A Venn Academy Trust School – Together we will… Venn is a pioneering academy trust, committed to building educational environments where all pupils are inspired to become lifelong learners who achieve the very highest standards possible. Collaborating with all partners, the Trust works with its unique settings to create world class learning experiences for all.

Subject – Maths

KS3 Maths Intent

At Venn Boulevard Centre our intent for KS3 Maths is to provide a carefully assessed and matched curriculum based on the White Rose Hub Maths scheme, which enables our students to develop their mathematical skills, knowledge and understanding. We recognise that our students have gaps in their learning and are all at different stages in their mathematical development. Therefore, our curriculum is tailored to meet the needs of individual students, providing personalised support and interventions as required.

Through our KS3 Maths curriculum, we aim to promote a deep understanding of mathematical concepts, develop problem-solving skills, and encourage the application of mathematics in real-world contexts. We will focus on developing students’ fluency in basic arithmetic, algebraic manipulation and geometric reasoning, whilst also providing opportunities for students to explore more complex mathematical concepts.

Our KS3 Maths curriculum is designed to meet the requirements of the national curriculum, whilst also providing a flexible and personalised approach that is responsive to the individual needs of our students.

KS4 Maths Intent

At Venn Boulevard Centre, our intent for KS4 Maths is to provide a challenging and engaging curriculum that prepares our students for success in their GCSE or Entry Level Maths qualifications. We recognise that our students may have faced significant challenges in their education so far and we aim to provide them with the support and guidance they need to achieve their full potential.

Through our KS4 Maths curriculum, we aim to develop students’ mathematical fluency, reasoning and problem-solving skills, whilst also promoting a love of mathematics. We will focus on developing students’ understanding of key mathematical concepts such as number, algebra, geometry, statistics and probability, whilst also providing opportunities for students to apply these concepts in real-world contexts.

Our KS4 Maths curriculum is designed to meet the requirements of the national curriculum, whilst also providing a tailored and flexible approach that is responsive to the individual needs of our students. We will provide a supportive learning environment, with personalised feedback and guidance, to help our students achieve their goals and succeed in their future studies and careers

Implementation

At Venn Boulevard Centre we recognise the importance of providing our students with high-quality Maths education to enable them to develop their mathematical skills, knowledge and understanding. Our implementation of Maths for KS3 and KS4 involves Maths being taught at least four times a week, with daily interventions designed to fill gaps in knowledge and challenge our higher achieving students.

Our Maths curriculum is carefully assessed and matched to the ability of each individual student. For students in KS3, we focus on developing their fluency in basic arithmetic, algebraic manipulation and geometric reasoning, whilst also providing opportunities for them to explore more complex mathematical concepts. Our KS3 curriculum is designed to provide a deep understanding of mathematical concepts, develop problem-solving skills, and encourage the application of mathematics in real-world contexts.

For students in KS4, we provide a challenging and engaging curriculum that prepares them for success in their GCSE or Entry Level Maths qualifications. We focus on developing their mathematical fluency, reasoning and problem-solving skills, whilst also promoting a love of mathematics. Our KS4 curriculum is designed to develop students’ understanding of key mathematical concepts such as number, algebra, geometry, statistics and probability, whilst also providing opportunities for them to apply these concepts in real-world contexts. Pearson exam is used for Maths.

To ensure that all our students make the best possible progress, we provide daily Maths interventions that are tailored to the individual needs of each student. These interventions are designed to fill gaps in knowledge and challenge our higher achieving students, ensuring that every student reaches their full potential and enables them to succeed in their future studies and careers.

Impact

A wide range of strategies are used to measure the impact of our Maths curriculum.

Assessment forms an integral part of the teaching and learning of this subject. The formative assessment of maths is essential when identifying the strengths of individual children and their next steps. Assessments give a clear learning journey of all pupils. If pupils have misconceptions or gaps in their subject knowledge, additional teaching and support is immediately provided. Summative judgements of maths are made each term with these being moderated to quality assure decisions. The progress of individual pupils are carefully monitored on a termly basis and those identified as not making progress are given high quality intervention.

Our subject leaders will also monitor the effectiveness of the maths curriculum through carrying out regular subject 360 evaluations. These evaluations are quality assured by the Senior Leadership Team as part of their monitoring schedule.

Maths moderation is carried out with schools within the Trust on a regular basis.

The effectiveness of maths is also monitored through pupil and parental voice throughout the course of the year.

In every lesson:

In every Mathematics lesson you should see the following:

  • ‘Quality first’ teaching; tailored to meet the needs of the learners in each class, and immediate intervention to address gaps in learning where necessary
  • Resilient learners with Growth Mindsets and a ‘We Can’ attitude to Mathematics, whatever their previous level of attainment
  • Teachers using high-quality questioning to explore children’s understanding and develop it further. • Teachers making use of misconceptions to further understanding of key concept
  • Teachers using a range of methods to explore key Mathematical concepts which appeal to pupils’ different styles of learning, employing concrete/pictorial/abstract representations of Mathematical concepts
  • Learners being given the opportunity, through careful planning, to ‘linger longer’ on and ‘go deeper’ in mathematical concepts
  • Development of fluency, reasoning and solving.

“Pupils welcome new arrivals with understanding and compassion.”

Ofsted

“In classrooms, pupils focus hard and respond well to any advice and guidance that is given to them.”

Ofsted

“A time of ‘reflection’ at the end of the
day allows pupils to consider how they have performed at school and helps them to focus on their attitudes and behaviours. ”

Ofsted

“Once at school, the life coach works with
individuals to help them to deal with any anxieties that they may have.”

Ofsted

“Pupils at your school feel safe.”

Ofsted

“Teaching at your school is characterised by positive relationships between members of staff and pupils.”

Ofsted

“The most striking aspect of your school is the way in which you plan to support pupils’ individual needs.”

Ofsted

“All pupils benefit from targets to help them to develop their social and emotional skills and to build a level of resilience.”

Ofsted

“Inspectors saw first-hand the way in which your staff spoke to pupils with compassion and respect.”

Ofsted

“Your school helps pupils to become
confident rounded young people.”

Ofsted

“The work of the
life coach can include one-to-one work in addition to positive thinking strategies,
mindfulness and aromatherapy.”

Ofsted

“A time of ‘reflection’ at the end of the
day allows pupils to consider how they have performed at school and helps them to focus on their attitudes and behaviours. ”

Ofsted

“Pupils told inspectors that they really value the way in which they feel respected at your school.”

Ofsted

“Before coming to
school, you and other leaders work hard to understand the needs of individual
pupils.”

Ofsted

“Teachers and teaching assistants work hard to ensure that pupils are ‘nudged’ in the right direction in lessons.”

Ofsted

“Teachers consider
pupils’ emotional well-being deeply and give them space when they need to refocus.”

Ofsted

“Within classrooms, teachers reward positive behaviours consistently.”

Ofsted

“The systems and structures that you have put in place ensure that pupils feel safe at school.”

Ofsted

“Pupils are given chances to reflect upon this
through ‘life books’ where observations are made, and improvements praised.”

Ofsted

“Pupils talked to us about the way in which you
and your staff celebrate difference and help to make everyone feel valued.”

Ofsted

“You seek to identify any triggers which cause pupils to behave erratically and you work towards eliminating these.”

Ofsted

“Pupils make strides socially and emotionally.”

Ofsted

“An SEMH curriculum runs through the heart of your school.”

Ofsted

“Pupils value the way in which you and your
staff make everyone feel included.”

Ofsted