Our goal is to engender in our students an appreciation of the intrinsic value of mathematics and this is apparent in our drive to see all students achieve mathematical confidence through developing a deep understanding of the subject.

We believe that building students’ relational understanding requires a diet of explicit teaching of mathematical communication; problem solving strategies as well as regular deliberate practice and the application of knowledge plus opportunities to share and inspire the awe and wonder we each hold for our subject.

Student attainment and confidence is built by encouraging them to

·         be fluent with mathematical calculations and methods

·         reason logically and be able to discuss mathematical arguments

·         apply their knowledge in unfamiliar mathematical problems and in other subject areas.

Our Schemes of Work are arranged in stages that run from Year 7-11. Each stage covers a year and consists of around 20 units. Each unit has been designed to identify and refresh pre-requisite knowledge before introducing new content. Units are sequenced in a spiral format so that previously taught content is revised and used in other contexts to help students identify the links between different areas of mathematics. Units fall into one of 5 areas of mathematics: geometry; algebra; number; ratio and proportion or probability and statistics. Successive stages build on the learning from the previous stages leading up to entry in either Foundation or Higher Tier GCSE Mathematics at the end of year 11.

Students are broadly grouped on their prior attainment. Initially, we use the KS2 SATs outcomes as the basis for this grouping but we complete a baseline assessment in the first term of year 7 to confirm the groups and following formal assessments throughout the year groups for all years are reviewed and students can be moved to the most suitable group for them.

We assess the learning of our students through discussion of homework, observation of classwork and in class questioning as well as informal and formal written assessments.

Students are actively involved in assessing their own work so that they develop their understanding of concepts as well as appropriate strategies for solving problems and communicating their work clearly. We use Directed Improvement Reflection Time (DIRT) to go through every question, to embed understanding and to help students set themselves learning goals. Students receive personalised topic targets where each topic assessed is linked to a code on Sparx, an online resource where students (and parents) can review the topics identified as requiring further work.

We expect every student to bring a scientific calculator to maths lessons as well as their basic school equipment. Students are given homework each week and there is a lunch time “catch-up” session staffed in IT1 for each year group where students can get support with their homework. Before each formal assessment students are issued with a revision list on BromCom.

As well as participating in all levels of the UKMT individual and team challenges we organise trips to open lectures at the Oxford Mathematical Institute as part of the whole school Symposium programme for students from year 7 to 13.

A level students applying for degrees in Mathematics at Oxbridge or certain Russell Group universities are required to take additional examinations. To support them in accessing the style of questions in these additional exams we offer students the chance to attend fortnightly problem solving workshops at the Mathematical Institute. A level students also support students in KS3 and KS4 with mathematics in tutor time or small group tuition  providing them with leadership opportunities.