Maths

The curriculum is framed by the Brook profile sheets which map the small steps of each individual student’s progress. Teachers use this to create a learning sequence tailored to each student and their individual needs. In Brook classes, maths is considerably more generic skills based and focuses on the pre learning stages of learning which then lead into the pre learning stages of maths in our M levels (for pupil’s that reach this level of attainment).

The curriculum cycles through the key aspects of number concepts throughout the school year: counting and cardinality, comparison and composition as highlighted by the NCETM. This approach ensures that pupils receive comprehensive exposure to all facets of numerical skills, enabling them to solidify and revisit their understanding over the course of the year. Additionally, our curriculum integrates targeted learning objectives in shape and space, measure and pattern providing a well-rounded mathematical education for our students.

Subject leadership and subject knowledge

Our schemes of work and use of learning trajectories frame the curriculum in Stream pathways to support teachers in planning effectively sequenced learning that builds on prior knowledge and skills. This relates directly to our M Levels which teachers assess against on Pupil Asset.

We ensure that teachers have good subject knowledge through continuing professional development led by the maths champions and supported by the Trust Curriculum Advisor for Maths.

We work in collaboration and moderate with other Trust academies and through the teacher research group led by the local maths hub.

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.

The curriculum is broken into small steps of learning that carefully sequences content so that our mathematics curriculum is a guarantee of long term learning. These small steps take into account the hierarchy of knowledge and skills within maths and build these sequentially and progressively to support pupils in successfully achieving their end goals. Each step builds on the previous learning steps and interweaves prior content with new concepts, which helps pupils to grasp the links between topics and to understand them more deeply.

Consolidation and retrieval practice is used wisely to revisit any misconceptions, link learning and recap knowledge already taught. This also allows us to address misconceptions or gaps that pupils may have so they can continue to progress.

Subject leadership and subject knowledge

Our White Rose schemes of learning frame the curriculum in River/ Waterfall pathways to support teachers in planning effectively sequenced learning that builds on prior knowledge and skills. The White Rose schemes can also be broken down into further steps through the use of Numicon online. This provides teachers with a variety of ways to support students in the concrete, pictorial and abstract approaches to mathematical learning.

We ensure that teachers have good subject knowledge through continuing professional development led by the maths champions and supported by the Trust Curriculum Advisor for Maths.

We work in collaboration and moderate with other Trust academies and through the teacher research group led by the local maths hub.

Our Maths Leads ensure that our school intent is enacted across the school through learning walks, moderation, pupil and staff voice and informal discussions with teachers.

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.

Subject leadership and subject knowledge

We ensure that teachers have good subject knowledge through continuing professional development led by the maths champions and supported by the Trust Curriculum Advisor for Maths.

We work in collaboration and moderate with other Trust academies and through the teacher research group led by the local maths hub.

The Concrete, Pictorial, Abstract (CPA) Approach is used across the school in each pathway. In the Brook pathway the pupils focus 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.
Pupils within the Brook pathway work on Individual Learning Plans (ILPs). Through these plans students work on highly differentiated targets, specific to their individual needs. Pupils in this pathway are assessed against the Brook framework on Pupil Asset.
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.
Pupils 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 mainly focus 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.
Pupils 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 M 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.
Pupils 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.
Pupils access maths objectives through daily, discrete/direct teaching sessions.
Daily morning recall activities allow students to revisit and embed previously learned knowledge. Pupils 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.
Pupils work on differentiated targets adapted from Learning Trajectories/ Numicon Online/ White Rose (as appropriate) and the M Level descriptors.
Pupils 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.
Pupils access maths objectives through daily, discrete/direct teaching sessions.
Daily morning recall activities allow pupils to revisit and embed previously learned knowledge. Pupils 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.
Pupils work on differentiated targets adapted from Learning Trajectories / Numicon Online / White Rose Premium (as appropriate) and the M Level descriptors.
Pupils work on their individualised Provision Plan targets for cognition and learning.
Where appropriate, pupils may take part in inclusive maths lessons or activities across our mainstream partner academies.

Pupils 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).
Pupils 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 in each lesson. This confidence in maths and love of learning is nurtured and developed as pupils progress through the school.

