Maths

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Intent

At Milestone Academy we believe that the development of mathematics skills and knowledge are vital, not only for pupils to succeed at school, but also to become successful and resilient adults. Being fluent with numbers, understanding patterns and using logic and problem solving skills are all essential parts of everyday life and help us to understand and operate within the world around us.

We aim for all of our pupils to develop their maths skills in order to become independent to the greatest degree possible, to build their understanding of the world around them, to be curious and to be able to participate meaningfully in their community. We want our pupils to develop their skills as inquirers and thinkers through carefully planned, appropriately challenging maths lessons and problem solving opportunities.

We ensure that teachers have good subject knowledge through continuing professional development supported by maths leads. We work in collaboration with other Trust academies and lead and contribute to the first SEN maths hub in Kent and Medway.

Core Aims in Mathematics

  • Embed (Concrete-Pictorial-Abstract) CPA approach in all Phases and Pathways.
  • To upskill teaching staff by continuing to build schemes of work with pathway champions with photo evidenced activities that would show new teachers “what maths looks like at Milestone” in each phase and pathway.
  • Ensure teachers are confident when using relevant online resources to support their planning: Learning Trajectories, Numicon Online and White Rose maths.
  • Update “Milestone levels” that teachers can assess against in partnership with the maths hub.
  • To ensure that learning is happening in each phase/ pathway through monitoring and QA and that a love of maths is promoted for all of our learners.

Maths at Milestone Academy ‘Enjoying the Challenge’

Our aim is that each of our students should be able to have an enthusiastic and positive approach to their maths learning and be able to see connections, solve problems, and build upon individual strengths and interests. We endeavour to ensure that lessons have the right amount of challenge to help our students acquire the knowledge, skills and confidence that they will need to lead full and independent lives, as we prepare them for a life beyond school.

Our Maths curriculum predominantly adopts a whole school topic based approach to learning. This enables our students to make links with other curricular areas and creates a holistic learning atmosphere within each individual phase. Alongside this, for our older students, there is a greater emphasis on maths for functional purposes.

