At Fairfield our aims in teaching Mathematics are:

• To provide pupils with a supportive atmosphere in which to develop accurate mathematical skills, working both independently and co-operatively.
  
• To develop a recognition of Mathematics as a useful and essential tool for learning.
  
• To develop skills and knowledge and the quick recall of basic facts,
  
• To allow children to develop strategies involving logical thinking, problem solving and estimating, both practically and theoretically.

The school policy is matched to the requirements of The Foundation Stage at Reception and the National Curriculum at Key Stage 1 and Key Stage 2. Some aspects of National Numeracy Strategy are incorporated at Key Stages 1 and 2. Abacus Evolve and New Heinemann Maths scheme are used as the core material with a selection of other texts and resources to provide complementary work.

The pupils visit and revisit the different areas of maths on a regular basis with the work in each area developed progressively and underpinned by constant reinforcement. Every child receives equal opportunity to develop their mathematical skills, understanding and knowledge and all pupils are extended in each area of the Mathematics Curriculum so that they reach their full potential.

The pupils will also experience a variety of approaches, dependent upon their age, from whole class teaching in which the child progresses at his/her own rate to being taught in ability groups.

Years 4, 5 and 6 are set for all lessons in Mathematics and, Years 2, and 3 will be grouped according to ability for basic Numeracy lessons. In all of these instances there are four sets for the three-class year.

The school’s essential approach is to teach Mathematics in a balanced manner, incorporating both practical experiences and formal teaching.

All class teachers are responsible for teaching Mathematics. Support teachers assist on a regular basis, throughout the school. Each classroom is resourced with appropriate mathematical equipment and other necessary materials.