Subject Policy


LONGTON Primary School Mathematics policy



At Longton Primary School our aim is for every child to Care, Grow and Shine, we aim to give each of our children the opportunity to develop their own potential through knowledge, experience and understanding.


Mathematics is important in everyday life.  It is integral to all aspects of life and with this in mind we endeavour to ensure that children develop a healthy and enthusiastic attitude towards mathematics that will stay with them.


This policy outlines what we are aiming to achieve in respect of pupils’ mathematical education.  It also describes our agreed approach to the planning, delivery and assessment of the mathematics’ curriculum.


The National Curriculum for mathematics describes what must be taught in each key stage.  The mathematics taught and the methods used reflect both the statutory requirements and the non-statutory guidance and recommendations outlined in the following documents:


  1. The Revised Statutory Framework for the EYFS (2012)
  2. The Development Matters in the EYFS (2012)
  3. Mathematics Programmes of Study: key stages 1 and 2 National Curriculum in England (2013)
  4. Mathematics Planning National Curriculum documentation – Lancashire County Council (2013)


This policy provides information and guidance for staff, governors and other interested persons.




Mathematics helps children to make sense of the world around them through developing their ability to calculate, to reason and to solve problems.  It enables children to understand and appreciate relationships and pattern in both number and space in their everyday lives.  Through their growing knowledge and understanding, children learn to appreciate the contribution made by many cultures to the development and application of mathematics.


At Longton Primary School we aim to:


  • develop a positive attitude to mathematics as an interesting and attractive subject in which all children gain some success and pleasure;
  • develop mathematical understanding through systematic direct teaching of appropriate learning objectives;
  • encourage the effective use of mathematics as a tool in a wide range of activities within school and, subsequently, adult life;
  • develop an ability in the children to express themselves fluently, to talk about the subject with assurance, using correct mathematical language and vocabulary;
  • develop an appreciation of relationships within mathematics;
  • develop ability to think clearly and logically with independence of thought and flexibility of mind;
  • develop an appreciation of creative aspects of mathematics and awareness of its aesthetic appeal;
  • develop mathematical skills and knowledge and quick recall of basic facts

Teaching and Learning Style


The school uses a variety of teaching styles to cater for the different learning styles of pupils in mathematics lessons.  Our principle aim is to develop children’s knowledge, skills and understanding in mathematics.  We do this through a daily lesson that has a high proportion of whole-class and group-direct teaching.  During these lessons we encourage children to ask as well as answer mathematical questions.  They have the opportunity to use a wide range of resources such as number lines, number squares, digit cards and small apparatus to support their work.  Children use ICT in mathematics lessons where it will enhance their learning, as in modelling ideas and methods.  Although the programmes of study of the National Curriculum (2013) are organised into distinct domains we believe as the National Curriculum states ‘that pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasing sophisticated problems’ (DFE, 2013:3) With this at the forefront of our teaching we ensure that using and applying is integrated into planning and teaching.


In all classes there are children of differing mathematical ability.  We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child.  We achieve this through a range of strategies – in some lessons through differentiated group work, and in other lessons by organising the children to work in pairs on open-ended problems or games. 


We use teaching assistants to provide appropriate support to individuals or to groups of pupils.  Teaching assistants within Longton Primary School are viewed as an important ‘asset’ to the school and, as such, are appropriately involved in the planning and delivery of the mathematics curriculum.  Their knowledge, skills and understanding is constantly updated through involvement in school-based and LA led Inset.



Mathematics Curriculum Planning


Mathematics is a core subject in the National Curriculum, and we use the Mathematics Programmes of Study: key stages 1 and 2 National Curriculum in England (2013) and the Mathematics Planning National Curriculum documentation – Lancashire County Council (2014) as the basis for implementing the statutory requirements of the programme of study for mathematics.


We carry out the curriculum planning in mathematics in line with the structures and recommendations outlined in the LCC medium term planning documentation.  Our weekly plans list the specific learning objectives for each lesson and give details of how the lessons are to be taught. The headteacher and mathematics subject leader are responsible for monitoring the mathematics planning within our school.




Children with SEN are taught within the daily mathematics lesson and are encouraged to take part when and where possible at an appropriate level to encourage participation. (please see the section on differentiation).


Where applicable children’s IEPs incorporate suitable objectives from the National curriculum for Mathematics and teachers keep these objectives in mind when planning work.


When additional support staff are available to support groups or individual children they work collaboratively with the class teacher, feeding back either orally or in writing depending upon the preferences of the teacher.


School closely monitors progress and intervention programmes including Power of 1, early maths, maths games and Wave 3 Numeracy are provided for pupils assessed as underachieving.





Children who are able and talented in Numeracy are given a range of opportunities to develop and add to their skills. Learning in the classroom should stretch and suitable challenge their mathematical understanding. Extra opportunities are provided for able and talented mathematicians at certain times of the year.



Girls Maths


At Longton, we have identified that to improve girls’ confidence and attainment in mathematics teachers have to adapt certain strategies within their classroom. We strongly believe that by giving girls a strong foundation in maths in the primary school allows them to perceive maths in a positive way in their future education. We achieve this by

•           Providing girls with tasks that reflect their interests.

