Mathematics Policy

Rowanfield

Mathematics Policy



Written 7/2005
Updated 7/2005

Rowanfield provides structured and engaging opportunities to use mathematics throughout the school, in all areas of the curriculum. These opportunities are based on the needs of the children and the world that they live in.

Rationale

Children at Rowanfield have severe social, emotional and behavioural needs, which impact on their mathematical skills. The children at Rowanfield have a wide range of needs within the Mathematics curriculum area. Rowanfield staff work with children to develop specific skills that will build and widen children?s range of experiences within Mathematics.

Aims of Policy

Within Mathematics, Rowanfield aims to:

help children to develop skills in the attainment outcomes of Mathematics ? Information Handling, Number, Money and Measurement and Shape, Position and Movement so that they can develop an understanding of how maths concepts are used in day to day life;
help children by supporting their personal and social development through maths, which includes intellectual, emotional, aesthetic, social and moral development; and
help children develop a range of positive attitudes towards their own maths development including concerns for tolerance, enjoyment, co-operation and sharing.
How the Aims are met

Mathematics within Rowanfield permeates the entire curriculum. The City of Edinburgh programme of study is used, which includes cross-curricular links, as well as direct teaching of skills. The programme of study also takes into account learning and teaching styles and effective assessment.

Mathematics is taught in whole class, small group or individual setting based on the child(ren)?s needs. The learning needs of each child are taken into account and any barriers that may occur are addressed in order to ensure that learning takes place.

Individual targets in Mathematics for all children are set 3 times a year (August, January and April). The individual targets will relate to each team?s yearly forward plans. Learning outcomes, success criteria and next steps will be discussed with the children. Learning outcomes and Success Criteria will also be shared with parents, and progress made on achievement of learning outcomes shared with them as they are met. An annual review will be held for parents to meet with staff to discuss their child?s targets.

Children will also be aware of the next steps in their learning process. Children?s and parent?s input will be valued.

Children will have a Record of Achievement within their IEP. This Record of Achievement will be monitored on a termly basis.

Achievement of learning outcomes will be celebrated in school, and communicated with parents. Rowanfield will have high expectations for all children and will use praise and extrinsic rewards to motivate and encourage children.

Staff Roles and Responsibilities

Teachers:

use the programme of study to write children?s targets which will include learning outcomes and success criteria;
ensure that learning outcomes, success criteria and next steps are shared with children and parents;
ensure that the learning needs and styles of all children are taken into account;
ensure that children?s learning is progressive and continuous;
have high expectations for all children;
use effective assessment to formulate next steps with children; and
ensure that children?s success is celebrated both in school and with parents.
The Principal Teacher of Effective Learning and Teaching:

manages resources;
monitors and evaluates learning outcomes and success criteria within IEPs;
manages the intensive interventions if children that require it;
identifies need for staff development; and
is available for consultation
The School:

provides feed forward to staff on effective target setting;
provides staff development opportunities; and
monitors and evaluates learning and teaching. Back to top