Sample Primary School Mathematics Policy

This sample policy can be used to create a mathematics policy tailored to suit your school.  



Croydon School Primary School

Mathematics Policy



This document is a statement of the aims, principles, and strategies for the teaching of mathematics at Croydon School Primary School. It was written in the Summer of 2001, for consultation with staff and Governors in the Autumn Term 2001.

This policy will be reviewed in the Spring of 2003.


" Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills, and the ability to think in abstract ways".

(Mathematics, The National Curriculum for England 1999)


Numeracy is a proficiency which involves confidence and competence with numbers and measures. It requires an understanding of the number system, a repertoire of computational skills and an ability to solve number problems in a variety of contexts.

At Croydon School Primary School, numeracy and mathematics are closely integrated with children developing a proficiency in numeracy through the wider contexts of mathematics.  


At Croydon School Primary School our aims for the teaching and learning of mathematics are founded on a belief that ALL children should enjoy equality of access to the provision of a high quality curriculum that will:

         extend each child to his or her fullest potential, building on previous experiences and recognising individual capabilities.

         enable children to achieve a high standard in numeracy and a range of other mathematical skills and  apply these skills with confidence and understanding when solving problems

         foster interest, confidence and enjoyment in mathematics and inspire children to appreciate the mathematics of many cultures

         provide opportunities to apply mathematical learning in everyday situations and enable children to use and apply their knowledge in the world outside.

         enable children to have a sense of the size of a number and where it fits in the number system and know by heart number facts such as number bonds, multiplication facts, doubles, and halves.

         enable children to;

(i)  calculate accurately and efficiently, both mentally and with pencil and paper, drawing on a range of calculation strategies and understanding of the required operations,

(ii) recognise  where it is appropriate to use a calculator, and be able to do so effectively.

         encourage children to explain their methods and reasoning and use correct mathematical terms and to judge whether their answers are reasonable and have strategies for checking them.

         provide contextual challenges which span the whole application of mathematics, including the use of data, geometry and measures.


Children will be taught mathematics using the structure and planning of the National Numeracy Strategy.  Lesson objectives are always shared with the class and expectations made clear.

The daily maths lesson will include:

         A Mental and Oral Starter:

 Warm-up, practise and recall of skills involving the whole class.

         A Main Teaching Activity:

Direct teaching through demonstrating, modelling and discussion. Teachers use a variety of visual, aural and kinaesthetic resources and mathematical language during this part of the daily maths lesson. Children participate actively in activities related to the learning objective.

         A Plenary:

Reference is made to the learning objective of the lesson.

All mathematics lessons are based upon common objectives for the class. Within each part of the Mathematics lesson, there is suitable differentiation to meet the needs of the whole class, groups and individual children, including where appropriate, expectations relevant to different year groups. Teachers employ a range of strategies to ensure inclusion. See Appendix—


Long term planning is provided by the Framework for Teaching Mathematics.  

Medium term planning follows the guidance and pacing suggested within the strategy.

Short term planning is completed weekly and includes teaching and learning activities, differentiation, focus support and vocabulary. Short term planning is led by key questions.

A system of highlighting successfully covered and partially covered objectives allows for clarity of coverage and is passed from teacher to teacher.

Plans are monitored by the mathematics co-ordinator in conjunction with samples of work. Feedback is given to teachers.


Children are actively encouraged to participate in self-assessment of their progress in mathematics.

         Short term Assessments take place during lessons as questions and answers, and the evaluation and marking of children's work. It is assumed children have achieved the planned objectives. Notes are kept on children who do not achieve the learning objective on the back of the weekly planning sheet to inform both short and medium term planning

         Medium term Assessments: Two days per half term are used for assessing the progress of children within the units of work covered. These assessments make use of open ended tasks and probing questions and focus on those children whose progress has not been clear.  Assessments are reviewed termly on the assessment and target setting sheets and provide a record of the children's progress. Croydon School Primary School uses Croydon's Assessment and Target Setting Programme.

         Long Term Assessments: The assessment sheets provide both formative and summative assessments and will be passed from class to class from Reception on.

QCA Tests for Year 3, 4 and 5.

National Tests in Year 2 and 6.

RM Snapshot will be completed termly by all children from the Summer term in Reception to the Summer Term in Year 6 to assess number

RM Maths will be used to support the assessment of those children targeted for intervention.

From Summer 2001, an analysis of children's achievement in the strands of the National Numeracy Strategy will be used to inform school focus of short and long term curriculum targets, INSET and resourcing issues, as well as to target children for appropriate intervention packages.

At all levels, assessments are used to inform planning.

Target Setting:

Where applicable, targets are set for groups of children with similar mathematical needs. Each group will have up to 4 targets which are small, achievable and chosen to directly link with the medium term planning, The targets are addressed through the rigorous short term planning of each strand of the National Numeracy Strategy, and supported through the mental and oral starter sessions for a prolonged period of time. These targets are reviewed half termly. Children are deemed to have achieved their targets if they can successfully use and apply the skills or concepts.