Primary – Phases 1 & 2

  • At Milestone Academy we believe that the development of mathematics skills and knowledge are vital, not only for pupils to succeed at school, but also to become successful and resilient adults. Being fluent with numbers, understanding patterns and using logic and problem solving skills are all essential parts of everyday life and help us to understand and operate within the world around us. 
  • We aim for all of our pupils to develop their maths skills in order to become independent to the greatest degree possible, to build their understanding of the world around them, to be curious and to be able to participate meaningfully in their community. We want our pupils to develop their skills as inquirers and thinkers through carefully planned, appropriately challenging maths lessons and problem solving opportunities.
  • We ensure that teachers have good subject knowledge through continuing professional  development supported by maths leads. We work in collaboration with other Trust academies and lead and contribute to the first SEN maths hub in Kent and Medway.
  • At Milestone Academy we believe that the development of mathematics skills and knowledge are vital, not only for pupils to succeed at school, but also to become successful and resilient adults. Being fluent with numbers, understanding patterns and using logic and problem solving skills are all essential parts of everyday life and help us to understand and operate within the world around us. 
  • We aim for all of our pupils to develop their maths skills in order to become independent to the greatest degree possible, to build their understanding of the world around them, to be curious and to be able to participate meaningfully in their community. We want our pupils to develop their skills as inquirers and thinkers through carefully planned, appropriately challenging maths lessons and problem solving opportunities.
  • We ensure that teachers have good subject knowledge through continuing professional  development supported by maths leads. We work in collaboration with other Trust academies and lead and contribute to the first SEN maths hub in Kent and Medway.
  • At Milestone Academy we believe that the development of mathematics skills and knowledge are vital, not only for pupils to succeed at school, but also to become successful and resilient adults. Being fluent with numbers, understanding patterns and using logic and problem solving skills are all essential parts of everyday life and help us to understand and operate within the world around us. 
  • We aim for all of our pupils to develop their maths skills in order to become independent to the greatest degree possible, to build their understanding of the world around them, to be curious and to be able to participate meaningfully in their community. We want our pupils to develop their skills as inquirers and thinkers through carefully planned, appropriately challenging maths lessons and problem solving opportunities.
  • We ensure that teachers have good subject knowledge through continuing professional  development supported by maths leads. We work in collaboration with other Trust academies and lead and contribute to the first SEN maths hub in Kent and Medway.
  • At Milestone Academy we believe that the development of mathematics skills and knowledge are vital, not only for pupils to succeed at school, but also to become successful and resilient adults. Being fluent with numbers, understanding patterns and using logic and problem solving skills are all essential parts of everyday life and help us to understand and operate within the world around us. 
  • We aim for all of our pupils to develop their maths skills in order to become independent to the greatest degree possible, to build their understanding of the world around them, to be curious and to be able to participate meaningfully in their community. We want our pupils to develop their skills as inquirers and thinkers through carefully planned, appropriately challenging maths lessons and problem solving opportunities.
  • We ensure that teachers have good subject knowledge through continuing professional  development supported by maths leads. We work in collaboration with other Trust academies and lead and contribute to the first SEN maths hub in Kent and Medway. 
  • The Concrete, Pictorial, Abstract (CPA) Approach is used across the school in each pathway. In the Brook pathway the students would be focusing on the Concrete stage of this approach. Staff use manipulatives to support students with their learning.  In Phase 1 and 2 this could be seen during nursery rhymes, daily routine songs, sensory stories and sensory play. 
  • Students within the Brook pathway work on Individual Learning Plans (ILPs). Through these plans students work on highly differentiated targets, specific to their individual needs. Students in this pathway are assessed using the Engagement Model.  
  • Classroom environments are engaging and  multi sensory with high levels of adult support. 
  • In the Brook pathway maths objectives are achieved through a variety of experiential, physical and sensory activities. For example: sensory stories, nursery rhymes, sensory play, cooking, PE, working with manipulatives, assisted touch, cause and effect toys and daily routines. 
  • Students work on their Individualised Provision Plan targets for cognition and learning.
  • The Concrete, Pictorial, Abstract (CPA) Approach is used across the school in each pathway. In the Stream pathway, students would mainly be focusing on the Concrete and Pictorial stage of this approach. Staff use manipulatives to support students with their learning.  In Phase 1 and 2 this could be seen during nursery rhymes, daily routine songs, sensory stories and sensory play. 
