Rushen Primary School

Learning and Growing

Rushen Primary School

Mathematics Policy Statement


• To provide a secure, happy and caring environment in which pupils are

encouraged to achieve their full academic and personal potential in maths.

• To provide a high quality, stimulating environment in which children will be

motivated and develop a desire to work to achieve success.

• To promote mathematics as a practical tool which is used in everyday life.

• To encourage children to explore maths and the creativity which makes it not only

useful, but also a source of interest and wonder.


Pupils should:

a) understand the potential of numeracy to support learning across the curriculum

and in everyday life.

b) experience a variety of teaching and learning styles including:

• Whole class teaching

• Group learning

• Individual learning

c) be involved in practical activities with appropriate materials in a range of


d) be provided with challenging activities appropriate to their abilities.


All maths activities should be planned for to take into consideration children’s attainment

and areas for development. All focus group sessions should have a follow up activity to

consolidate new learning. Opportunities should then be provided for this learning to be

practised and applied so understanding can be checked and any misconceptions identified

for correction. A range of learning styles should aim to be catered for along with

consideration of activities to support the development of learning muscles.

Assessment and Recording

Assessment for learning is an integral and ongoing part of teaching this subject.

Children’s learning should always be assessed, with achievements and difficulties noted.

However, when practical work is involved this is not always possible for the whole class.

These assessments should reflect the child’s given targets.

Summative assessments should be made using the Departments Seven Strands document

Statements that are confidently achieved should be highlighted in each child’s copy of the

Seven Strands document. National Curriculum levels are to be recorded in ARBOR in

November, March and June using this document.


Reception also have formal assessment through the Foundation Stage Profile, with a

Baseline carried out in September, and further progress recorded in March and June.

An annual report to parents will detail progress and achievements made during the year.

Equal Opportunities

All children are treated according to ability and merit. Care needs to be taken to ensure

that all children receive equal opportunities to develop their ability in mathematics

regardless of physical ability, gender, race or religious beliefs.

Cross-Curricular Links

Children need to be encouraged to use numeracy in all areas of life and the curriculum.

See Appendix I for a more comprehensive list for where maths can be linked with other



The majority of maths resources are stored in the infant hall cupboard. Please use the

appropriate equipment and return to the cupboard promptly. When borrowing equipment

the library card should be placed in the named bag so resources can be found quickly.

Other equipment is based in classrooms or shared by year groups. Please notify the

maths co-ordinator if any equipment is missing, damaged or needs updating.

Calculation Policies

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