# data[].attributes.body
The Head of Department, in conjunction with the Primary team, use the DfE and NCETM guidance to assess student's readiness to progress through the maths' curriculum and thus supports planning for whole class and individual students. In addition, Whiterose assessments and Star maths are also used to track and monitor student progress and attainment.

# data[].attributes.body
We thrive to teach our pupils the essential skills required in every day life such as: Listening, Speaking, Problem Solving, Creativity, Staying Positive, Aiming High, Leadership and Teamwork following this framework

# data[].attributes.attachment_link.readable_text
SCARF Planning templates and tools

SCARF is designed so that you can tailor it to your pupils' needs. The ready-made programmes below provide a starting point. Choose one of them - or build your own programme. If you choose SCARF half-termly units then long-term and medium-term plans are also provided for these.

Progression and Assessment

Curriculum alignment and mapping tools

Statutory and non-statutory guidance

RSE (Eng) and RSHP (Sco) resources

© Coram Life Education 2014 - 2022. All material on this site is owned by Coram Life Education and cannot be replicated or used by unauthorised persons or agencies without prior consent.

Registered Charity number 800727. Registered in England & Wales 2328941.

# data[].attributes.attachment_link.description
SCARF Planning templates and tools SCARF is designed so that you can tailor it to your pupils' needs. The ready-made programmes below provide a starting point. Choose one of them - or build your own programme. If you choose SCARF half-termly units then long-term and medium-term plans are also provided for these.

# data[].attributes.body
At Sheridan we use The SCARF planning framework for pupils with SEND to base our planning and objectives on

# data[].attributes.attachment_link.readable_text
Coram Life Education & SCARF is the UK's leading charity provider of PSHE and wellbeing education in primary schools.

Our SCARF resources are developed by teachers for teachers. Over 50,000 subscribe to SCARF as their chosen provider of PSHE. Here are a few reasons why:

A Whole-school approach to health and wellbeing

Fully-resourced, comprehensive PSHE programme - over 360 lesson plans

Online - always up to date

Fulfils all DfE statutory requirements for Relationships & Health Education

Half term units of work & planning from Nursery to Year 6

Ofsted Audit tool meeting expectations for Intent, Implementation and Impact through the SCARF coherent, sequential curriculum

Assessment tools & progression embedded

Comprehensive free staff SCARF training

Access to free and low-cost specialist training

Support of a SCARF co-ordinator

SCARF's whole-school approach supports primary schools in promoting positive behaviour, mental health, wellbeing, resilience and achievement - giving you everything you need to meet the DfE RSHE statutory requirements. More than just a PSHE scheme of work, SCARF supports great learning every day.

# data[].attributes.attachment_link.title
SCARF: Safety, Caring, Achievement, Resilience, Friendship

# data[].attributes.attachment_link.description
Coram Life Education & SCARF is the UK's leading charity provider of PSHE and wellbeing education in primary schools. Our SCARF resources are developed by teachers for teachers. Over 50,000 subscribe to SCARF as their chosen provider of PSHE.

# data[].attributes.body
We use the Zones of Regulation curriculum sequences throughout our daily curriculum at Sheridan, encouraging pupils to express and understand their emotions.

# data[].attributes.body
The curriculum for Primary is broken down into manageable chunks. Teachers are encouraged to use their professional judgement to select the level of content they feel is best appropriate for their class, or individual student. This is monitored by the Head of Department to ensure pupils are completing work at the appropriate level and are being given the correct level of support and challenge.

# data[].attributes.attachment_link.readable_text
We use cookies to help provide a better website experience for you, and help us to understand how people use our website. Our partners will also collect data and use cookies for ad personalisation and measurement.

Clicking "Accept" will allow us and our partners to use cookies, learn more in our cookie policy or to change your cookie preferences, click "Manage".