Whole school mathematics targets will be set depending on the outcomes of the analysis of long term assessments. Class targets will be reflected in the medium and long term planning.

Special Needs:

Cross reference Special Needs Policy.

Where children have specific learning difficulties in mathematics, these are specified on Individual Education Plans. These targets can be taken from Croydon's Assessment and Target Setting Program and P levels where necessary.

Appropriate resources will be purchased and used to support individual needs.  Kit bags will be provided for children for whom access to whole class teaching is disadvantaged. Teaching Assistants will support small groups or individual children in whole class sessions.

The structure of the daily maths lesson supports children with Individual Education Plans related to behaviour.


Where appropriate, additional resources will be supplied to support children in learning the vocabulary of mathematics and to access the curriculum.

Children’s Recording:

At Croydon School Primary School we place great emphasis in our teaching of mathematics on the importance of discussion and the development of thinking and reasoning skills. Children will be actively encouraged to use pictures, diagrams and written methods to support and show their thinking. This will include the development of jottings, empty number lines and informal methods on route to the use of compact methods for addition, multiplication, subtraction and division.

In the foundation stage there will be no emphasis on recording mathematics but emergent recording will be valued and children will work towards recognising and reading numbers and the correct formation of numerals. At this stage, modelling of simple calculations is done by the teacher. The aim within the foundation stage is for children to recognise patterns in numbers and be confident in talking about larger numbers and their relationships with the need to count, order and problem solve in the real world.

As children progress through the school they will be encouraged to use a range of recording formats. In Key Stage One, work will be recorded on 2cm squared paper in exercise books and cm squared  and plain paper in folders. Children will date and title all  work and be encouraged to be neat and organised in layout. As children progress the range of mathematical paper used will increase and children will be encouraged to use ‘thinking’ space within their work to support mental calculation.

Where possible, children will be encouraged to record their own calculations and pre-printed worksheets will be used to ensure that children benefit from a range of recording types.

We believe that most mathematics should be based upon the Using and Applying element of the National Curriculum and children will be taught to organise their thinking and work systematically. In both longer investigations and short word problem solving tasks children will be encouraged to use writing frames for mathematics to help them  develop these skills, and will be encouraged to answer questions in full sentences.


All classrooms should have mathematics displays which:

- celebrate children's achievement.

- ask questions to promote mathematical thinking.

- contain key vocabulary.

-are an integral part of teaching


Cross reference Marking Policy.

Cross Curricular Links:

Information Communication Technology: It is aimed that teachers will incorporate I.C.T. whenever possible in mathematics lessons. Strong links will be made between modelling, controlling and graphics in the I.C.T. Curriculum.

Mathematics specific I.C.T. resources will be used in small groups and whole class teaching sessions when  beneficial to supporting the objectives.

Calculators are seen as a valuable teaching and learning resource to support children in learning about numbers and operations and also as a motivational tool to sustain thinking in longer investigations. Teaching the use of the calculator as a calculating tool is an integral part of teaching problem solving and calculation in Years Five and Six.

Wherever possible, skills and concepts learned within mathematics lessons are followed up and reinforced within all other curriculum areas. These links are made explicit to the children.


Teachers plan from a wide range of published resources to suit their class needs. These resources are kept in central storage and support in their use is offered by the mathematics co-ordinator.

Each teacher is equipped with a set of teaching resources to support an emphasis on resource based teaching.

All classes have a set of basic equipment to support the curriculum. Specialist equipment is kept in central storage.

Resource needs are audited annually and purchased in order of priority.

A variety of representations of the number system should be accessible to children in every lesson e.g. numerals,  0-100 number squares and a variety of other grids, appropriate numbered and blank number lines and tracks, place value charts and grids.


Children are given one home maths activity per week. There will be planned progression in the tasks set with the emphasis of parental involvement and games in KS1 through to longer, more independent tasks by the end of KS2. Homework set is linked to current teaching. Where children regularly do not complete homework, this will be followed up during parents evening.

Parental/ Carer Involvement:

Parents and carers will be kept informed of children's achievement and curriculum targets through reports, parent consultation evenings and through curriculum overviews issued half termly.

Open days and exhibitions will be held regularly.

Workshops and information events will be used to support parents and carers in their understanding of mathematics teaching and disseminating ways to support children learning mathematics at home. Parental involvement is seen as crucial to success at school.

The Role of the Co-ordinator

The mathematics co-ordinator will work closely with staff, SMT and the Numeracy Governor to plan for and sustain improvement in the teaching and learning of mathematics. The co-ordinator will:

         Lead staff development through developing their confidence and expertise with INSET, staff meetings, support  and advice.

         Take the lead in policy development and the production of schemes of work designed to ensure progression and continuity in mathematics throughout the school.

         Support colleagues in their development of detailed work plans and implementation of the scheme of work and in assessment and record keeping activities.

         Monitor progress in mathematics and advise the headteacher on action needed .

         Monitor teaching and learning and disseminate good practice.

         Take responsibility for the purchase and organisation of mathematical resources.

         Keep up-to-date with developments in mathematics education and disseminate information to colleagues as appropriate.