Key Stage 2

Engagement is key to the successful study of Mathematics and we are constantly striving to improve the experience our pupils receive. Every piece of work completed by our pupils is marked and instant feedback is provided informing them of both their success and next steps. This is emulated through learning environments and effective modelling.

 

We find our approach to planning, delivering and reviewing Mathematics has been very successful in raising the self-esteem of our pupils, resulting in a high level of engagement with the subject. In addition to this, we actively explore concepts with our more able pupils to challenge their thinking and understanding.

 

"We complete Maths sessions every day."

– Teacher

 

We utilise various schemes to aid in our delivery. Our Mathematics curriculum planning follows Maths No Problem supplemented with White Rose Maths, and TT Rock stars. This ensures that our pupils are following the complete National Curriculum. We then take the objectives and differentiate accordingly to meet individual’s needs. Each day is supported with a focused arithmetic session.

 

Our set of key non-negotiables for every teacher and classroom in mathematics strives to ensure clear expectations, rigour, great presentation and a clear/fluid learning journey, which allows all pupils whatever their starting points to reason about maths and apply their learnt skills.

 

Key Stage 3

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Our Maths curriculum is designed to build confidence, problem-solving skills, and logical thinking as pupils progress through Key Stage 3. Each year group develops essential skills in number, algebra, geometry, ratio, and statistics — preparing pupils for success at GCSE and beyond.

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Year 7 – Building Strong Foundations
Pupils consolidate their understanding of number, place value, and basic operations, while exploring key concepts in geometry and statistics. They learn to approach problems methodically, reason mathematically, and apply their skills to familiar contexts — laying the groundwork for more complex mathematical thinking.

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Year 8 – Expanding Knowledge and Application
Pupils tackle a wider range of topics, including algebra, proportion, and more advanced geometry. They begin to make connections between mathematical ideas and apply strategies to solve problems in a variety of contexts. This stage develops independence, confidence, and flexibility in reasoning.

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Year 9 – Developing Problem-Solving and Analytical Skills
Pupils engage with challenging problems, consolidating and extending prior knowledge across all areas of mathematics. They explore real-world applications, develop systematic problem-solving techniques, and refine their ability to explain and justify reasoning. By the end of Key Stage 3, pupils are confident, analytical thinkers — ready to meet the demands of GCSE Maths.

 

"We ensure that pupils secure conceptual understanding with models and visual representations."

                                                                                                                                                            – Staff

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Key Stage 4

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Pupils in KS4 are working towards gaining Mathematics qualifications.  We have a range of these on offer including entry level, functional skills and GCSE, so that pupils can aim to gain a qualification that is achievable and tailored to them.

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All pupils will initially follow the NCFE Functional skills curriculum  which is tailored for pupils looking to become confident in their use of fundamental mathematical knowledge and skills.

 

Functional Skills qualifications support our pupils to demonstrate their understanding by applying their knowledge and skills to solve simple mathematical problems or carry out simple tasks.

 

If appropriate, pupils will then go on to follow the Edexcel GCSE (9-1) Mathematics Foundation Level course.

 

The topics followed are straightforward and written in clear and simple language making the assessments accessible to all pupils, to give them every chance to show their mathematical ability and reach their potential.​

 

"Above all else, the teaching and learning of mathematics should be fun for all concerned, and not something to fear."

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