Mathematics

How our values shape everything we do…

Intent	Implementation
Safely Independent	Mathematics is a crucial skill for achieving safe and independent living. At Westhaven, alongside delivering the National Curriculum, we focus on providing our learners with practical, real-world mathematical skills that are essential for independence.  We place a strong emphasis on money management, teaching our learners how to shop confidently, budget effectively, manage personal finances, and understand banking systems. Additionally, we prioritise a solid understanding of time management. Opportunities are given for learners to progress from following visual  routines and timetables to accurately telling the time and applying these skills to solve real-life problems. We explicitly teach skills such as planning routines,managing daily schedules and reading timetables to encourage safely independent travel where appropriate.
Confident Communicators	Effective communication, reasoning and problem-solving skills are a key aspect of mathematics. In our maths lessons, we explicitly teach and model the use of essential keywords, encouraging learners to incorporate them into their own discussions and explanations. To further support this, we have developed vocabulary mats for each topic, which include visual aids to assist learners in understanding and using mathematical language confidently during lessons.
Respectful Citizen	Our mathematics lessons provide ample opportunities for learners to share their mathematical thinking and work together to solve problems. We explicitly teach our learners the importance of listening to others’ ideas, respectfully challenging different viewpoints, and understanding that multiple approaches to solving a problem can be equally valid and meaningful.
Inquisitive Thinker	In real life, mathematical problems rarely appear in isolation—they often require additional reasoning and thought. At Westhaven, we believe it’s important for our learners to not only build mathematical fluency but also to engage with real-world problems that encourage inquisitive thinking. In our maths lessons, learners frequently work closely with adults who pose a variety of targeted questions, designed to deepen their understanding and encourage critical thinking. Throughout the academic year, students are provided with opportunities to engage in STEM challenges, where they apply their inquisitive thinking and problem-solving skills to practical problems at an accessible level.
Resilient Learners	In every maths lesson, learners are given the chance to experience both success and failure in a controlled environment. We believe that mistakes are a natural and valuable part of the learning process, and we actively encourage learners to share and reflect on what they’ve gained from their mathematical errors. At times, we present examples of incorrect solutions, prompting learners to analyse and discuss these errors. This approach helps them develop a deeper understanding of concepts while fostering resilience and critical thinking.

At Westhaven School, mathematics plays a significant role in our curriculum, where every learner is given the opportunity to develop their skills and independence not only in specific mathematics lessons, but across all subjects. We adopt a mastery approach within a spiral curriculum, allowing learners to revisit key topics multiple times as they progress, with the goal of deepening their understanding with each experience. Each new topic begins with a review of prior knowledge, followed by the introduction of new material tailored to meet each learner’s unique needs. We understand that some students benefit from repetition to reinforce their understanding and build confidence, while others progress at a pace aligned with age-related expectations. Regardless of the pace, we celebrate the achievements of all of our learners equally.

At Westhaven learners are taught through clear modelling and have opportunities to develop their knowledge and understanding of mathematical concepts in a range of ways. The mastery approach incorporates using objects, pictures, words, and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels.  We follow a Concrete – Pictorial – Abstract approach to encourage a deeper understanding of mathematical concepts. 

Concrete – Learners have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.

Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.

Abstract – With the foundations firmly laid, learners can move to an abstract approach using numbers and key concepts with confidence.Our mathematics curriculum intentions align with our core values; safely independent, confident communicators, respectful citizens, resilient learners, inquisitive thinkers .

The Mathematics Curriculum Map outlines the time and order of the topics delivered for each key stage and qualification. At all stages our learners are given the opportunity to experience the breadth of the National Curriculum at their chronological age, but the allocation of time to different concepts has been adapted to suit the needs of our learners at different phases. Our curriculum map, along with our assessment document; Maths KPI, gives the classroom teacher, with guidance from the Maths Lead, the ability to use their professional judgement to ensure learning is delivered in a way that is appropriate for each individual learner. As a result, mathematics instruction is delivered through a variety of approaches, including whole-class teaching, small group work, independent tasks, one-on-one support, or workstation activities using the TEACCH approach. 

