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.

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.

• 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.

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.

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.

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.