Mathematics at RƵ covers the full range of skills needed for pupils to be confident and functional in the wider environment. It is a core subject and a tool for everyday life. Mathematics consists of intrinsic connections which enable us to make sense of the world. Within RƵ we seek to find golden threads within our curriculum which provide a way of weaving a rich life tapestry for our pupils, as they prepare for adulthood. The four main mathematical golden thread aims intertwined throughout our practice are as follows:

  • To recognise and use numbers in a range of contexts within the community.
  • To recognise and handle currency to effectively undertake transactions.
  • To recognise and interpret units of measure to complete daily tasks.
  • To develop knowledge of position, direction and movement to enable pupils to explore the wider community.

At RƵ we strive to provide a stimulating environment to make learning fun and interactive, drawing on personal experiences so that pupils can achieve their full potential in the subject.  We aim to foster curiosity and develop confidence in tackling new skills and concepts by enabling pupils to evaluate and reflect on their and other pupils work. By using and adapting teaching for mastery teaching strategies we enable pupils to experience well-structured classroom activities involving interaction and dialogue between the teacher and pupils. Our pupils are introduced to mathematical concepts through concrete, pictorial and abstract representations to gain a deeper conceptual understanding of the subject content. Pupils are encouraged to gain a deeper understanding of mathematical concepts through questions designed to develop their reasoning and problem-solving skills and opportunities to agree, build or challenge when considering outcomes from their peers. The teaching for mastery approach enables pupils to learn new ideas and build on their existing knowledge by introducing abstract concepts in a more familiar and tangible way. Pupils also have the opportunity of enhancing their skills further by learning outside the classroom and applying their skills in functional settings within the local community.

At RƵ, we regard the assessment and monitoring of Mathematics as an integral part of teaching and learning. Pupils’ progress is formally assessed on a termly basis which allows teachers to provide the correct level of work to cater for each pupil’s needs and to focus on targeted areas for development where identified as necessary. At the beginning of each year, pupils will be set targets at an appropriate level of challenge according to their ability and their progress is recorded and closely monitored through Bsquared assessments.

Mathematics is delivered in class groups in EYFS, KS1, KS4 and KS5, with pupils in KS3 being taught in ability groups.

Early Years Foundation Stage (EYFS)

Pupils in the EYFS follow the educational programmes outlined in the framework for the EYFS. Mathematics is taught both discretely and within other areas of learning and development which gives pupils opportunities to play and explore and learn in an active and creative way. The documents ‘Development Matters’ and ‘Early Years Outcomes’ are used to support the planning and assessment of activities. These opportunities provide broad and balanced experiences that prepare pupils for the KS1 Numeracy curriculum.

Key Stages 1, 2 & 3 

Mathematics is planned and delivered as outlined in the schemes of work for the subject/planning for mathematics. In PCA we follow the national curriculum and use the White Rose Schemes of Work as a guide to support teachers with their planning and assessment.

There are four areas of study:


  • Number and place value
  • Addition and subtraction
  • Multiplication and division
  • Fractions


  • This includes length, height, mass/weight, capacity, volume, time and money.


  • Properties of shapes
  • Position and direction


  • Collecting and presenting data
  • Interpreting data
  • Comparing and problem-solving using data

Key Stage 4

Pupils in Key Stage 4 study the four strands of mathematics; number, geometry, measurement and statistics whilst working towards gaining an Entry Level Certificate in Mathematics at a level appropriate to their ability. Pupils are given opportunities to investigate problems, applying their prior knowledge to some real-life situations in preparation for their progress towards independent living.

Key Stage 5

Pupils in Key Stage 5 consolidate mathematical skills covered within the four mathematical strands through application in the real world. Pupils are given opportunities to investigate the most appropriate mathematical tools to use when facing real-life situations, at times involving multi-step processes, both within the classroom and whilst out in the local community.

Pupils throughout Key Stages 2-5 are given opportunities to gain accreditation in Functional Skills in Mathematics at Entry Levels 1-3 and Levels 1-2 as identified as appropriate by teaching staff for each individual pupil.

Pupils who successfully gain accreditation in Functional Skills in Mathematics at Level 2 will have the opportunity to work towards a GCSE qualification in Mathematics.