‘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.'

(Brookham Mathematics Policy Document)

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:

q       Develop, maintain and stimulate curiosity, interest and enjoyment in mathematics.

q       Develop familiarity with appropriate mathematical concepts, principles, methods and vocabulary.

q       Use mathematics to solve problems and apply mathematical knowledge in other areas of the curriculum.

q       Develop understanding of mathematics in its wider context and how it relates to our lives.

q       Encourage children to develop personal qualities such as perseverance, initiative, self confidence and independence.

q       Enable children to work individually and as part of small and larger groups.

q       Enable all children to have equal access to mathematics and experience success and enjoyment in their work.

q        

At Brookham, the Collins Mathematics Scheme of Work based upon the National Numeracy Strategy is followed, incorporating a daily session of Mental Maths.

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

q       Have a sense of  the size of numbers and where they fit into the number system.

q       Know by heart number facts, such as number bonds, multiplication tables, doubles, halves.

q       Use what they know by heart to solve mental calculations.

q       Calculate accurately and efficiently, both mentally and using  pencil and paper methods through drawing on a range of calculation strategies.

q       Make sense of number problems and identify the appropriate operations needed to solve them.

q       Explain their methods and reasoning using correct mathematical terms and vocabulary.

q       Judge whether their answers are reasonable and develop strategies for checking them where necessary.

q       Suggest suitable units for measuring (i.e. length, weight, capacity,time) and make sensible estimates when measuring.

q       Collect and analyse data in graph, diagram chart and table format.

Assessment of Mathematics is a continuous process through:

q       Teachers making ongoing informal  assessments of children's work through regular discussions with the child, marking of work and observing children working on mathematical tasks.

q       Teachers use assessment tasks linked to the Collins Scheme of Work which assess each specific unit of work taught. This informs the teacher's evaluation of children's attainment and enables teachers to analyse the children's specific mathematical needs.

q       On a half termly basis, teachers update a Class Mathematics Record indicating which key objectives the children have achieved.

q       Formal assessments (NFER Mathematics Tests) are used by all Year Groups as assessment tools in the Summer Term.

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

q       Autumn and Spring Term Parent Consultations during which progress in mathematics is outlined in a Pupil Profile.

q       The end of year individual report details the child's progress and achievement in Mathematics, suggesting if appropriate any areas needing reinforcement.

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.