Mathematics at Brookham should provide children with a way of viewing and making sense of their world. Mathematics should allow the children to analyse and to communicate information and ideas, to tackle a range of practical tasks and real life problems.

Through plenty of practical exploration, open ended investigative activities and problem solving, we aim throughout the children's five years at Brookham School (Nursery through to Year Three) to:

  • Develop, maintain and stimulate curiosity, interest and enjoyment in mathematics.
  • Develop familiarity with appropriate mathematical concepts, principles, methods and vocabulary.
  • Use mathematics to solve problems and apply mathematical knowledge in other areas of the curriculum.
  • Develop understanding of mathematics in its wider context and how it relates to our lives.
  • Encourage children to develop personal qualities such as perseverance, initiative, self confidence and independence.
  • Enable children to work individually and as part of small and larger groups.
  • Enable all children to have equal access to mathematics and experience success and enjoyment in their work.

At Brookham, the Abacus Mathematics Scheme of Work linked with the most recent National Curriculum is followed, incorporating a daily session of Mental Maths.


By the end of Year Three we aim for children to:

  • Have a sense of the size of numbers and where they fit into the number system.
  • Know by heart number facts, such as number bonds, multiplication tables, doubles, halves.
  • Use what they know by heart to solve mental calculations.
  • Calculate accurately and efficiently, both mentally and using pencil and paper methods through drawing on a range of calculation strategies.
  • Make sense of number problems and identify the appropriate operations needed to solve them.
  • Explain their methods and reasoning using correct mathematical terms and vocabulary.
  • Judge whether their answers are reasonable and develop strategies for checking them where necessary.
  • Suggest suitable units for measuring (i.e. length, weight, capacity,time) and make sensible estimates when measuring.
  • Collect and analyse data in graph, diagram chart and table format.

Assessment of Mathematics is a continuous process through:

  • Teachers making informal on-going assessments of children’s work through regular discussion with children, marking of work and observation of children working on mathematical tasks.
  • Teachers using the key learning objectives to monitor children’s progress using the school’s marking policy on an on-going basis.  This informs the teacher’s evaluation of children’s attainment and enables teachers to analyse the children’s specific mathematical needs and plan for further progression.
  • Teacher’s use of assessment tests linked to the Abacus Scheme of Work, which assess each specific unit of work taught.
  • On a half-termly basis in Years 1 (progress tests), 2 and 3 (arithmetic and problem solving) using the Abacus assessments, teachers record the results showing progress made across the year. 

Opportunities are provided to practise and consolidate key concepts and to extend mathematical skills through use of varied differentiated activities and for more able children work is extended through covering key objectives from the next year group if appropriate.

Formal Assessments

  •  In Years 1, 2 and 3 - InCAS end of Year testing which assesses the children’s progress in:

o   Mental Arithmetic (covering addition/subtraction/multiplication and division – by end of Year 3)

o   General Maths (covering Number, Measures, Shape and Space and Data.

  • In Reception, the Early Years Foundation Stage Profile assesses in mathematics including numbers, shapes, spaces and measures.

Children's progress in Mathematics is reported to the parents via:

  • Autumn Term Parent Consultations during which a mathematics target/s is/are outlined in the pupil profile.
  • Spring Term Parent Consultations, during which a mathematics target/s is/are outlined in the pupil profile and during which any areas needing reinforcement are suggested if appropriate.
  • The end of year individual report details the child’s mathematical progress in Mathematics, suggesting if appropriate, any areas needing reinforcement.


 

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