Mathematics is so much more than learning how to explore complicated sums or calculate abstract models. A solid and secure understanding of Mathematics provides our pupils with the appropriate foundation they need in order to live successful, independent and meaningful adult lives. From managing and understanding budgets through their knowledge of money, to accessing public transport and planning trips using schedules and their understanding of time, or being able to explore a range of measurements to independently prepare meals, a secure understanding of mathematical principles all are vital to lifelong success and learning. At Northern House Academy we are committed to ensuring that our Mathematics curriculum provides our pupils with the full breadth and depth of the national curriculum whilst ensuring we emphasise the application of this learning for key life skills.
Many of our pupils arrive with ‘spiky’ learning profiles where their SEMH needs have inhibited their ability to engage in the national curriculum in a meaningful and consistent way. As such, although many of our learners have the potential to be working at age related expectations, we see pupils arriving with vast gaps in learning having had varied experiences of accessing education in their mainstream settings. When pupils join our academy, and at the start of each academic year, we undertake a range of baseline assessments that enable us to gain a deeper understanding of our pupil’s maths journeys to date. These include teacher assessments using our Northern House Academy Learning Steps and Standardised Testing (PUMA). Pupils who are able will work towards their year 4 times table check and the KS2 Mathematics SAT paper. Those pupils who are not yet academically or emotionally ready for standardised or formal testing will be provided with a bespoke progress pathway.
We also understand that our pupils have a broad range of preferred learning styles, and that real life application of abstract concepts enhances pupils ability to make meaningful connections between the theory of what they are learning and the practical application of those skills and knowledge. As such, we place an emphasis on ensuring that such opportunities are planned into our curriculum and that our lessons are interactive, fun, creative and well resourced, with both physical equipment and a range of online interactive resources. We understand that there is no ‘one size fits all’ approach for our learners and that our pupils achieve their full potential when learning is differentiated and tailored to their specific and individual needs. As such, we ensure that none of our learners are left behind, but instead adapt our teaching and learning to meet their specific needs and enable them to achieve. In order to ensure that we maintain appropriate curriculum coverage, our mathematical strands are mapped out in our two-year rolling plan which runs for each of the three galleries in our academy. Utilising this structure alongside our planning and assessment system means that we cover all aspects of the national curriculum for mathematics, whilst ensuring our pupils’ individual EHCP outcomes and targets remain central to their provision.