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Numeracy and Mathematics Curriculum

Why we do it? – Intent

At Sidestrand Hall, we follow a Mastery Maths approach, supplemented by the White Rose Maths Scheme of Work, which is particularly well-suited to support the diverse needs of our SEN learners.  Each lesson begins with a focus on revisiting prior learning and practising fluency skills at a level appropriate to each pupil. Teaching is delivered through the CPA (Concrete, Pictorial, and Abstract) approach, which is highly effective for SEN children as it helps develop deep conceptual understanding by moving from hands-on resources to visual representations before introducing abstract concepts.

White Rose Maths is carefully structured, breaking learning into small, manageable steps with clear progression—an approach that supports SEN pupils by reducing cognitive overload and allowing time for consolidation. The learning is presented in varied and engaging ways, using practical, real-life, and pictorial representations to make concepts accessible and meaningful.

While our scheme is rooted in White Rose Maths and its strong emphasis on number skills, we have further adapted it to revisit key life skills such as Money and Time each term. This repetition, aligned with a spiral curriculum model, helps secure long-term retention and enables pupils to build on previous learning in a structured and supportive way.

What does Numeracy & Mathematics look like in KS2 & 3?

From year 3-9 pupils have three 55-minute maths lessons per week, each beginning with a fluency starter designed to revisit prior learning and consolidate key number skills. Many pupils are working significantly below their chronological age in maths, so lessons are carefully adapted to ensure content is accessible and appropriate for each individual. To further support fluency, we use the Sumdog platform, which provides engaging, tailored practice and can also be accessed by pupils at home to reinforce their skills outside the classroom.

During the lesson pupils often work in smaller groups of 2-4 with an adult using their manipulatives to develop a deeper understanding. Work is evidenced using worksheets, written methods and annotated photographs. Teaching staff give verbal feedback and ‘meaningful marking’ during the lessons. Teachers are encouraged to use the White Rose content to support their teaching. In particular the ‘scheme of learning’ is a useful tool as it highlights commons misconceptions that may need addressing. The reasoning and problem solving questions are also helpful for starring a discussion around what the pupils are learning.

What is the curriculum intent?

In KS4 pupils study for their Entry Level Certificate in Mathematics and some their Level 1 or Level 2 Award in Number and Measure.  Both qualifications are offered through Pearson Edexcel.  The Entry Level qualifications are on demand tests which mean they can be sat in class at any time.  This allows for the teacher to offer this to the pupils when they feel they are ready in an environment where they are familiar.  Pupils can have up to three attempts to complete the assessments.  The Entry Level Certificate has a large focus on Number skills and the maths that pupils will need as they go forward in their everyday life.  

 

How is it implemented?

Pupils have 3 lessons a week with each lesson lasting 55 minutes. They are placed into two ability groups at the start of Y10, we have found this allows for the teachers to adapt more easily for the needs of the individuals.  The groups are taught at the same time so there can be movement between mid-year if needed.   A variety of resources are used to support lessons and teachers can still access White-Rose Maths which is used lower down the school.  Pupils are encouraged to be more independent selecting and using manipulatives when solving problems as well as developing paper-based methods.  Time is spent working with pupils to record their work in a logical and accurate way.  Wherever possible teachers incorporate real life examples into lessons and seek to give them a strong grounding in their Maths that will support them to become independent.  For example when teaching Percentages and Decimals time will be spent discussing household finances, utility bills that we pay, how interest works, and how credit and debit cards are used.

Online games from sites such as Topmarks or Mathsframe are also used to engage pupils and encourage practice. In addition to this Pupils have access to IXL Maths both in and out of school, this can be used to get an in-depth assessment of gaps in knowledge, re-inforce new work and assess progress. 

Assessment

In KS4 pupils study for their Entry Level Certificate in Mathematics and some their Level 1 or Level 2 Award in Number and Measure.  Both qualifications are offered though Pearson Edexcel.   

The Entry level course is an on demand course with no set date for assessment it consists of one externally-set test and one externally-set task for Entry 1 and 2 and two externally-set tests and one externally-set task for Entry 3 (For one of the tests a calculator can be used).  The tests makes up 60% of the final mark and the task the other 40%.  There are up 17 topics of study including Fractions, Patters, Shape, Measure and Statistics. 

 https://qualifications.pearson.com/en/qualifications/edexcel-entry-level-certificate/mathematics-2017.html

https://qualifications.pearson.com/en/qualifications/edexcel-awards-in-mathematics/number-and-measure.coursematerials.html#filterQuery=category:Pearson-UK:Category%2FSpecification-and-sample-assessments

What is the curriculum intent?

In KS5 students study for their Functional Skills Mathematics Qualification, This is offered through Pearson Edexcel at Entry Level 1, 2, 3 and both Level 1 and 2.  The Entry Level qualifications are on demand tests which mean they can be sat in class at any time.  This allows for the teacher to offer this to the pupils when they feel they are ready in an environment where they are familiar.  Students can have up to three attempts to complete the assessments.  Like the Entry Level Certificate in KS4 there is a large focus on Number skills, but also components on Shape, space and Measure and Data Handling.  The L1 and L2 tests are external tests which are sat more formally on a date specified by the exam board in an area such as the school hall.

What are functional skills qualifications?

”Functional Skills qualifications provide reliable evidence of a learner’s achievements against demanding content that is relevant to the workplace. The qualifications assess learners’ underpinning subject knowledge and their ability to apply this knowledge to different contexts.
They provide a foundation for progression to employment and further technical education, and they help learners to develop skills for everyday life. Functional Skills qualifications are based on Department for Education (DfE) approved subject content and are regulated by Ofqual.

Pearson Edexcel

How is it implemented?

Students have 2 lessons a week with each lesson lasting 55 minutes. They are placed into three ability groups when they start college, these are mixed groups with both Y12 and Y13 students.  

