Ripon Cathedral Choir School

“Mathematics contains not only truth, but also beauty.” Bertrand Russell.

Mission statement:

Mathematics teaches us how to make sense of the world around us through developing a child’s ability to calculate, to reason and to solve problems.  It enables children to understand and appreciate relationships and pattern in both number and space in their everyday lives.

Aims:

Our aims in teaching mathematics are that all children will:

• Enjoy the subject and study it with confidence and a sense of achievement;

• Understand the relevance of the subject in today’s world;

• Reach their potential in numeracy and a range of other mathematical skills;

• Apply these skills with confidence and understanding when solving problems;

• Develop thinking skills by communicating mathematical ideas to a partner or group;

• Receive opportunities to work systematically, creatively independently and in depth; and

• Be thoroughly prepared for the continued study of the subject at their senior school.

Teaching and Learning Styles: 

The school uses a variety of teaching and learning styles in mathematics lessons.  Our principal aim is to develop children’s knowledge, skills and understanding in mathematics.  We do this through a daily lesson that has a high proportion of whole-class and group-direct teaching.  During these lessons we encourage the pupils to ask as well as answer mathematical questions.  They have the opportunity to use a wide range of resources including ICT to support their work and enhance their learning.  Wherever possible, we encourage the children to use and apply their learning in everyday situations. 

‘One pre-prep pupil said, his favourite part of school was problem-solving.’ - ISI Inspection 2009 
 

In all classes there are children of differing mathematical ability.  We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child.  We achieve this through a range of strategies – in some lessons through differentiated group work and in other lessons by organising the children to work in pairs on open-ended problems or games.

‘In mathematics, Year 6 pupils responded well to the complex task of deciding on ‘the best buy’.
'They were encouraged to consider matters other than cost, including the impact on the environment and waste.’ - ISI Inspection  2009 
 

Organisation: 

In foundation we relate the mathematical aspects of the children’s work to the objectives set out in the Early Learning Goals, which underpin the curriculum planning for children aged three to five.  We give all the children ample opportunity to develop their understanding of number, measurement, pattern, shape and space through varied activities that allow them to enjoy, explore, practise and talk confidently about mathematics. 

From Years 1 to 6, all pupils have a dedicated daily mathematics lesson.  This may vary in length but will usually last for about 60 minutes in Key Stage 1 and 40 - 80 minutes in Key Stage 2.  Schemes of Work follow areas of study linked to the Numeracy Framework, which is divided into topics.  Length of topics will vary from a few lessons to several weeks.  Number work, mental arithmetic and problem solving will be ongoing throughout the year.  There will be regular use of mathematical instruments/aids e.g. calculators, protractors, rulers etc. 

In Year 7 and 8 children have a dedicated daily mathematics lesson of 40 - 80 minutes duration.  The Scheme of Work is based on the Common Entrance levels 1, 2, 3, and scholarship syllabus. 

Prep: 

Prep is seen as an opportunity  

• For further practice of work covered in the lesson through worksheets or exercises from a textbook

• To revise or recap on earlier topics in preparation for exams or tests or

• To practise multiplication tables

Prep set consists of thirty minutes of work per week for all pupils from forms 4 – 8 with the quantity and complexity set in line with individual ability. 

Special Educational Needs:

In some cases children may need to have extra support. This is available as

• 1 – 1 support from a specialist SEN teacher

• Small group work

• Extension work for gifted pupils or potential scholars.

• Preparation for entrance tests to Senior Schools at 11 or 13.

Assessment: 

Assessment has a part to play in every lesson.  It may involve questioning, observations, outcomes, or formal testing.  It is the means by which we assess the children are learning, that they are progressing and reaching their potential and it informs our planning. 

Children in Year 2 and Year 6 sit the Key Stage 1 and 2 Standard Attainment Tests; In Year 8 the children sit the Common Entrance 13+ examinations in June. 

‘In mathematics, data from performance in tests and assessments is rigorously analysed and used to develop planning, as well as to enable teachers to create specific targets for pupils.  This information is communicated to pupils so that they are clear as to what they need to do to improve.  This exemplary assessment for learning system has resulted in raising levels of attainment considerably over the last year.’

                                                     ISI Inspection 2009 

 
 
 
 
 
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