At Waterloo, we consider that it is necessary to encourage a positive attitude to Mathematics, building pupil’s confidence and encouraging competence in all aspects.  The pupils need to be given structured teaching and purposeful learning tasks and experiences, to tackle a range of practical and real-life problems.
The topics within the Numeracy curriculum require provision of opportunities to enable breadth, balance and continuity to be realised. There must be balance between the topics and appropriate differentiation with opportunities for different learning styles.
We consider Mathematics to be a way of analysing and communicating information and ideas, which are part of the whole curriculum using number and number techniques, measurement, spatial concepts and Information Technology.
Pupils need to be encouraged to gain experience of a variety of mathematical tasks and respond to challenges. These tasks include a balance of long and short tasks, varied problem solving activities, individual, group and class discussions, games and use of I.T. tools.
 As well as building confidence in number and number techniques, pupils need to have opportunities to observe and investigate patterns and relationships and solve problems.
Each child is be given teaching that is appropriate its age and ability.

Teachers use the objectives of the Numeracy Strategy Framework and Revised Strategy for teaching the National Curriculum, to form a scheme of work, taking into account the needs of our pupils. Through the whole curriculum, opportunities exist to extend and promote mathematics by linked activities to other subjects. They are usually planned and arranged at Year Group meetings, or in P.P.A. sessions.

Planning is undertaken collaboratively in year groups initially, then each class teacher is responsible for the mathematics taught in their class/set. The approach within the school is based on three principals;
1 A daily Numeracy session of between 45 and 60 minutes
2 Structure within most lessons, including oral and mental work, instructional teaching, group or independent work, followed by a relevant plenary.
3 Problem solving opportunities, which may be as a group, class or within a year group.
 Differentiation is incorporated into lessons in a variety of ways, including stepped activities, open ended common tasks, resources, grouping and support.

Progress and standards are monitored by the Numeracy Co-ordinator and include analysis of assessment results and scrutiny of work.
In line with the Homework policy of the school, children regularly receive homework, which may be in the form of activities, games or formal exercises and are given at the discretion of the class/set teacher.

Children are taught a variety of methods for recording their work. Work completed in lessons is marked daily and can often involve the pupils themselves, with the teacher checking and indicating whether the learning objective has been met.

Parents are formally invited to discuss individual pupil progress three times a year. End of year reports are given in the Summer term and parents are given an opportunity to discuss their child’s progress. In addition, teachers are willing to meet parents by prior appointment if the need arises.