Portland Academy
Maths Policy
Date of policy: March 2015
Date to be reviewed: February 2017
Person responsible:
Secondary Maths - Rebecca Cummins
6th Form Maths – Judith Knox
Cross Curricular Maths – Sarah Donkin
Guiding Principle for learning and Curriculum
The provision of the highest quality teaching is of paramount importance. Pupils need to experience a wide
range of motivating and challenging, well-pitched learning opportunities. Teacher expertise will identify
barriers to learning and plan ways to overcome these. There is a belief that all pupils can succeed whatever
their individual circumstances
Rationale / Aims
At Portland Academy we acknowledge the importance of Maths to function in our daily lives and the vital
role it plays in helping pupils to learn to be independent and skilled adults. Mathematics is a tool for
everyday life. It is a whole network of concepts and relationships which provide a way of viewing and
making sense of the world. It is used to analyse and communicate information and ideas to tackle a range
of practical tasks and real life problems.
All pupils will have equality of opportunity regardless of age, gender, ethnicity or level of disability.
We aim to:
 Develop mathematical skills and knowledge and quick recall of basic facts
 Promote confidence and competence with numbers and the number system
 Develop the ability to solve problems through decision-making and reasoning in a range of contexts
 Develop a practical understanding of the ways in which information is gathered and presented
 Explore features of shape and space, and develop measuring skills in a range of contexts
 Develop an appreciation of the creative aspects of maths and awareness of its aesthetic appeal
 Understand the importance of mathematics in everyday life.
Curriculum content
The Maths Curriculum within the secondary department covers all 3 strands of Numeracy including Using
and Applying, Number and Shape, Space and Measure. Both Key stage 3 and 4 follow objectives tailored
to the individual student across blocks A-E through Track Back Maths.
Block
Block
Block
Block
Block
A- Counting, partitioning and calculating
B- Securing number facts, understanding shape
C- Handling Data and Measures
D- Calculating, measuring and understanding shape
E- Securing number facts, relationships and calculating
The curriculum within key stage 3 is delivered tailored to the needs of the individual student following
Track Back Maths.
Within key stage 4 the curriculum delivery is tailored to the needs of the individual student following Track
Back Maths. Pupils may be streamed by ability in KS4 classes.
Delivery and planning
All Portland pupils have access to a broad and balanced Maths curriculum. All teachers should encourage
children to have fun in their lessons and gain success and satisfaction from this aspect of their learning.
The National Curriculum guidance documents will support Maths delivery for more able pupils, where
appropriate, but teachers will take account of the specific and diverse needs of pupils in their class.
At the earliest stages of development, maths has sensory roots as pupils strive to make sense of
experiences and sensations. Through sensory exploration they learn to respond to problem situations
flexibly and move from random to trial and improvement responses and building on their explorations they
can learn to anticipate and predict. They will:
 Remember and develop fundamental skills such as counting
 Develop ideas about quantity, shape and space
 Come to recognise and evaluate alternative solutions
Maths throughout the curriculum
Maths is taught and embedded throughout the curriculum. Mathematics contributes towards many subjects
and can enhance and extend learning experiences. The learning strand ‘Using and Applying’ mathematics
provides extensive opportunities for students to use mathematical skills in a wide range of subject areas.
The examples provided identify some of the ways in which mathematics is embedded within the school
curriculum:
Science
Scientific investigations and experiments often involve collecting numerical data, counting, estimating and
ordering findings. Data and results are recorded and presented in tables, bar charts and graphs.
Measurements are often required to be taken when gathering results or carrying out investigations.
Physical Education
Physical Education areas of study such as dance, gymnastics, swimming and ball games include activities
that require counting, timing events, symmetry, movement, position and direction.
Food Technology
When following the order of recipes and cooking, pupils take measurement of different ingredients which
may involve reading scales or counting amounts. Opportunities for measuring cooking times, calculating
ingredient costs and experiencing buying ingredients in shops are also important in food technology.
Assessment and objective setting
We use PIVATS to assess and record progress in all three strands i.e. Using and Applying, Number and
Shape, Space and Measure. This is as supported by evidence in other documents or areas of work, e.g.
individual records, Priority Targets, Individual Educational Programmes, RM Maths, Maths Mornings and
Challenge days. In addition, all accreditation achieved is recorded for each student.
Individual targets are set for each pupil and reviewed throughout the scheme of work.
Accreditation
Pupils in KS4 work towards the following accreditations
 ASDAN personal progress
 Edexcel Functional Skills
 OCR units of work
Pupils in the 6th form work towards the following accreditations
Resources
A variety of visual, auditory and practical resources are available to aid student learning across all three
strands within the teacher resource room. All resources are photographed and displayed in a resource
library book, to ensure resources are readily available.
For those student for whom it is deemed appropriate, an ICT programme, RM Maths is accessed
throughout the day and particularly during lesson 1. The programme aims to support students within
maths including the automatic collection of student progress data providing information on individual
performance.
The role of the Leader
The numeracy leaders are responsible for securing high standards and quality through;
 Professional Leadership
 Monitoring and evaluating
 Identifying priorities and improving numeracy across the school.

This will include keeping up to date with current changes in the Numeracy curriculum and using this
knowledge to inform practice across the school.
Monitoring and evaluation
Numeracy leaders will use the process of self – evaluation to keep records of work completed relating to
the subject improvement plan
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
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Termly monitoring of medium term planning will take place.
Termly moderation of pupils levels will take place and work from this will be collated.
Monitoring of specific pieces of work will take place in staff meetings.
Annual monitoring of pupil progress will occur using PIVAT data, Milestone data and information
from accreditation.
Documents to be read alongside this policy
Teaching and Learning Policy
Quality Assurance of Teaching and Learning
Marking Policy
Assessment, recording and reporting pupil progress policy
Appendix
1. Curriculum map showing what is taught to each year group/KS/Pathway each half term - headings
will be sufficient
2. Key resources