We have introduced the Numeracy Strategy into the Primary department and in accordance with this requirement and with the aims of raising standards and expectations in Primary Maths we follow the New Heinemann Maths scheme. This is a carefully structured programme of Mathematics teaching which begins in Reception and provides continuity and progression through to Year 6.

There is an emphasis on direct, interactive teaching aimed at helping children develop a range of mental calculation strategies. These include the ability to recall basic facts quickly, calculate accurately with pencil and paper, use appropriate mathematical vocabulary and make connections between different areas of Mathematics.

Infant Department

Mathematics is a core subject area and is taught in the Infant Department for 1 hour everyday.

We follow the New Heinemann Maths Scheme which is a carefully structured programme of mathematics teaching, which reflects the content and approach of the National Numeracy Strategy used in the English National Curriculum. New Heinemann Maths places an emphasis on direct teaching and interactive oral work, in line with the National Numeracy Strategy. Children need to practise and consolidate the skills they are taught and to use and apply them in different contexts.

The New Heinemann Maths Scheme provides workbooks for each pupil along with reinforcement worksheets for classroom use. In Years 1 and 2 there are Home Activity Sheets for completion as homework. These consolidate the learning in class and provide suggestions on how to support your child, at home, in an interactive way. Check-up workbooks are also used to assess understanding after a particular concept has been studied. There are end of year tests for all pupils, in the summer term, and these assess all areas for study covered during the year.

Targets Books

At the beginning of the school year some target books will be given to your child to bring home. These contain the targets that the children need to attain by the end of the school year. The booklets also provide some examples of activities you can do with your child at home to ensure Maths is practical and fun.

Mathematical Language

At school children are encouraged to talk about Maths and the work they are doing in class. It is very important for children to be comfortable with, and knowledgeable of, Mathematical Language and vocabulary and the development of this is a high priority. For example for each operation there are a number of different terms the children need to learn by the end of Year 2.

Addition	Subtraction	Multiplication	Division
add sum total altogether one more, two more, ten more... how many more to make...?	take take away subtract difference between one less, two less, ten less... how many less is ... than...? minus leaves	lots of groups of times multiply multiplied by once, twice, three times... times table double	share share equally one each, two each, three each... group group in pairs, threes tens... divide divided by left, left over, remainder halve

The importance of questioning

Asking children questions about their work is a very important part of developing their thinking and mathematical ability. This is part of the teaching and learning process at school and you can help by doing this at home when supporting your child with their homework.

Some examples of questions that can help extend children's thinking:

• How are you going to tackle this?
• What do you need to find out?
• Can you explain what you have done so far?
• Can you think of another method that might have worked?
• Could there be a quicker way of doing this?
• Can you see a pattern or a rule?
• Can you describe the problem in your own words?
• How did you get your answer?
• Can you describe your method?
• How did you check it?

Number Formation

The correct number formation is very important, please see below. Practising number formation with your child will help them to write their numbers clearly and avoid any unintentional errors in their work.

Junior Department

Years 3 - 6 have 10 X 30 minute lessons of Mathematics a week. A typical lesson starts with a 10 minute oral and mental warm-up. The children will be taught and tested various mental strategies.

The bulk of the Mathematics lesson will be aimed at teaching a particular concept or strategy. This will then be followed by having the children work on the set exercises which will be based on the days work. It is up to the individual teacher to structure the class so as to enable extra attention to be given to the less able pupils, while the more advanced children will be able to complete more challenging tasks. The children might work for short periods in groups, in pairs or individually.

The teacher will draw the lesson to an end by discussing skills learnt, correcting misconceptions, sorting out any problems, setting a challenge or discussing homework.

For mathematics lessons, all children are taught together as one mixed ability group. This allows the children to benefit from one another. It eliminates any stigmas that might arise from having younger children placed in more or less able groups. It also allows the children to learn from their friends, in a comfortable relaxed environment, where no one pupil or group of pupils is considered to be more advanced than another. Coincidental learning is valued.

The teachers use a variety of methods to support the teaching of the Numeracy Strategy, including a range of ICT programs.

The National Numeracy Strategy places greater emphasis on mental mathematics. Our teaching now aims to equip children with the necessary skills to calculate in their heads as and when appropriate.