In order to respond to latest changes in the mathematical landscape, including the latest inspection framework, we will ensure that: Maths provision and impact on learners is evaluated and reviewed regularly via the School Improvement Plan and aligned maths action plan. As part of this process, the maths subject-leader (alongside other senior leaders) will triangulate evidence from a range of monitoring activities (e.g. planning/book scrutinies, learning walks/observations and pupil voice) to determine next stages of development. CPD needs of our staff, including the maths subject-leader and teaching assistants, are regularly reviewed and planned as appropriate. The expectation is that staff attending CPD will be given planned opportunities to cascade key messages, or share through lesson study. Last reviewed: _______________ Date of next review: _______________ Signed: _______________ (Chair of Governors) In addition to the above, some schools may also wish to consider the following issues, identifying those that may need further explanation in their policy: Any instance where school approaches differ or extend from that of the new national curriculum, e.g. use of a specific programme to teach maths or extended outdoor learning opportunities, etc. Roles of responsibility, including those of any linked Governor and SENCO. Meeting the needs of those with SEN, the most-able, or those with EAL. ICT and mathematics, e.g. use of specific hardware and software to support learners. Homework, also in reference to a separate policy where applicable. The school’s perceived in relation to the learning ‘non-negotiables’ environment, e.g. working walls. Whether the school is currently trialling new approaches, such as a maths mastery approach to learning.
In order to respond to latest changes in the mathematical landscape, including the latest inspection framework, we will ensure that: Maths provision and impact on learners is evaluated and reviewed regularly via the School Improvement Plan and aligned maths action plan. As part of this process, the maths subject-leader (alongside other senior leaders) will triangulate evidence from a range of monitoring activities (e.g. planning/book scrutinies, learning walks/observations and pupil voice) to determine next stages of development. CPD needs of our staff, including the maths subject-leader and teaching assistants, are regularly reviewed and planned as appropriate. The expectation is that staff attending CPD will be given planned opportunities to cascade key messages, or share through lesson study. Last reviewed: _______________ Date of next review: _______________ Signed: _______________ (Chair of Governors) In addition to the above, some schools may also wish to consider the following issues, identifying those that may need further explanation in their policy: Any instance where school approaches differ or extend from that of the new national curriculum, e.g. use of a specific programme to teach maths or extended outdoor learning opportunities, etc. Roles of responsibility, including those of any linked Governor and SENCO. Meeting the needs of those with SEN, the most-able, or those with EAL. ICT and mathematics, e.g. use of specific hardware and software to support learners. Homework, also in reference to a separate policy where applicable. The school’s perceived ‘non-negotiables’ in relation to the learning environment, e.g. working walls. Whether the school is currently trialling new approaches, such as a maths mastery approach to learning.
draft_mathematics_policy_-_october_2015.docx