Our mathematics curriculum provides a well-structured progression across the different key stages, with tailored support and differentiation for learners at various levels of mathematical ability. 

• EYFS, Key Stage 1 & Key Stage 2: Students have 5 mathematics lessons per week, all taught in their regular classroom setting.
• Key Stage 3: Mathematics continues to be delivered daily (45 minutes per session). While most learners stay in their classroom setting, more mathematically able students join the “High Flyer” group, where they are taught by a maths specialist in our upper school setting.
• Key Stage 4: At KS4 learners continue to have 5, 45 minute lessons of maths per week.  Learners are grouped according to the qualifications they are working towards (Entry Level, Functional Skills Level 1, or GCSE). The curriculum map outlines the learning schemes, with flexibility to adapt the delivery based on each student’s needs. The AQA Unit Award Scheme is also used to recognize additional achievements in the subject.
• Key Stage 5: Learners are taught by a maths specialist, and can continue working towards their individual qualifications tailored to each learners’ needs.  Progression and achievement is also recognised by the AQA Unit Awards.                                                                                                                                                                                                                                                     

The Maths Lead is responsible for developing long-term plans across all key stages, while each individual mathematics teacher ensures that they have short and medium term plans in place for delivering each curriculum unit to their class. Teachers with similar ability groups are encouraged to collaborate in their planning to maintain consistency in the quality of education our learners receive and to help manage workload. Additionally, teachers are advised to keep these plans in their planning folders, whether digital or in print, for easy informal review by the Mathematics Subject Leader.  

Mathematics lessons across the school should include the following elements:

• A fluency or recall starter
• Main teaching session, either delivered to the whole class, small groups or one-to-one.
• Explicit teaching of key words, with visual vocabulary mats to support learners understanding
• A variety of activities across a unit, supporting the concrete-pictorial-abstract approach to learning mathematics.
• Tasks for learners to practise new skills, including opportunities for learners to practise problem solving and reasoning
• Opportunities to address misconceptions and learn from mistakes
• A plenary, or mini-plenaries, to reinforce their learning and reflect on their success.
• Varied questioning throughout the lesson to assess and challenge pupil knowledge.
• Opportunities for learners to work with an adult during group work to extend their learning further and be challenged through questioning.  Where possible, children will work with both a teacher and support staff within the same week.

ICT is frequently utilised as both a whole class interactive teaching resource  and for learners to work independently on their mathematical skills. Westhaven school currently subscribes to MyMaths, Mathspad and Times Table Rockstars that can be used by learners across our school. Calculators are sometimes used to support pupils’ conceptual understanding and exploration of more complex number problems but are not used as a substitute for good written and mental arithmetic.

At Westhaven school we believe that mathematics is  not a stand-alone subject, and aspects of mathematics are necessary for all other subjects in our curriculum. For example: 

• English: Mathematics contributes significantly to the teaching of English in our school by actively promoting the skills of reading, writing, speaking and listening. The National Curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. Pupils can also encounter mathematical vocabulary, graphs and charts when meeting non-fiction texts.
• Science:  Science often involves measuring and quantifying observations. Mathematics provides the tools for scientists to analyse data, identify patterns, and draw conclusions. In science lessons at Westhaven School learners will have the opportunity to apply a variety of mathematical techniques to an applied scientific context.
• ICT: Mathematics is essential in ICT, particularly in areas such as spreadsheet design, where it helps in managing costings and quantities for databases, as well as in programming, where mathematical concepts underpin algorithms and data structures.
• Art, Design and Technology: Learners are given opportunities to develop their mathematical understanding in a variety of practical applications. This includes the applied use of measurement, shape and symmetry, calculating times in food preparation, calculating costs of production and many more.
• Humanities and RE: In humanities lessons learners will experience collecting data through field work and can develop a greater understanding of  coordinates and ideas of angle, direction, position, scale and ratio when studying maps. Historical ideas require understanding of the passage of time, which can be illustrated on a timeline, including developing an understanding of days of the week, the calendar and recurring annual festivals.
• Personal, social and health education (PSHE) and Citizenship: Mathematics contributes to the teaching of PSHE, and citizenship. Pupils are often presented with real-life situations in their work on the spending of money, e.g. in Life Skills and as part of the School Council.
• Physical Education and Music: Athletic activities require measurement of height, distance and time, while ideas of counting, time, symmetry, movement, position and direction are used extensively in music, dance, gymnastics and ball games.