# data[].attributes.attachment_link.title
Maths resources for teachers | White Rose Maths

# data[].attributes.attachment_link.description
Find the free maths schemes and all related teaching resources for each of the year groups. View our Maths resources from White Rose Maths.

# data[].attributes.headline
Functional skills Entry 1 - Level 1 curriculum

# data[].attributes.subject
Functional skills Entry 1 - Level 1 curriculum

# data[].attributes.body
The curriculum is sequenced into manageable sections, by the Head of Department, with each section having the flexibility for differentiation by level available within each year group.

Teachers are encouraged to use their professional judgement to select the level of content they feel is best appropriate for their class. This is monitored by the Head of Department to ensure pupils are completing work at the appropriate level and are being given the correct level of support and challenge.

# data[].attributes.body
Mathematics is a tool for everyday life, it is a network of concepts and relationships which provide a way of viewing and making sense of the world. Maths is the foundation for understanding the world and we want our students to know the purpose behind their learning and to apply their knowledge to their everyday lives.

We promote mathematical oracy: learning to talk and learning through talk. In essence, we look at developing our student’s capacity to think logically, reflect, explain and justify. This enables our students to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competency in solving increasingly sophisticated problems.

# data[].attributes.body
The Head of Department uses Pass and Excel to record data for formative and summative assessments, which supports planning for whole class and individual students. In addition, NCETM checkpoint assessments and Star maths are also used to track and monitor student progress and attainment.

# data[].attributes.attachment_link.description
Helping students achieve their GCSE and functional skills qualifications in maths and English.

# data[].attributes.body
The intent of the maths provision in a SEND environment is based on the premise that every student deserves to succeed at school, whether they are SEND, LAC, Pupil Premium, EAL or Visually/Hearing impaired, they should be provided with the highest standard of education, enjoy their time in school and achieve their full potential. Our personalised learning pathways within the Maths curriculum incorporate the NCETMs Five Big Ideas for mastery teaching, all informed by research evidence and classroom experience. We aim to ensure that each learner can progress at their own pace, building confidence and a sense of achievement, whilst developing the skills for lifelong learning and the ability to face future challenges.

At Sheridan School our approach to teaching Mathematics fosters and promotes our ethos and beliefs that we empower every student to excel in a Safe, Caring and Inclusive Environment to achieve and succeed. We have created an interleaving curriculum where learning is completed in logical steps but with opportunities for spaced retrieval practice so that students can consolidate prior learning. Mathematics is a tool for everyday life, it is a network of concepts and relationships which provide a way of viewing and making sense of the world. Maths is the foundation for understanding the world and we want our students to know the purpose behind their learning and to apply their knowledge to their everyday lives.

We promote mathematical oracy: learning to talk and learning through talk. In essence, we look at developing our student’s capacity to think logically, reflect, explain and justify. Each subject that we teach has its own language and maths is no exception. To become fluent in a spoken language, learners need to be able to think in that language. It is the same in maths; we support our students to think in, speak in, and express themselves in mathematical terms. We achieve this by providing opportunities for children to engage in dialogue and express their ideas, using ‘messy talk’ first of all but later we provide them with the subject specific language needed to express themselves mathematically. The success of this approach relies on our ability to effectively model within the classroom. More about this approach can be found here:

https://www.ncetm.org.uk/features/four-ways-to-create-better-mathematical-talk-in-your-classroom/

At Sheridan School, we deliver a curriculum that:

Builds knowledge through personalised learning based upon each student’s individual starting point; it does not leave gaps that then impact on their ability to develop and understand furthermore complex processes.

Enables students to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competency in solving increasingly sophisticated problems.

Equips students with skills to apply their mathematical knowledge to science and other subjects.

Gives students the belief that being a confident mathematician will benefit them in everyday life.

Results in students leaving Sheridan School with a nationally recognised qualification in maths.

