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Numeracy

Our Numeracy co-ordinators are Mr David Shuttleworth and Mr Mark Easton.
This page explains our approach to Numeracy across the school.
The national curriculum for mathematics aims to ensure that all pupils:
 
  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

 
The standard of presentation should be high in each year group with dates and titles underlined with a ruler. Pupils are encouraged to use one digit in a square.

All staff use the school numeracy planning format. The unit to be covered, key learning objectives and learning outcomes should be made clear on each weekly plan. Mental and oral starters can be linked to the main activity, but don’t have to be. All maths work should be differentiated to challenge the higher ability children and support the low ability. Examples of differentiation should be made evident in numeracy books.
 
 
Teachers are expected to know the curriculum and objectives that each child is working within in order to support and plan for their next steps in learning. Marking of numeracy should follow the Marking and Feedback Policy for each piece of work. This should include smiley faces and a ‘next step’ for learning (See Marking and Feedback Policy).
 
Children have the opportunity to read and respond to the marking in their book. Self and peer assessments should also be planned into lessons.
 
At the end of each topic children will complete a maths checkpoint this is to assess the skills they have just been learning by using and applying them in different ways.
 
Numeracy moderation is carried out every term and staff are to provide numeracy books for all ability children. Teachers to ensure a range of objectives are covered.
 
Mental maths refers to the rapid recall of number facts, for example, knowing your times tables off by heart or knowing without having to work it out, that 4 and 6 will make 10.
It is a vital skill that once learnt, your children will be able to use for the rest of their lives. Mental maths test are completed weekly and skills and strategies are taught during maths lessons. These results are recorded by the class teacher so it can inform future learning.
 
Learning multiplication facts is a vital part of any child’s mathematical development. Once rapid recall of multiplication facts becomes possible, a whole host of mathematical activities will seem easier. Children need to be able to recall multiplication facts in any order and also to derive associated division facts. The expectations for each year group are set out below:
 
Year 1
Count in multiples of 2, 5 and 10.


Year 2
Count in steps of 2, 3 and 5 from 0.
Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables.


Year 3
Count from 0 in multiples of 4, 8, 50 and 100.
Recall and use multiplication and division facts for the 3, 4, and 8 multiplication.


Year 4
Count in multiples of 6, 7, 9, 25 and 1000.
Recall and use multiplication and division facts up to 12 × 12.
By the end of Year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.


Year 5/6
Developing skills using and applying their times tables knowledge.

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