Curriculum intent, implementation, and impact
Our aim is to ensure that every student has access to high-quality teaching and learning in mathematics. We provide an inclusive learning environment where SEND students receive tailored support, including scaffolding, visual aids, and targeted interventions, to enable full access to the curriculum.
At our inclusive, comprehensive school, the intent of the Key Stage 3 Maths curriculum is to develop confident, curious, and capable mathematicians who are equipped with the essential skills for life and learning. We follow the White Rose Maths scheme, which provides a carefully sequenced, mastery-based curriculum. This approach ensures that all students—regardless of their starting point, have the opportunity to develop a deep and lasting understanding of mathematical concepts. The curriculum builds fluency, promotes mathematical reasoning, and encourages students to tackle a wide variety of problem-solving tasks. Our aim is to ensure that every student has access to high-quality teaching and learning in mathematics. We provide an inclusive learning environment where SEND students receive tailored support, including scaffolding, visual aids, and targeted interventions, to enable full access to the curriculum. At the same time, high attainers are challenged through enrichment tasks, deeper reasoning, and opportunities to apply their learning in more complex contexts. Through engaging lessons, meaningful feedback, and regular opportunities for retrieval and reflection, we prepare students not only for success at GCSE but also to use mathematics confidently in the wider world.
At Key Stage 3, we deliver a coherent and carefully sequenced Maths curriculum using the White Rose Maths scheme of learning. This mastery-based approach ensures that all students develop a deep and secure understanding of mathematical concepts before progressing to more complex ideas. Our curriculum builds fluency, reasoning, and problem-solving skills through small, connected steps that help students make meaningful links across topics. Concepts are revisited regularly through interleaving and retrieval practice, supporting long-term retention and deeper understanding. We are committed to using evidence-informed teaching practices. Teachers employ a range of strategies to check for understanding, including low-stakes quizzes, diagnostic questioning, and live modelling with worked examples. These tools help us identify and address misconceptions quickly, enabling responsive teaching and timely, targeted support. Inclusive teaching and adaptive practise is at the heart of our approach. For students with SEND, we provide additional scaffolding, structured support, and carefully adapted resources to ensure access to the full curriculum. Where appropriate, we use manipulatives and visual representations to aid conceptual understanding. Teaching assistants work closely with staff to offer targeted in-class support and interventions. High attainers are stretched through rich tasks, deeper questioning, and opportunities to explore complex, non-routine problems. We encourage mathematical thinking and independence, ensuring that more able students are continually challenged and engaged in their learning. Formative assessment is embedded throughout lessons to ensure that all students are supported and challenged appropriately. Regular review and responsive teaching ensure that the curriculum remains accessible, inclusive, and ambitious for every learner.
In lessons progress is measured by end of topic quizzes completed in class and marked by the class teacher, with students receiving feedback focussed around key learning objectives and closing the gap activities. Teachers live mark during class using green pen and students respond with red pen. All new concepts in lessons are assessed by mini whiteboard work and students receive immediate feedback to know how to improve. Students complete termly assessments to track progress and retrieval over longer periods of time.
On Sparx maths, set every Weds, due the following Weds. One hour’s worth of work to be completed made up of questions made up of long term retrieval, current learning and gaps in knowledge identified from assessments.
We take part in UKMT maths challenge problems and run maths feast events across our trust, where schools compete in maths tournaments. Ks3 enrichment in maths provides students with opportunities to explore advanced mathematical concepts. It fosters a deeper understanding of fundamental principles beyond the standard curriculum. Through problem-solving and critical thinking activities, students develop valuable skills. This type of enrichment enhances students’ enthusiasm for mathematics, often leading to increased confidence. Ultimately, it broadens students’ horizons, opening doors to further study and potential careers.
At Key Stage 3, our Maths curriculum is designed to equip students with essential skills that go far beyond the classroom. By developing their ability to solve problems, think logically, and interpret data, students begin to understand how mathematics is used in real-life situations and across a wide range of careers. From architecture to engineering, medicine to finance, and technology to game design, maths forms the foundation of many exciting career paths. We regularly highlight the links between mathematical concepts and future employment opportunities, helping students see the relevance of what they are learning. Through engaging lessons, practical activities, and exposure to STEM careers, we aim to inspire our students to see maths not just as a subject, but as a powerful tool for success in the modern world.