# data[].attributes.headline
Cross curricular: how it all links together...

# data[].attributes.subject
Cross curricular: how it all links together...

# data[].attributes.body
Cross-curricular math integration involves connecting mathematical concepts and skills to other subjects, enhancing understanding and application in real-world contexts, and promoting deeper learning.

Here's how cross-curricular links can be made with math:

Science:

Experiments: Measuring during experiments (e.g., plant growth, temperature changes), recording data in tables and graphs, and analyzing results.

Data Analysis: Using statistics to interpret data from experiments, creating charts and graphs to visualize findings.

Time: Tracking time intervals in experiments, understanding the passage of time.

Measurement: Measuring objects and distances, using scales and rulers.

Geography:

Maps and Coordinates: Using grid references, scales, and coordinates on maps.

Data Collection and Representation: Collecting and representing data from fieldwork, such as measuring distances and recording observations.

Time Zones: Understanding time differences across different locations.

History:

Timelines: Ordering events chronologically, using Roman numerals, and understanding historical periods.

Data Analysis: Analyzing historical data, such as population figures or economic trends.

Design and Technology (D&T):

Measurement and Proportions: Reading scales, measuring ingredients, and working out proportions in recipes.

Ratios: Using ratios in recipes and designs.

Geometry: Applying geometric concepts in construction and design.

Physical Education (PE):

Time, Distance, and Speed: Calculating averages, converting between different measures, and analyzing performance data.

Data Collection and Analysis: Collecting data on performance (e.g., jump distances, race times) and analyzing it.

Symmetry: Discussing symmetry in sports and dance.

English:

Problem-Solving: Using mathematical reasoning to solve problems presented in stories or real-life scenarios.

Data Interpretation: Interpreting data presented in charts, graphs, or tables in non-fiction texts.

Mathematical Language: Developing mathematical vocabulary and using it accurately in writing.

Real-Life Applications:

Money: Using money involves counting, adding, and subtracting amounts.

Measurement: Measurement skills are used in everyday tasks, such as cooking, shopping, and construction.

Time: Time is a sequence of events that relates to our daily life.

# data[].attributes.body
Whole-school approach

All students at Sheridan School have equal access to a broad and balanced curriculum, adapted where required to enable ALL students to understand the relevance and importance of an appropriate maths education. This promotes self-esteem and confidence that leads to students making progress that is closely monitored.

Our teaching strategies are designed to be engaging, interactive, and responsive to the SEMH and EHCP needs of our learners. We utilise the ‘Sheridan Way’ model in lesson structure and delivery whereby we adopt an ‘I do, we do, you do’ approach. In every lesson, staff and learners use the Five Big Ideas in Teaching for Mastery:

Coherence

Representation and Structure

Mathematical Thinking

Fluency

Variation

More about this approach can be found on the website below.

https://www.ncetm.org.uk/teaching-for-mastery/mastery-explained/five-big-ideas-in-teaching-for-mastery/

Teachers need to be aware of the one-page profiles and EHCPs. This will inform them of student’s requirements, to enhance teachers’ abilities to use a wide range of strategies to meet pupil’s additional needs, including:

Maths lessons are sequenced based on the National curriculum and are designed with a concrete manipulative, pictorial and abstract (CPA) approach, providing students with the scaffolding required to access the learning at all levels and secure learning.

Young people are taught in small classes usually comprising between 4 – 7 students. The emphasis in lessons is on engagement and ‘making small steps’. Our dedicated Primary area allows Primary pupils to feel safe, with areas for sensory need and time out if required. Pupils will have a focus on numeracy in preparation for Key stage 3, with a carefully prepared transition programme in Year 6.

Key Stage 3 learning takes account of the particular barriers and vulnerabilities of each learner. The balance between cross-curricular and subject-specific themes will depend on the engagement and interest of the learner, but assessment and tracking will in all cases relate back to National Curriculum progression. Accredited programmes such as Pearson Edexcel Functional Skills are available and learners can aspire to complete early entry of these qualifications.