•           Providing girls with guided group work has benefited their confidence. Tasks that promote confidence through the use of talk partners and paired work are implemented throughout school. This allows girls the opportunity to define and explain ideas and rules, so that they can apply them later. Normally, girls will sit with a female partner in class.

•           Teachers use direct questions to individuals rather than asking for general hands up to inform their assessment to develop confidence.

•           Promoting an understanding that it is acceptable to make mistakes and learn from them. All girl groupings throughout school have allowed school to develop an ethos that mistakes can be viewed as new discoveries in an environment of mutual support. Working in whole girl groups has allowed the girls at Longton to test ideas and concepts in a no-threatening way.

•           Demonstrating the value of mathematics to girl’s future lives linking with local High schools to allow girls to aspire to become better mathematicians and to see how older girls use their maths understanding in an effective way.

•           Developing positive marking that highlights what all pupils, but especially girls in maths have achieved. The use of a range of strategies throughout school allows girls to identify their misconceptions and supported them to address them. Peer marking and assessment in all girl groups allows girls to assess in a less competitive environment than with a mixed group. Regular quality next step marking allows girls to support their own learning and improved self-esteem. Making marking clear, well-directed and explicit appeals to the majority of girls learning styles.

•           Process success criteria is developed and shared with girls to allow greater understanding of the purpose of the objective and can be used to support learning and act as reminder.




Assessment has two main purposes:

  • assessment of learning (also known as summative assessment);
  • assessment for learning (also known as formative assessment).


Assessment of learning (AoL) – summative assessment

Assessment of learning is any assessment that summarises where learners are at a given point in time – it provides a snapshot of what has been learned.  Within .......... Primary School AoL is used appropriately, e.g. to provide a Teacher Assessment level and grade at the end of KS1.


Assessment for learning (AfL) – formative assessment

“Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to get to and how best to get there.”


Assessment Reform Group, 2002


At Longton Primary School we recognise that AfL lies at the heart of promoting learning and in raising standards of attainment.  We further recognise that effective AfL depends crucially on actually using the information gained.


The school supports teacher assessment through the use of the Mathematics Progression National Curriculum LCC (2014) documentation and termly formal assessments.  These provide clear criteria against which judgements can be made about progression of learning for individual strands of the National Curriculum against age related expectations.


The assessment procedures within our school encompass:

  • Making ongoing assessments and responding appropriately to pupils during ‘day-to-day’ teaching.  These ‘immediate’ responses are mainly verbal and are not normally recorded;
  • Using knowledge of pupils drawn from ongoing pupil tracking records and the progression document to inform ‘prior learning’ at the beginning of each unit of work to guide our planning and teaching;
  • Adjusting planning and teaching within units in response to pupils’ performance;
  • Use of the ‘assessment for learning’ questions within the assessment section of the Lancashire Interactive Planning tool (National Curriculum 2014) to check learning against the end of year objectives.  If necessary future planning is adapted in response to assessment outcomes;
  • Use of ongoing teacher and teaching assistant feedback, observations and marking responses.
  • Use of information gained from statutory and optional tests.  Analysis is done at both a quantitative and qualitative level.  Information gained is used to set focused curricular targets (what to teach) and also to determine which strategies or methods are particularly effective in respect of specific areas of mathematics (the how and why).




The Foundation Stage


Work undertaken within the Foundation Stage is guided by the requirements and recommendations set out in the Revised Statutory Framework for the EYFS (2012) and the Development Matters in the EYFS (2012). We give all the children ample opportunity to develop their understanding of mathematics.  We aim to do this through varied activities that allow them to use, enjoy, explore, practise and talk confidently about mathematics.



Contribution in Mathematics to Teaching in Other Curriculum Areas


At Longton school we use the LPDS National Curriculum Support Materials to highlight creative learning opportunities and outcomes for mathematics across other subjects.




Mathematics contributes significantly to the teaching of English in our school by actively promoting the skills of reading, writing, speaking and listening. 





The effective use of ICT can enhance the teaching and learning of mathematics when used appropriately.  When considering its use, we take into account the following points:


  • ICT should enhance good mathematics teaching.  It should be used in lessons only if it supports good practice in teaching mathematics;


  • Any decision about using ICT in a particular lesson or sequence of lessons must be directly related to the teaching and learning objectives for those lessons;


  • ICT should be used if the teacher and/or the children can achieve something more effectively with it than without it;


  • Useful suggestions as to integrating ICT is given in the ICT section of the Lancashire Interactive Planning tool (National Curriculum 2013).





Almost every scientific investigation or experiment is likely to require one or more of the mathematical skills of classifying, counting, measuring, calculating, estimating and recording in tables and graphs.  In science pupils will for Longton order numbers, including decimals, calculate simple means and percentages, use negative numbers when taking temperatures, decide whether it is more appropriate to use a line graph or bar chart, and plot, interpret and predict from graphs.


Art, Design and Technology


Measurements are often needed in art and design and technology.  Many patterns and constructions are based on spatial ideas and properties of shapes, including symmetry.  Designs may need enlarging or reducing, introducing ideas of multiplication and ratio.  When food is prepared a great deal of measurement occurs, including working out times and calculating cost; this may not be straightforward if only part of a packet of ingredients has been used.