Our Key Stage 4 Maths curriculum is designed to empower all learners to achieve their full potential, building on prior knowledge while preparing them for the next stage of their education or employment. We continue to use the White Rose Maths scheme to ensure a coherent and well-structured progression towards GCSE. The curriculum is ambitious and inclusive, enabling students to deepen their understanding of key concepts while developing fluency, reasoning, and problem-solving skills. Our classes are organised by target grade, allowing us to tailor the curriculum and level of challenge to support each student’s needs. We maintain high expectations for all, and through research-informed teaching and regular formative assessment, we ensure that misconceptions are swiftly addressed, and all students are supported to make sustained progress. Inclusion is central to our ethos. We provide structured support for students with SEND, alongside high-quality interventions that are responsive to assessment and individual needs. We also ensure more able students are stretched through rich mathematical tasks and extension opportunities that go beyond the standard curriculum. Our intent is for every student to leave KS4 as a confident, resilient learner who can apply mathematical skills in real-life contexts and has the qualifications and foundations needed for further study or vocational pathways.
At Key Stage 4, our Maths curriculum follows the White Rose Maths scheme, providing a structured and coherent learning journey that builds on Key Stage 3 foundations and prepares students thoroughly for GCSE success. The curriculum is designed to develop deep mathematical understanding, fluency, reasoning, and problem-solving through a carefully sequenced progression of topics. Our classes are organised into sets based on GCSE target grades, allowing us to tailor the pace, depth, and level of challenge to meet the needs of all learners. This structure ensures that every student receives the appropriate level of support or stretch to maximise their progress. We use a range of research-informed strategies to check for understanding, including regular retrieval practice, cold calling, hinge questions, and live modelling. These approaches enable teachers to assess understanding in real time and adapt their teaching to address misconceptions and gaps in knowledge effectively. High-quality intervention is a key part of our implementation strategy. Students who require additional support benefit from targeted, responsive interventions, both within lessons and through bespoke sessions outside of the classroom. These interventions are closely monitored to ensure they have a measurable impact on student progress. Our aim is to ensure that every learner, regardless of starting point, is supported to achieve their full potential in mathematics and to leave school equipped with the skills and confidence needed for further study, employment, or training.
In lessons progress is measured by end of topic quizzes completed in class and marked by the class teacher, with students receiving feedback focussed around key learning objectives and closing the gap activities. Teachers live mark during class using green pen and students respond with red pen. All new concepts in lessons are assessed by mini whiteboard work and students receive immediate feedback to know how to improve. Students complete termly assessments to track progress and retrieval over longer periods of time. In Y10 students complete a full suite of mocks at the end of the year replicating the final exam series. In Y11 they have two full mock exam series.
On Sparx maths, set every Weds, due the following Weds. One hours’ worth of work to be completed made up of questions made up of long term retrieval, current learning and gaps in knowledge identified from assessments. Ks3 enrichment in maths provides students with opportunities to explore advanced mathematical concepts. It fosters a deeper understanding of fundamental principles beyond the standard curriculum. Through problem-solving and critical thinking activities, students develop valuable skills. This type of enrichment enhances students’ enthusiasm for mathematics, often leading to increased confidence. Ultimately, it broadens students’ horizons, opening doors to further study and potential careers.
We take part in UKMT maths challenge problems and run maths feast events across our trust, where schools compete in maths tournaments.
In Y10 and Y11 we offer enrichment classes in further maths GCSE which is an additional qualification for high attaining students.
At Key Stage 4, students deepen their mathematical understanding and develop advanced problem-solving, reasoning, and analytical skills abilities that are highly valued across all career sectors. Maths at this stage supports a wide range of career aspirations, from science, engineering, and technology, to business, finance, and the creative industries. Students learn how to apply mathematics in real-world contexts such as budgeting, interpreting statistics, and making informed decisions, skills that are essential for both employment and everyday life. We place a strong emphasis on careers education within the curriculum, helping students make meaningful connections between their learning and the world of work. Through career-focused lessons, employer engagement opportunities, and exposure to post-16 pathways, we prepare students for further study, apprenticeships, and a wide variety of professional careers. Our goal is to ensure every student leaves KS4 with the confidence and capability to use maths as a tool for their future success.