Assessment and Feedback

Teachers continually assess a learner’s understanding of mathematical concepts with live marking and feedback in every lesson, in line with our marking and feedback policy. At Key Stages 1, 2 and 3, our learners are assessed using our KPI system, with clear steps (from pre Key Stage to Step 9) with specific outcomes in the four strands; Number, Measure, Geometry and Statistics. We recognise that our learners have strengths in different areas, so may work at different steps in any of the four strands. It is the responsibility of the classroom teacher to assess each individual’s learning and formally report on their progress in terms 2, 4 and 6. Assessment is adapted to each learner’s needs and can take the form of written tests,  practical activities or observations evidenced on Evidence For Learning (E4L) or classwork evidenced in books. 

At Key Stages 4 and 5 all of our learners are working towards an accredited qualification based on their attainment at the end of Key Stage 3. It is the responsibility of the Maths Lead to ensure that each learner is working towards the correct level of qualification balancing aspirational and realistic expectations for the individual. Learners’ progress will be assessed against their progression in their qualification and is also reported on three times per year in terms 2, 4 and 6. The qualifications offered at key stages 4 and 5 are as follows:

• AQA Entry Level Certificate: The AQA Entry Level Certificate is a component-based specification consisting of 8 units of work. Candidates compile a portfolio of assignments and/or classwork that is internally marked and moderated before being submitted for external moderation. Upon successful completion, learners are awarded either Entry 1, Entry 2, or Entry 3. Some of our learners are able to achieve the qualification in less than one year, whilst others may take two (or more) years.
• AQA Functional Skills Level One: Functional Skills Level 1 in Mathematics is designed to equip learners with essential mathematical skills applicable in everyday situations and the workplace. The qualification focuses on practical problem-solving and the ability to use mathematics effectively in real-life contexts. Key components include: the use of number and the number system, use of measures, shape and space and handling information and data.  AQA Level 1 Functional Skills in Mathematics requires learners to sit two exam papers and they must sit both papers in the  same series. There is the option of five different exam series throughout the year, and learners will be entered when we assess them to be ready. Paper 1 is a 30 minute, non-calculator exam, worth 20 marks and paper 2 is a 90 minute calculator exam, worth 60 marks. In both papers 25% of the total marks are allocated to the assessment of underpinning skills and 75% of the total marks are allocated to the assessment of problem solving. Results are given on a pass/fail basis and can be retaken. Progress through the course is assessed internally in the form of observations, classwork, written topic assessments in class and mock examinations. 
• OCR GCSE Mathematics: The OCR GCSE Maths course is designed to provide students with a solid understanding of mathematics, focusing on both skill development and real-world application. At Westhaven, learners are taught according to their ability level, and a decision is made in Year 11 by the Maths Lead as to whether they will sit the exams at the Foundation or Higher tier. Learners study topics across the five key strands: Number, Geometry and Measure, Statistics, Algebra, and Ratio and Proportion. Learners will sit three exam papers during the summer exam season of Year 11. Each paper is worth 100 marks, with the final result determined by the total score across all three papers. At the Foundation level, learners can achieve up to a grade 5, while at the Higher level, they can be awarded up to a grade 9. Papers 1 and 3 permit the use of a scientific calculator, whereas Paper 2 is a non-calculator assessment.
• AQA Unit Award Scheme (UAS): The UAS enables all learners to engage with learning and have their achievements formally recognized. Learners earn a certificate for each successfully completed unit of learning, allowing them to build a portfolio that evidences their skills, knowledge, and experiences. The scheme helps boost confidence, increase engagement, and improve motivation, supporting students as they progress on their learning journey. At Westhaven, we use the UAS in mathematics to acknowledge a learner’s progress towards qualifications they may not yet be ready to fully complete, offering recognition for their achievements along the way.