History, Geography and Religious Education


In history and geography children will collect data by counting and measuring and make use of measurements of many kinds.  The study of maps includes the use of co-ordinates and ideas of angle, direction, position, scale and ratio.  The pattern of the days of the week, the calendar and recurring annual festivals all have a mathematical basis.  For older children historical ideas require understanding of the passage of time, which can be illustrated on a time line, similar to the number line that they already know.


Physical Education and Music


Athletic activities require measurement of height, distance and time, while ideas of counting, time, symmetry, movement, position and direction are used extensively in music, dance, gymnastics and ball games.


Personal, Social and Health Education (PSHE) and Citizenship


Mathematics contributes to the teaching of personal, social and health education, and citizenship.  The work that children do outside their normal lessons encourages independent study and helps them to become increasingly responsible for their own learning.  The planned activities that children do within the classroom encourage them to work together and respect each other’s views.




There is a range of resources to support the teaching of mathematics across the school.  Staff are encouraged to use practical and visual models to support children’s learning in mathematics.  All classrooms have a wide range of appropriate practical apparatus.  A range of audio visual aids are also available and a range of software is available to support mathematics work. 



Responses to Children’s Work


We recognise the importance of responding to children’s work, whether orally or in writing.  We seek to encourage children by acknowledging positive achievements.  This could include praise for use of a viable method even if the end results were incorrect.  Children are frequently provided with next steps to support and enhance their understanding and make links between previous and future learning.  Children are given opportunities, and actively encouraged, to explain their work to others and to display their work when it seems appropriate.  They are encouraged to value and respect the work of others.



Monitoring and Review


Monitoring of the standards of children’s work and of quality of teaching in mathematics is the responsibility of the headteacher and link governor supported by the subject leader. 


The work of the subject leader also involves supporting colleagues in the teaching of mathematics, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school. 



Single Equality


At Longton Primary, children are taught Mathematics in accordance with the School’s Single Equality Policy, with necessary and reasonable adjustments being made to remove any barriers to learning.
















Mathematical recordings take their form in many different ways. It is important that a record of their learning is kept, to enable assessment to take place and to show progression of learning. It is also important to record aspects of mathematical investigations.  Children are taught a variety of methods for recording their work and they are encouraged and helped to use the most appropriate and convenient method of recording.


Children are encouraged to use mental strategies with or without jottings before resorting to a written algorithm.




Work in mathematics can generate a great deal of marking which should generally be completed by the class teacher.  However, it is recognised that it is not always necessary for the teacher to mark every piece of work.  As long as supported and guided by the teacher, marking may be completed by a TA or sometimes by the children themselves, particularly if exercises involve routine practice of skills or the need for instant feedback and can be completed quickly, as it must not take over the main timings of the lesson.  Children in Year 5 and 6 can mark their own work, under direction from the teacher, and evaluate their own understanding of the lesson consequently, taking responsibility for their own learning. This can foster independence in the children, who can seek help if they are unable to locate and correct their errors.


Next step marking will take place at least once a week for one piece of learning. This should be meaningful and assist the child to improve their learning and enable them to make further progress. Marking should be both diagnostic and summative. Marking of maths follows the whole school policy.



Teachers are expected to make regular assessment of child’s progress and to record these systematically.  The following is the school policy for assessment in mathematics:



All teachers should use AFL techniques to improve their teaching and children’s learning.

Examples include:

  1. Sharing objectives
  2. Success Criteria
  3. Modelling (share levelled work/ask the children to level)
  4. Questioning
  5. Classroom environments – working walls
  6. Plenaries
  7. Next step quality marking
  8. Self-assessment

This daily assessment allows teachers to monitor progress as well as supporting planning of next learning objectives.


Teachers assess the children’s progress continually and is tracked using a sub level objective tracker that demonstrates progress and identifies next step targets.


Children’s progress in arithmetic is also recorded.



A main report is completed before the end of the summer term and parents are given two smaller reports as well having the opportunity to discuss their child’s progress at parents evening in the Autumn and Spring terms.



Parents are invited into school twice yearly to look at their children’s work and are given end of term reports identifying the approximate level that their child is working at. 

When significant changes have been/are made to the mathematics curriculum parents are invited to a meeting or sent information via a newsletter.



We have identified a Numeracy governor Harry Glover. He is invited to attend relevant school INSET.

The Numeracy governor visits the school when possible to talk with teachers and when possible, observes some daily mathematics lessons.

The Numeracy governor reports back to the curriculum committee on a regular basis 



It is our school policy to provide parents and carers with opportunities to work with their children at home.  These activities may only be brief, but are valuable in promoting children’s learning in mathematics. Children are also encouraged to reinforce number bonds and multiplication facts at home.


Activities are sent home on a weekly basis (see the separate school Homework Policy) and take the form of number games and tasks with some formal exercises for older children.

Contact the School

Longton Primary School

School Ln

Main Contact: Linda Masterson

Tel: 01772 612 495

SEN Contact: Sue Hothersall

SEN Email: '