High quality teaching comes because of well-informed teachers with good subject knowledge.  Lessons have clear and adaptive learning objectives and success criteria. The Head of Department oversees this and ensures that staff knowledge meets the needs of the topics being delivered each term and staff are encouraged to seek further support where necessary to support their teaching.

Students take Star Maths assessments at the beginning of each term. This helps to set a personalised target and determine whether they require any interventions. Interventions are provided for students, where necessary, to support them in making expected progress. Students are supported in a 1:1 session so that their misconceptions and gaps in understanding can be carefully analysed and addressed on an individual basis. During this time revision will take place of knowledge and skills, allowing repetition to embed learning. Students will then use Freckle to build and develop skills that are in line with individual targets. Throughout the year we continue to assess the students and consolidate learning with end of term assessments.

Regular book scrutinies and learning walks/observations ensure that standards are and remain high across the subject.

Regular assessments are undertaken to inform the next stage of learning.  All students are Star Maths assessed on entry and this information is used to determine the students starting point.

Students in KS3 complete an initial assessment based on Pearson Edexcel Functional Skills examinations to gauge their starting point and students across KS3 and KS4 will either be entered for a Functional Skills or GCSE qualification. The following examinations are available: Pearson Edexcel

Functional Skills Qualification in mathematics at Entry 1

Functional Skills Qualification in mathematics at Entry 2

Functional Skills Qualification in mathematics at Entry 3

Functional Skills Qualification in mathematics at Level 1

Functional Skills Qualification in mathematics at Level 2

Foundation and Higher level AQA GCSE

Students are taught by a specialist maths teacher to ensure that higher level content is delivered effectively.

We ensure that assessment is robust and reliable through establishing clear exam conditions whilst meeting students’ SEN with access arrangements that enable them to demonstrate their skills. This means we are confident in knowing what each child can do and where their understanding is lacking, and we can place them into a class that ensures they are challenged at an appropriate level.

There is ongoing assessment at all levels through the school’s assessment procedures. Books are regularly marked so that students’ individual work is assessed for mistakes and misconceptions; termly testing in exam conditions gives a summative overview of what students have retained and can do completely independently.

Analysis of any tests that students complete is undertaken and fed into future planning. This allows us to develop an educational path that ensures gaps in knowledge are filled and students’ knowledge is secure before moving on.

Our curriculum is frequently reviewed to ensure that it is current and effective, creating continuity and progression in the teaching of Mathematics. Teachers are supported and aided in their teaching practices through meetings or on a one-to-one basis. This ensures:

An awareness of strategies required to enable SEND students to access the full curriculum.

Lessons are adapted in many ways to ensure there is appropriate challenge and support for all learners.

Awareness of responsibility to ensure additional adults are used in the classroom effectively, in line with the schemes of work.

These meetings also give all teaching staff opportunities to discuss students’ work and progression in maths.

# data[].attributes.attachment_link.title
Numeracy Procedure September 2025 (3) (1)

# data[].attributes.body
The impact of our maths Curriculum will lead to excellent progress over time across all key stages relative to all starting points. In turn, students will become confident mathematicians. By accessing a rich and broad maths Curriculum, students will become enthusiastic about learning mathematics, gaining an understanding that it is a vital life skill that they will rely on in many areas of their daily life. The maths Curriculum will help students to understand the relevance and importance of what they are learning for their future so they can become successful in whatever they pursue after leaving our school. The Schemes of Work are linked to both GCSE maths National Curriculum and the Edexcel Functional Skills programmes so every student leaves school with a qualification tailored to their ability. Impact will show:

Students demonstrate mastery of what they have been learning. A mathematical concept or skill has been mastered when a student can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.

Students demonstrate quick recall of facts and procedures. This includes the recollection of the times tables.

Students are able to recognise relationships and make connections in mathematics.

Students show a high level of pride in the presentation and understanding of the work.

