aid to learning, therefore the progressive skills required will have to be taught. Calculators are an important part of the learning process as they are a common tool in everyday use. Choices will need to be made by pupils, after careful mental reflection, to use either pencil and paper methods or a range of electronic resources.

Mental mathematics will be the most important skill and the first port of call for all pupils. Mental methods will be introduced from day one subsequently pencil and paper methods will reflect the work done by the school in the Success in Numeracy project.

ICT should be seen as an integral part of Maths/ Numeracy and should be used to help enhance our pupil’s mathematics learning.

The role of ICT should be as follows:

To consolidate our pupils learning.

To further develop our pupils’ Numeracy skills.

To provide our pupils with a variety of stimuli therefore developing their use of mathematical processes.

To provide our pupils with a variety of challenging learning situations.

To promote pupils’ enjoyment of Mathematics/Numeracy.

To provide pupils with opportunities to take part in co-operative activities.

Opportunities should be sought in all attainment targets to employ the use of ICT.

The SEN Policy applies to all areas of Numeracy and the individual learning needs of each child must be reflected within IEPs. Differentiation and targeted teaching will be directed towards all pupils maximising their learning potential.

When appropriate the school will furnish parents with information on the schools methodology regarding topics, which can lead to confusion e.g. decomposition.

Used to support the learning process through the school’s homework policy. Reinforce work done in school and to allow pupils to further investigate a topic. Teachers should ensure that the pupils are given a variety of tasks, which should include both practical, written activities and in some case rote learning activities.

An audit of the Mathematics Teaching and Learning will be part of the normal yearly review process. Targets will be measured against national and local targets. The co-ordinator will be responsible for the process of using the results to plan future learning decisions.

Numeracy, in its widest interpretation, will be used in all areas of the curriculum to make the connections between Mathematics and the real world.

A monthly and yearly review will be part of our planning process.

The school does not feel it appropriate to rely solely upon one scheme as it is felt that relying upon one scheme limits our pupil’s Mathematical/Numeracy experiences. Teacher-generated worksheets, games and ICT software further supplement a wide range of learning resources. Resources belong to the whole school and are not the domain of one particular teacher or class. Each teacher has the necessary equipment for their own class, which is stored in their own classroom. It is the policy of the school that teachers should cooperate and share equipment when necessary. It is important that resources are readily available and accessible to children to help develop their process skills.

Each teacher will assess pupils on an ongoing basis. Each pupil has an individual folder containing results and teacher reports, which are held at a central location. It is policy that formative, summative, diagnostic and evaluative assessment should be employed. Assessment should involve a combination of written, practical and oral forms of assessment. The school employs the use of NFER Standardised tests from P.3-P.7 inclusively. This testing is carried out in May/June of the last term. These results are recorded in order to help teachers develop their planning for the coming school year.

STAFF DEVELOPMENT

It is policy of the school that teachers are encouraged to continually develop their knowledge base and skills through collaboration and in-service training. Teachers are also encouraged to make use of Internet as a form of development. The staff must be continuous learners and to model this process to encourage both the parents and children to be life-long learners.

Percentage Results For KS1 in Belvoir Park Primary School

Targets