As we have done further down the school wherever possible teachers incorporate real life examples into lessons, all the examination material is set within a scenario and we do a lot of work around this to prepare the pupils to use there maths knowledge in this way.  The teaching of Maths at KS5 is therefore not just about learning mathematical content but about how to apply it and forming a deeper understanding of these skills.

Online  resources such as ‘pass functional skills’, ‘skills workshop’, ‘skills wise’ from bbc bitesize and lesson packs from ‘Twinkl’  are used to support teaching.  In addition to this Students continue to have access to IXL Maths both in and out of school, staff can set specific areas of practice for the individual and carry out assessment of objectives using the quiz function. 

Assessment

As mentioned the Functional skills Entry level courses are on demand courses with no set date for assessment, they consist of two tests, one with a calculator (This accounts for 25% of the final mark) and one without (75%).  There are 3 components of study which is broken down further to between 13-25 learning steps.  

At Level 1 there are still two tests with the same split, calculator 25% and non-calculator 75%.  There are the same three components of study broken down into 31 smaller areas of content.  Because of this the two qualifications can be taught alongside each other and our higher attainers will often be entered for both EL3 and L1 qualifications.   We have so far not taught to the L2 specification but it follows the same structure so there is no reason why we couldn’t do so if we have a learner at this level in the future.

https://qualifications.pearson.com/en/qualifications/edexcel-functional-skills/maths-2019.html

https://qualifications.pearson.com/en/qualifications/edexcel-functional-skills/maths-2019.html#%2Ftab-Level1

What does Numeracy & Mathematics look like across our Dragonfly phase?

We have four classes within our Dragonfly Phase, Catkins, Bay, Maple and Discovery.

In Catkins class we follow the 3-9 plan outlined above, ensuring that EYFS Key milestones are met. These include linking numerals to quantities, comparing numbers, and developing spatial reasoning through shape exploration and pattern recognition.

As pupils move through this phase the needs of our SEN learners widens. To be able to support pupils effectively and help our learners to progress we split those in Bay and Maple class into two ability groups for Numeracy. We also have 4 Numeracy lessons per week. Pupils in Bay class continue following the 3-9 plan, embedding basic numeracy skills, whilst those in Maple class begin working towards their Entry Level Mathematics Qualification. In addition to this, those in Y10 and 11 making progress in line with their peers have the option of accessing other KS4 lessons with the aim of achieving their Entry level 1 or 2 Qualification.

Students that remain with us into our 6 th form provision and join Discovery class continue to work on their numeracy skills. There is a greater emphasis on using numeracy skills in everyday life.  Student’s then complete work leading to either ASDAN Personal Progress or Towards Independence units or working towards their Functional Skills Mathematics Qualifications.

Standardised Testing – Sandwell 

In addition to regular teacher assessments through Y3 – 9 and the WRM module assessments, twice a year we measure progress using the Sandwell test or for our more able pupils a puma style test.  In Y10 and above teachers use the materials from the exam boards and run mock assessments.

Sumdog & IXL

We currently have subscriptions to both of these learning platforms.  

We use Sumdog for pupils In Y9 and below.  The program allows pupils to practice their numeracy skills through engaging game-based learning. The program adapts to the individual and is aligned with White Rose Maths.  Teachers can see progress through stranded skills reports that pin point areas for intervention or further learning.

Pupils in Y10 – 13 have access to IXL.  Again this a comprehensive, personalised online learning platform that provides detailed diagnostics, personalized skill recommendations, and real-time analytics to track progress and address knowledge gaps.

Both programs can be used in and out of school.

Accreditation

Our Y10 and 11 pupils work towards their Entry Level Certificate in Mathematics.  This qualification covers Entry level 1 – 3 and has been designed by Pearson to complement the GCSE (9–1) Mathematics qualification, enabling lower attainers to develop the underpinning mathematical skills and understanding to provide a progression route to GCSE Mathematics.

Some pupils also study for their Level 1 or Level 2 Award in Number and Measure.  This offered by Pearson Edexcel and designed to develop a thorough knowledge and understanding of concepts in number and measure, and a strong foundation in mathematical techniques. The Level 1 qualification is considered equivalent to a low GCSE grade and the Level 2 a GCSE pass (grade 4).

In Y12 and 13 we offer a Functional Skills qualifications at Entry Level 1-3 and or Level 1.  These provide reliable evidence of a learner’s achievements against demanding content that is relevant to the workplace. The qualifications assess learners’ underpinning subject knowledge and their ability to apply this knowledge to different contexts. They provide a foundation for progression to employment and further technical education, and they help learners to develop skills for everyday life.  Functional Skills qualifications are based on Department for Education (DfE) approved subject content and are regulated by Ofqual.

We look for ways to promote interest in Maths – Last year we celebrated Number day with a range of Maths activities across the school and some very inventive ‘dress up for digits’ in lower phase. We were able to raise £130.81 for the NSPCC. We plan to offer a similar event this year.

(Inc photo’s here?)

This year Mr. Evans had started a Maths club at lunch time for pupils from Y9-11, they are having fun with games and puzzles. Later in the year there will also be the opportunity for extra entry level exam preparation.

Mrs. Price is delivering targeted, one-off lessons for our higher-attaining mathematicians, designed to provide them with opportunities to apply and deepen their problem-solving and mastery skills.

We are proud to be part of the Teaching for Mastery (TfM) programme, with Mrs. Price actively participating in the ‘Teaching for Mastery Work Groups’ through the NCETM and Angles Maths Hub.

This year we have also expanded on these external links, two of our TAs are attending the SKTM Primary TAs (Norfolk) Programme 2025/26 with the Angles Maths Hub and two of our teachers will be attending their early career training.

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