Information on how our EYFS learners are assessed is outlined in our EYFS Policy.

Monitoring:

At Westhaven we recognise that progress for our learners is very individual, as such we focus on an IPSATIVE progress system – we focus on an individual’s personal growth and progress and only compare our learners to their own past performance. This includes: Academic progress, social and emotional progress (BASE scores), progress in attendance (%), progress in behaviour (number of incidents)  and progress against EHCP outcomes. It is the responsibility of the classroom teacher to continuously monitor each learner’s progress through formative and summative assessments and to adapt their teaching to meet the evolving needs of their students. Time is built into the curriculum to allow teachers to revisit topics, address misconceptions, and close gaps in learning, ensuring that each learner is supported on their mathematical journey.

The overall responsibility for monitoring the consistency and quality of mathematics teaching across the school lies with the Maths Lead, in collaboration with the Senior Leadership Team (SLT). To ensure this, the following systems are in place:

• Regular Book Looks: Conducted to ensure consistency in coverage, standards, and presentation across the school. The Mathematics Subject Leader is responsible for reviewing the books and providing constructive feedback to the classroom teacher, supporting continuous improvement in teaching and learning.
• Learning Walks and Lesson Observations: The Subject Leader carries out learning walks and lesson observations, focusing on specific areas agreed upon with teachers. Prompt verbal and written feedback is provided at both individual and general levels. Members of the SLT may also observe additional lessons.
• Pupil Progress Meetings (PPM): Held three times a year, these meetings involve senior leaders, middle leaders, subject leaders, and subject teachers discussing individual student progress across the school. Utilising our ipsative progress system, we identify areas or learners requiring additional focus.
• Professional Development Support: Based on lesson observations and book looks, the Maths Lead helps classroom teachers identify areas for professional development (CPD). The Maths Lead can then help to organise external CPD opportunities or deliver in-house training sessions to enhance staff practice and ensure consistency across the school.
• Mathematics Improvement Plan Monitoring: The school’s Mathematics Improvement Plan is monitored regularly, and an annual audit is conducted to establish priorities for the coming year.
• Feedback to the Governing Body: The Mathematics Lead is available to meet regularly with relevant members of the Governing Body to provide updates and feedback on mathematics across the school. These meetings ensure that governors are informed about progress, improvements, and initiatives related to the mathematics curriculum.

The Role of the Mathematics Subject Leader

In addition to the monitoring of the quality of mathematics teaching across the school, the mathematics subject leader is responsible for:

• Curriculum Development: Oversee the implementation and continuous improvement of the mathematics curriculum, ensuring it meets the needs of all learners and aligns with national standards.
• Support and Guidance: Provide ongoing support and guidance to classroom teachers, helping them to adapt their teaching strategies to meet diverse learner needs.
• Collaboration: Encourage collaboration among mathematics teachers to share best practices, resources, and strategies for effective teaching.
• Resource Management: Oversee the selection and management of mathematics resources, ensuring that teachers have access to high-quality materials to support their teaching.
• Promoting Engagement: Create initiatives to promote a positive attitude towards mathematics among students, including extracurricular activities, competitions, and events that encourage participation.

Equal Opportunities

Our curriculum is designed to ensure that all pupils have equal access to a broad and balanced mathematics education. We take pride in both our most mathematically able learners, who achieve the highest possible GCSE grades, and those who are developing their independent numeracy skills in preparation for supported adulthood. At every stage of our curriculum, classroom teachers are responsible for catering to the individual needs of each student. In Key Stages 4 and 5, the Maths Lead collaborates closely with the SENCO to ensure that learners receive appropriate access arrangements for external assessments, provided this aligns with their usual working practices in lessons. For further details please refer to the school’s Equal Opportunities policy.

Policy Monitoring and Review

The Mathematics Subject Leader, following discussion with the Headteacher and colleagues, will review this policy to reflect updated practice on a regular basis. 

Maths Curriculum Map

Parents Edition – Useful Maths Websites

Concrete – Pictorial – Abstract (CPA) Approach – Exemplification materials for key skills in the early steps