  • Students within the Stream pathway work on ILPs (individual learning plans). Through these plans students work on highly differentiated targets, specific to their individual needs that have been adapted from the K level descriptors, National Curriculum and Learning Trajectories.
  • Learning activities are extremely structured and multi sensory with high levels of adult support. Maths objectives are delivered through short 1:1 or small group sessions, and are repeated using different strategies until the student is secure and the skills have been embedded.
  • In the Stream pupils pathway, maths objectives are achieved through a variety of sensory, functional and physical activities. For example: sensory stories, nursery rhymes, sensory play, cooking, PE, working with manipulatives, daily routines
  • Students work on their individualised Provision Plan targets for cognition and learning.
  • The Concrete, Pictorial, Abstract (CPA) Approach is used across the school in each pathway. In the River pathway, pupils regularly use manipulatives in class to both aid their application of knowledge and skills and to enable them to demonstrate and explain their understanding of concepts. 
  • Students access maths objectives through daily, discrete/direct teaching sessions. 
  • Daily morning recall activities allow students to revisit and embed previously learned knowledge. Students are encouraged to solve problems using manipulatives to support them which is modelled/ scaffolded by staff members. 
  • In addition to discrete lessons, maths objectives are achieved through daily routines and functional activities/lessons. For example, support in following recipes in cookery and nutrition, PE and music lessons.
  • Students work on differentiated targets adapted from Learning Trajectories/ Numicon Online (as appropriate) and the K Level descriptors. 
  • Students work on their individualised Provision Plan targets for cognition and learning.
  • The Concrete, Pictorial, Abstract (CPA) Approach is used across the school in each pathway. In the Waterfall pathway, pupils regularly use manipulatives in class to both aid their application of knowledge and skills and to enable them to demonstrate and explain their understanding of concepts. 
  • Students access maths objectives through daily, discrete/direct teaching sessions. 
  • Daily morning recall activities allow students to revisit and embed previously learned knowledge. Students are encouraged to solve problems using manipulatives to support them which is modelled/ scaffolded by staff members. 
  • In addition to discrete lessons, maths objectives are achieved through daily routines and functional activities/lessons. For example, support in following recipes in cookery and nutrition, PE and music lessons.
  • Students work on differentiated targets adapted from Learning Trajectories/Numicon Online/ White Rose Premium (as appropriate) and the K Level descriptors. 
  • Students work on their individualised Provision Plan targets for cognition and learning.
  • Where appropriate, students may take part in inclusive maths lessons or activities across our mainstream partner academies (for example, attending inclusive maths lessons or clubs)
  • Students are assessed termly using the Brook framework. The Brook framework assesses across five Key Skill Areas: Communication, Cognitive Skills, Environmental Control Technology, Social and Emotional Well Being and Physical Skills (Gross and Fine Motor). 
  • Students are encouraged to use their skills to explore the world around them.
  • Pupils have a clear enjoyment of maths and enjoy seeing the numbers come to life each lesson. This confidence of maths and love of learning is then nurtured and developed as the pupils progress through the school.
  • Students are assessed termly using the KSENT descriptors on Pupil Asset.
  • Students are encouraged to use their skills to explore the world around them.
  • Pupils have a clear enjoyment of maths and enjoy seeing the numbers come to life each lesson. This confidence of maths and love of learning is then nurtured and developed as the pupils progress through the school.
  • Students are assessed termly using the KSENT descriptors on Pupil Asset.
  • Teachers provide pupils with a range of different methods to use manipulatives to solve problems and pupils are encouraged to try and find out their own ideas or use a preferred method when recalling information at a later date. Students are encouraged to discuss and make estimations of what answers could be to address the stigma around making mistakes. Combined with maths conversations in the classroom, this has improved the confidence and mathematical reasoning of our students. 
  • Students are encouraged to use their skills to explore the world around them.
  • Pupils have a clear enjoyment of maths and enjoy seeing the numbers come to life each lesson. This confidence of maths and love of learning is then nurtured and developed as the pupils progress through the school.
  • Teachers provide pupils with a range of different methods to use manipulatives to solve problems and pupils are encouraged to try and find out their own ideas or use a preferred method when recalling information at a later date. Students are encouraged to discuss and make estimations of what answers could be to address the stigma of making mistakes. Combined with maths conversations in the classroom this has improved the confidence and mathematical thinking of our students. 
  • Students are encouraged to use their skills to explore the world around them.
  • Pupils have a clear enjoyment of maths and enjoy seeing the numbers come to life each lesson. This confidence of maths and love of learning is then nurtured and developed as the pupils progress through the school.

