Mathematics

Numeracy is a proficiency that involves confidence and competence with numbers and measures. It requires an understanding of the number system, a range of computer skills and an inclination and ability to solve number problems in a variety of contexts. Numeracy also demands practical understanding of the ways in which information is gathered by counting and measuring and it is presented in graphs, diagrams, charts and tables.

At Eaton Square School we present the children with a range of mathematical experiences. Activities are accessible for all pupils, but give scope for further challenges and extension, fostering a sense of success in pupils of all levels of ability.

All teachers are involved in the planning of Mathematics. The Mathematics Coordinator prepares the schemes of work for each Year group, ensuring continuity throughout the school. These schemes are closely related to the new Primary Framework from Mathematics and the Common Entrance Curriculum.

A typical lesson is structured as follows:

Oral work and calculation (about 5 minutes)

This involves whole class work to rehearse, sharpen and develop mental and oral skills.

The main teaching activity (about 25 to 30 minutes)

This includes both teaching input and pupil activities and a balance between whole class, grouped, paired and individual work.

A plenary (about 5 to 10 minutes)

This involves work with the whole class to sort out misconceptions, identify progress, to summarise key facts and ideas and what to remember, to make links to other work and to discuss next steps.

Homework is set on a regular basis for all classes. The time allocated is related to the age of the children and ranges from 10 to 60 minutes per session. The purpose of homework is to practise skills taught during the week, such as learning multiplication tables, practising mechanical sums and solving problems.

Assessments form a part of every lesson to check children’s understanding and give teachers information, helping them to adjust daily lesson plans. Children’s progress is reviewed and recorded.

In Transition, Reception and Year One, children are given a termly oral assessment. The Transition and Reception Mental Oral Assessment forms part of the Reception Profile.
In Years One to Eight pupils sit a half termly test to assess their understanding of the concepts covered.
Children in Reception to Year Eight complete standardised tests as a benchmark to measure progress.

Children taking entrance examinations are exposed to a variety of Mathematics papers in order for them to become familiar with what is expected and to maintain the high standard these examinations require.