Pupils are assessed termly using the M level descriptors on Pupil Asset.
Pupils 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 in each lesson. This confidence in maths and love of learning is nurtured and developed as pupils progress through the school.

Pupils are assessed termly using the M level – National Curriculum 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 out their own ideas or use a preferred method when recalling information at a later date. Pupils 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 pupils.
Pupils 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 in each lesson. This confidence in maths and love of learning is nurtured and developed as pupils progress through the school.

Students are assessed termly using the M level – National Curriculum 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 out their own ideas or use a preferred method when recalling information at a later date. Pupils 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 pupils.
Pupils 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 in each lesson. This confidence in maths and love of learning is nurtured and developed as pupils progress through the school.

secondary - phases 3 & 4

Subject leadership and subject knowledge

We ensure that teachers have good subject knowledge through continuing professional development led by the maths champions and supported by the Trust Curriculum Advisor for Maths.

We work in collaboration and moderate with other Trust academies and through the teacher research group led by the local maths hub.

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.

Subject leadership and subject knowledge

We ensure that teachers have good subject knowledge through continuing professional development led by the maths champions and supported by the Trust Curriculum Advisor for Maths.

We work in collaboration and moderate with other Trust academies and through the teacher research group led by the local maths hub.

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.

Subject leadership and subject knowledge

We ensure that teachers have good subject knowledge through continuing professional development led by the maths champions and supported by the Trust Curriculum Advisor for Maths.

We work in collaboration and moderate with other Trust academies and through the teacher research group led by the local maths hub.

The Concrete, Pictorial, Abstract (CPA) Approach is used across the school in each pathway. In the Brook pathway, where appropriate, the students focus on the Concrete stage of this approach. Staff use manipulatives to support pupils 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.
Pupils within the Brook pathway work on ILPs (individual learning plans). Through these plans, pupils work on highly differentiated targets, specific to their individual needs. Pupils in this pathway are assessed using the Brook framework on Pupil Asset.
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.
Pupils 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 pupils mainly focus 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.
Pupils within the Stream pathway work on ILPs (individual learning plans). Through these plans, pupils work on highly differentiated targets, specific to their individual needs that have been adapted from the M level descriptors, National Curriculum and Learning Trajectories.
Classroom environments are minimalist, 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 pupil 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
Pupils 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.
Pupils access maths objectives through daily, discrete/direct teaching sessions.
Daily morning recall activities allow pupils 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.
Pupils work on differentiated targets adapted from Learning Trajectories/ Numicon Online (as appropriate).
Pupils 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.
Pupils access maths objectives through daily, discrete/direct teaching sessions.
Daily morning recall activities allow pupils 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.
Pupils work on differentiated targets adapted from Learning Trajectories/ Numicon Online (as appropriate) and the IMPACTS Curriculum in Phase 4.
Pupils work on their individualised Provision Plan targets for cognition and learning.
Where appropriate, working alongside our mainstream partner academies, pupils may access inclusive lessons at a higher level (for example, taking part in some elements of a GCSE maths course)

Pupils 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).
Pupils are encouraged to use their skills for functional application outside of the classroom, in whatever form is pertinent to the individual pupil.
Pupils have a clear enjoyment of maths and enjoy seeing the numbers come to life in each lesson. This confidence in maths and love of learning is nurtured and developed as pupils progress through the school.

Pupils are assessed termly using the M level descriptors on Pupil Asset.
Pupils are encouraged to use their skills for functional application outside of the classroom, in whatever form is pertinent for the individual pupil.
Pupils have a clear enjoyment of maths and enjoy seeing the numbers come to life in each lesson. This confidence in maths and love of learning is nurtured and developed as pupils progress through the school.

Pupils are assessed termly using the M level – National Curriculum 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 out their own ideas or use a preferred method when recalling information at a later date. Pupils 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 pupils.
Pupils 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 in each lesson. This confidence in maths and love of learning is nurtured and developed as pupils progress through the school.
Pupils working in this pathway, who meet the entry requirements, are able to sit the Pearsons Entry level 1, 2 or 3 Functional Skills Exam.