Secondary – Phases 3 & 4

  • At Milestone Academy we believe that the development of mathematics skills and knowledge are vital, not only for pupils to succeed at school, but also to become successful and resilient adults. Being fluent with numbers, understanding patterns and using logic and problem solving skills are all essential parts of everyday life and help us to understand and operate within the world around us. 
  • We aim for all of our pupils to develop their maths skills in order to become independent to the greatest degree possible, to build their understanding of the world around them, to be curious and to be able to participate meaningfully in their community. We want our pupils to develop their skills as inquirers and thinkers through carefully planned, appropriately challenging maths lessons and problem solving opportunities.
  • We ensure that teachers have good subject knowledge through continuing professional  development supported by maths leads. We work in collaboration with other Trust academies and lead and contribute to the first SEN maths hub in Kent and Medway.
  • At Milestone Academy we believe that the development of mathematics skills and knowledge are vital, not only for pupils to succeed at school, but also to become successful and resilient adults. Being fluent with numbers, understanding patterns and using logic and problem solving skills are all essential parts of everyday life and help us to understand and operate within the world around us. 
  • We aim for all of our pupils to develop their maths skills in order to become independent to the greatest degree possible, to build their understanding of the world around them, to be curious and to be able to participate meaningfully in their community. We want our pupils to develop their skills as inquirers and thinkers through carefully planned, appropriately challenging maths lessons and problem solving opportunities.
  • We ensure that teachers have good subject knowledge through continuing professional  development supported by maths leads. We work in collaboration with other Trust academies and lead and contribute to the first SEN maths hub in Kent and Medway.
  • At Milestone Academy we believe that the development of mathematics skills and knowledge are vital, not only for pupils to succeed at school, but also to become successful and resilient adults. Being fluent with numbers, understanding patterns and using logic and problem solving skills are all essential parts of everyday life and help us to understand and operate within the world around us. 
  • We aim for all of our pupils to develop their maths skills in order to become independent to the greatest degree possible, to build their understanding of the world around them, to be curious and to be able to participate meaningfully in their community. We want our pupils to develop their skills as inquirers and thinkers through carefully planned, appropriately challenging maths lessons and problem solving opportunities.
  • We ensure that teachers have good subject knowledge through continuing professional  development supported by maths leads. We work in collaboration with other Trust academies and lead and contribute to the first SEN maths hub in Kent and Medway.
  • At Milestone Academy we believe that the development of mathematics skills and knowledge are vital, not only for pupils to succeed at school, but also to become successful and resilient adults. Being fluent with numbers, understanding patterns and using logic and problem solving skills are all essential parts of everyday life and help us to understand and operate within the world around us. 
  • We aim for all of our pupils to develop their maths skills in order to become independent to the greatest degree possible, to build their understanding of the world around them, to be curious and to be able to participate meaningfully in their community. We want our pupils to develop their skills as inquirers and thinkers through carefully planned, appropriately challenging maths lessons and problem solving opportunities.
  • We ensure that teachers have good subject knowledge through continuing professional  development supported by maths leads. We work in collaboration with other Trust academies and lead and contribute to the first SEN maths hub in Kent and Medway.
  • The Concrete, Pictorial, Abstract (CPA) Approach is used across the school in each pathway. In the Brook pathway, where appropriate, the students would be focusing on the Concrete stage of this approach. Staff use manipulatives to support students with their learning.  In Phase 3 and 4 this could be seen during a variety of different activities. For example: age appropriate songs and sensory stories. 
  • Students within the Brook pathway work on ILPs (individual learning plans). Through these plans students work on highly differentiated targets, specific to their individual needs. Students in this pathway are assessed using the ‘Engagement Model’.  
  • Classroom environments are engaging and  multi sensory with high levels of adult support. 
  • In the Brook pathway maths objectives are achieved through a variety of experiential, physical and sensory activities. For example: age appropriate sensory stories and songs, music lessons, sensory activities, cooking, PE, working with manipulatives, assisted touch, cause and effect toys and daily routines. 
  • Students work on their Individualised Provision Plan targets for cognition and learning.
  • The Concrete, Pictorial, Abstract (CPA) Approach is used across the school in each pathway. In the Stream pathway the students would mainly be focusing on the Concrete and Pictorial stage of this approach. Staff use manipulatives to support students with their learning. In Phase 3 and 4 this could be seen during a variety of different activities. For example: age appropriate songs, sensory stories and individual learning tasks using manipulatives.
  • Students within the Stream pathway work on ILPs (individual learning plans). Through these plans students work on highly differentiated targets, specific to their individual needs that have been adapted from the K level descriptors, National Curriculum and Learning Trajectories.