Students are confident that they will achieve success and have the mathematical skills they need for day-to-day activities and employment.

Students achieve a nationally recognised qualification in mathematics that enables them to move onto courses in further education and employment, meeting their goals in these areas.

# data[].attributes.body
Sheridan School Curriculum maths statement. Indicating the ethos and pathway for pupils to succeed.

# data[].attributes.attachment_link.title
Maths curriculum statement 2025-2026  (2)

# data[].attributes.body
Using the Maths home learning section of Whiterose you can support your young person with their maths learning at home, should they need extra support.

# data[].attributes.attachment_link.readable_text
We use cookies to help provide a better website experience for you, and help us to understand how people use our website. Our partners will also collect data and use cookies for ad personalisation and measurement.

Clicking "Accept" will allow us and our partners to use cookies, learn more in our cookie policy or to change your cookie preferences, click "Manage".

# data[].attributes.attachment_link.title
Maths home learning | Home learning | White Rose Maths

# data[].attributes.attachment_link.description
View all of our maths 'home learning' lessons and videos for early years through to Year 11. View our Maths resources from White Rose Maths.

# data[].attributes.body
This site provides lots of ways for the students to revise, all tailored to the level they are working at.

# data[].attributes.attachment_link.description
Welcome to Corbettmaths! Home to 1000's of maths resources: Videos, Worksheets, 5-a-day, Revision Cards and much more.

# data[].attributes.body
This site provides GCSE topic booklets to help the students revise and all have answers too!

# data[].attributes.attachment_link.readable_text
Bestseller No. 4

WJEC GCSE Maths (Foundation and Intermediate) | Pocket Posters: The Pocket-Sized Maths Revision Guide | WJEC Specification | FREE digital edition for computers, phones and tablets!

COVERS 95+ CURRICULUM-BASED TOPICS: Our WJEC Maths Foundation and Intermediate GCSE Pocket Poster covers over 95 relevant topics and is suitable for the WJEC GCSE exam board specifications.

FREE DIGITAL EDITION: Our WJEC Maths Foundation and Intermediate GCSE Pocket Poster book comes with a FREE digital edition, that can be downloaded on computers, smart phones and tablets.

SIMPLE LANGUAGE: Our WJEC Maths Foundation and Intermediate GCSE revision guide contains concise definitions, simple language and useful examples that make it the perfect learning aid for improving students' knowledge and academic confidence in GCSE Maths. Informative content and simple language ensure that all pupils will be able to gain a greater understanding of both theory-based and practical topics.

COLOURFUL & ENGAGING: Beautifully illustrated with engaging images, clear designs and bright colours, the WJEC Maths Foundation and Intermediate GCSE Pocket Poster effortlessly supports visual learning. Vibrant images bring to life key Maths concepts alongside clearly labelled diagrams. Altogether, they make the WJEC Maths Foundation and Intermediate GCSE Pocket Poster the ideal revision tool to help students thrive.

KEY CURRICULUM CONTENT: Designed in consultation with a core group of teachers and experienced education specialists, the Pocket Poster contains key GCSE content that is tailored specifically to the UK curriculum. The perfect alternative to text-heavy revision guides, this Maths Pocket Poster will help your pupils to feel fully prepared for their GCSE exam. Brought to you by Daydream Education, the UK's No. 1 provider of educational wall charts!

# data[].attributes.attachment_link.description
The UKs #1 library of Maths GCSE Topic Booklets, FREE and prepared by an experienced Maths teacher - the perfect revision resource

# data[].attributes.headline
The Education and Training Foundation (ETF)

# data[].attributes.subject
The Education and Training Foundation (ETF)

# data[].attributes.body
The Education and Training Foundation (ETF) has a wide range of CPD courses and resources to support Maths.

# data[].attributes.attachment_link.title
English and maths - The Education and Training Foundation

# data[].attributes.attachment_link.description
We offer a comprehensive range of CPD courses to help maths and English teachers develop their skills, including free online modules.

