Maths 1


Our core aim is to allow students to explore all concepts of mathematics whilst developing fluency, reasoning and articulating mathematically and problem solving with resilience. Each and every student is supported and challenged in order to achieve their full potential within each concept. Mathematics is a key component in understanding and exploring the world, therefore we ensure there is a conscious and pro-active approach of Mathematics being recognised and delivered as a cross-curricular skill.

Maths Learning Journey

Learning Journey & Subject Handbook

We have embedded a mastery approach over the past four years that has been enhanced by the pedagogical professional development of our staff through various ‘Maths Hub’ training programmes. We have completed our primary mastery programme and we are in the final year of our secondary mastery programme which is focusing on sustaining mastery, supporting our Maths curriculum across the school.

Our mastery approach (following White Rose) allows all students to gain a deep understanding for all concepts taught in their current year of teaching, which is built on solid foundations from previous years of teaching. All students have the opportunity and are given the structure to be able to represent their work in a variety of ways. We keep all students curious by providing opportunities to think mathematically and make connections. Our teachers challenge our most able to students in a variety of ways to ensure they reach their full potential, but we expect that they are connecting new ideas to concepts that have already been understood and mastered.

Please click here to view the Maths Handbook.

To view our Maths Learning Journey please click here.


Formative assessment

A White Rose assessment is taken at the start of a topic to inform the teachers on the gaps in the pupils’ knowledge (a second White Rose assessment is completed at the end of a topic to both show progress and the attainment of pupils). Each lesson has built into it an opportunity to practice the skills from the previous lesson as well as a plenary to identify which pupils have understood the lesson and which pupils may need additional support in following lessons.

All work is acknowledged by the teacher and where appropriate misconceptions or additional tasks to deepen learning are given. These could be in lesson as a child needs more support or more challenge or these could be given during marking for the children to complete the next day. Question Level Analysis (QLA) is also used to help inform which specific areas need further consolidation and revision.

Summative assessment

Summative assessments takes place at the end of each module. These assessments are drawn from the White Rose Scheme of Work. Year 6 will sit four practice SATs tests from previous years at the end of each half term, the standardised score for this is then used to inform parents and staff of progress. Year 5 use White Rose End of Topic Tests and NTS which gives a more accurate portrayal of their current levels than mock STS. Year 7 and 8 complete end of term tests that are drawn from the White Rose Scheme of Work. Year 8 complete an end of year transition test provided by Alleyne’s Academy. There are three main assessment points throughout the year that use discrete data.


Contact-us-e1650971658790 copy

Get in Touch

Please contact the school office with any questions, comments or feedback.