Maths Faculty Policy


At Meadow High School, we believe that children are entitled to the highest quality education, which enables all children to achieve their full potential, and so prepare them for the opportunities, responsibilities and experiences of future life. Mathematics equips pupils with tools to understand the world around them through developing the ability to calculate, communicate, reason and problem solve.

The handbook outlines the teaching and learning, organisation and management of the Mathematics Faculty at Meadow High School.  The policy is written in conjunction with the Primary Framework.  The implementation of this policy is the responsibility of all the teaching staff. The policy will be reviewed in line with new initiatives and advice.

Aims and Objectives

Using the Programmes of Study from the National Curriculum, we aim to deliver a broad and balanced curriculum to develop:

  • A positive attitude towards mathematics and an awareness of the fascination of mathematics
  • competence and confidence in mathematical knowledge, concepts and skills
  • An ability to solve problems, to reason, to think logically and to work systematically and accurately.
  • an ability to work both independently and in cooperation with others
  • an ability to communicate mathematics
  • an ability to use and apply mathematics across the curriculum and in real life
  • An understanding of mathematics through a process of enquiry and experiment

Through careful planning and preparation we aim to ensure that throughout the school students are given opportunities for:

  • Practical activities
  • Mathematical games
  • Problem solving
  • Individual, group and whole class discussions and activities
  • Open and closed tasks
  • A range of methods of calculating e.g. mental, pencil & paper and using a calculator
  • Working with computers and iPads as to enhance the learning experience

Curriculum Statement         

Mathematics equips with by introducing children to concepts, skills and thinking strategies that provides a way of viewing and making sense of the world.  It is used to analyse and communicate information and ideas and to tackle a range of practical tasks and real life problems.  It enriches children’s learning in fostering and developing creativity through mathematical principles.

The structure of Mathematics comprises of 4 strands of learning:

  • Number, i.e. counting, place value, operations and fractions
  • Measurement, i.e. weight, capacity, length, time and money
  • Geometry, i.e. shapes, symmetry, positional language
  • Statistics, i.e. interpreting and analysing visual representation

These strands are interrelated and develop a range of skills needed across the Curriculum.  These strands are covered in Maths lessons through the set Programmes of Study across the Key Stages.

The curriculum is flexible and adapted to meet the varying abilities and needs of all our pupils from the very complex through to the students who are capable of attaining external qualifications.

Mathematics equips children with skills they need in life beyond school. Functional Numeracy Lessons focus on the functional aspects/skills of maths (see FNS Policy).  Emphasis of these lessons is on Money, Time and Measure through practical activities.  


We currently use BSquared to track pupil progress.  It breaks down National Curriculum Objectives into smaller targets, which is more suitable for the pupils at Meadow High School.  It allows teachers and pupils to monitor progress in smaller steps and helps to link pupil targets to the Scheme of Work being followed.  Assessment is ongoing in lessons however formal assessments are carried out 6 times in an academic year.

Medium Term Assessments are carried out mid-term.  The purpose of these assessments is to review and record the progress the pupils and class have made in relation to the key objectives and their targets.  Children’s progress towards the key objectives is recorded onto BSquared and tracking sheets.

Long Term Assessments are carried out at the end of every term.  Pupil’s progress in relation to the National Curriculum is assessed.  

Reward System

It is important that positive comments are as specific as possible so students are aware of how they have achieved well, there are several ways that this can be reinforced in line with school policy.

  • Verbal praise from subject teacher, Form Tutor, Faculty Leader, Deputy Head, Head Teacher.
  • Stickers/Stamps in books.
  • Merits in link book.
  • Positive notes/postcards sent home.
  • Certificate of Achievement presented on Friday in the Whole School assembly.  
  • End of Term subject award certificates.
  • Homework certificates for completing 10 pieces of work

Inclusive Practice

The Maths faculty policies reflect and support the equal opportunities ethos of the school.  All students have access to the maths curriculum. Teaching and Learning at Meadow High School is personalised.  Adaptations will be made to the curriculum to meet the needs of pupils, including provision for students who are exceptionally able.  All students are given opportunities to attain accreditation.

Teachers plan to meet the needs of all pupils through differentiation strategies that include:

  • Use of equipment/resources
  • Level of support
  • Variety of task
  • Pupil groupings
  • Expected outcomes

Use of Display and Visual Imagery

Displays are a teaching and learning space that can be used to celebrate student’s learning.  They should be relevant and encourage children to interact with their environment.  All Maths teachers are encouraged to have a Maths Display in their teaching room that is visually stimulating and engaging.  This is done through involving students in the process of creating the display, increasing their sense of ownership and pride in their work.

Photographic evidence of achievements and practical work done during lessons are displayed in classrooms and around the school, alongside providing students with opportunities to present their views and comment on their learning.  It is a very valuable assessment tool as well as a showcase of the excellent work undertaken by students and achievements within the faculty.

Key mathematical vocabulary and symbols are placed in prominent areas within the classroom.  This aids understanding and allows students to grasp important mathematical concepts that they will come across in everyday life.

Literacy Across The Curriculum

We are currently trying to promote and embed the school’s policy of Literacy across the Curriculum, in line with the new National Curriculum (2013) which states “Teachers should develop pupils’ spoken language, reading and writing as integral aspects of the teaching of every subject”.

There are a number of strategies which can use to develop literacy in the teaching and learning of mathematics:

  • Spelling mathematical terms correctly
  • Display and model use of mathematical vocabulary
  • Ensuring students write keywords of lesson into the books
  • Use of Word maps related to the topic being covered
  • Encourage and praise use of mathematical vocabulary in class discussions

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