# data[].attributes.headline
The National Centre of Excellence for Teaching Mathematics (NCETM)

# data[].attributes.subject
The National Centre of Excellence for Teaching Mathematics (NCETM)

# data[].attributes.body
Discover ways to develop your classroom practice and pedagogy with professional development that leads to improved maths teaching.

# data[].attributes.attachment_link.description
Discover ways to develop your practice and pedagogy, and that of your school or department

# data[].attributes.headline
Advanced Mathematics Support Programme (AMSP)

# data[].attributes.subject
Advanced Mathematics Support Programme (AMSP)

# data[].attributes.body
The AMSP provide a range of flexible professional development opportunities, teaching and learning resources.

# data[].attributes.attachment_link.description
Supporting Students Transition to level 3 Maths

# data[].attributes.body
MEI are a charity improving maths education across Primary and Secondary education. They provide CPD and resources to support Primary, Functional skills and GCSE curricula.

# data[].attributes.attachment_link.description
We are a charity improving maths education. This can improve everyone's life - through the maths we use ourselves, and through the many ways maths is used that benefit our society.

# data[].attributes.body
The curriculum is sequenced into manageable sections, by the Head of Department. It provides two learning pathways for the students to follow. Students continue the Functional skills curriculum with the opportunity to complete assessments at Easter. After Easter students switch and follow the National curriculum with the view to completing Higher GCSEs in year 11. Teachers are encouraged to use their professional judgement to select the level of content they feel is best appropriate for their class. This is monitored by the Head of Department to ensure: pupils are completing work at the appropriate level, are being given the correct level of support and challenge; and are best equipped to apply their mathematical skills in real world contexts when they leave Sheridan.

# data[].attributes.body
The National Association for Special Educational Needs (nasen) is a not-for-profit charity, and the leading professional membership body dedicated to promoting the education, training, advancement, and development of individuals with special educational needs, disabilities, or learning differences.

# data[].attributes.attachment_link.readable_text
nasen House
4/5 Amber Business Village
Amber Close
Amington
Tamworth
Staffordshire
B77 4RP

Tel: 01827 311500
Email: welcome@nasen.org.uk

Opening Hours:
Monday to Thursday 09:00 - 17:00
Friday 09:00 - 16:00

# data[].attributes.attachment_link.description
nasen House 4/5 Amber Business Village Amber Close Amington Tamworth Staffordshire B77 4RP Tel: 01827 311500 Email: welcome@nasen.org.uk Opening Hours: Monday to Thursday 09:00 - 17:00 Friday 09:00 - 16:00

# data[].attributes.body
The Whole School SEND website, hosted by nasen, provides you with free, easy access to high quality information, resources and CPD to support a whole school approach to inclusion.

# data[].attributes.attachment_link.readable_text
Get the highest quality CPD from experts at your convenience, with nasen's SEND CPD on Demand - The ultimate flexible training resource.

With individual and school subscriptions starting at just £199, boost your learning with convenient access to over 70 pre-recorded SEND CPD sessions tailored to meet the needs of the entire education workforce.

# data[].attributes.attachment_link.description
Get the highest quality CPD from experts at your convenience, with nasen's SEND CPD on Demand - The ultimate flexible training resource. With individual and school subscriptions starting at just £199, boost your learning with convenient access to over 70 pre-recorded SEND CPD sessions tailored to meet the needs of the entire education workforce.

# data[].attributes.body
The curriculum is sequenced into manageable sections, by the Head of Department. Teachers are encouraged to use their professional judgement to select the level of content they feel is best appropriate for their class. This is monitored by the Head of Department to ensure: pupils are completing work at the appropriate level, are being given the correct level of support and challenge; and are best equipped to apply their mathematical skills in real world contexts when they leave Sheridan.

# data[].attributes.body
At Sheridan we use a research informed approach to best support the needs of our students.