  • Classroom environments are minimalist and routines and learning activities are extremely structured and multi sensory with high levels of adult support. Maths objectives are delivered through short 1:1 or small group sessions, and are repeated using different strategies until the student is secure and the skills have been embedded.
  • In the Stream pupils pathway, maths objectives are achieved through a variety of sensory, functional and physical activities. For example: age appropriate sensory stories and songs, music lessons, sensory activities, cooking, PE, working with manipulatives and daily routines
  • Students work on their individualised Provision Plan targets for cognition and learning.
  • The Concrete, Pictorial, Abstract (CPA) Approach is used across the school in each pathway. In the River pathway, pupils regularly use manipulatives in class to both aid their application of knowledge and skills and to enable them to demonstrate and explain their understanding of concepts. 
  • Students access maths objectives through daily, discrete/direct teaching sessions. 
  • Daily morning recall activities allow students to revisit and embed previously learned knowledge. Peer discussion, group work, problem solving and mathematical language is scaffolded/ modelled by staff members during these activities.  
  • In addition to discrete lessons, maths objectives are achieved through daily routines and functional activities/lessons. For example, support in following recipes in cookery and nutrition, PE and music lessons.
  • Students work on differentiated targets adapted from Learning Trajectories/ Numicon Online (as appropriate) and the IMPACTS Curriculum in Phase 4. 
  • Students work on their individualised Provision Plan targets for cognition and learning.
  • The Concrete, Pictorial, Abstract (CPA) Approach is used across the school in each pathway. In the Waterfall pathway, pupils regularly use manipulatives in class to both aid their application of knowledge and skills and to enable them to demonstrate and explain their understanding of concepts. 
  • Students access maths objectives through daily, discrete/direct teaching sessions. 
  • Daily morning recall activities allow students to revisit and embed previously learned knowledge. Peer discussion, group work, problem solving and mathematical language is scaffolded/ modelled by staff members during these activities.  
  • In addition to discrete lessons, maths objectives are achieved through daily routines and functional activities/lessons. For example, support in following recipes in cookery and nutrition, PE and music lessons.
  • Students work on differentiated targets adapted from Learning Trajectories/ Numicon Online (as appropriate) and the IMPACTS Curriculum in Phase 4. 
  • Students work on their individualised Provision Plan targets for cognition and learning.
  • Where appropriate, working alongside our mainstream partner academies, students may access inclusive lessons at a higher level (for example, taking part in some elements of a GCSE maths course)
  • Students are assessed termly using the Brook framework. The Brook framework offers a specialised curriculum in five Key Skill Areas: Communication, Cognitive Skills, Environmental Control Technology, Social and Emotional Well Being and Physical Skills (Gross and Fine Motor). 
  • Students are encouraged to use their skills for functional application outside of the classroom, whatever that looks like for the individual student.
  • Pupils have a clear enjoyment of maths and enjoy seeing the numbers come to life each lesson. This confidence of maths and love of learning is then nurtured and developed as the pupils progress through the school. 
  • Students are assessed termly using the KSENT descriptors on Pupil Asset.
  • Students are encouraged to use their skills for functional application outside of the classroom, whatever that looks like for the individual student.
  • Pupils have a clear enjoyment of maths and enjoy seeing the numbers come to life each lesson. This confidence of maths and love of learning is then nurtured and developed as the pupils progress through the school.
  • Students are assessed termly using the KSENT descriptors on Pupil Asset.
  • Teachers provide pupils with a range of different methods to use manipulatives to solve problems and pupils are encouraged to try and find out their own ideas or use a preferred method when recalling information at a later date. Students are encouraged to discuss and make estimations of what answers could be to address the stigma of making mistakes. Combined with maths conversations in the classroom this has improved the confidence and mathematical thinking of our students. 
  • Students are encouraged to use their skills for functional application outside of the classroom.
  • Pupils have a clear enjoyment of maths and enjoy seeing the numbers come to life each lesson. This confidence of maths and love of learning is then nurtured and developed as the pupils progress through the school. 
  • Students working in this pathway who meet the entry requirements are able to sit the Pearsons Entry level 1,2 or 3 Functional Skills Exam.
  • Students are assessed termly using the KSENT descriptors on Pupil Asset.
  • Teachers provide pupils with a range of different methods to use manipulatives to solve problems and pupils are encouraged to try and find out their own ideas or use a preferred method when recalling information at a later date. Students are encouraged to discuss and make estimations of what answers could be to address the stigma of making mistakes. Combined with maths conversations in the classroom this has improved the confidence and mathematical thinking of our students. 
  • Students are encouraged to use their skills for functional application outside of the classroom.
  • Pupils have a clear enjoyment of maths and enjoy seeing the numbers come to life each lesson. This confidence of maths and love of learning is then nurtured and developed as the pupils progress through the school. 
  • Where appropriate, students sit Entry Level Functional Skills examinations, or examinations at Levels 1 or 2. The examination pass rate is consistently high, providing students with a certified qualification upon leaving Milestone Academy