Maths Curriculum Statement 2025
Mathematics is the most beautiful and most powerful creation of the human spirit.
— Stefan Banach, Polish mathematician
Go down deep enough into anything and you will find mathematics.
— Dean Schlicter
Intent
The 2021 National Curriculum for mathematics aims to ensure that all children:
– Become fluent in the fundamentals of mathematics
– Are able to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
– Can solve problems by applying their mathematical knowledge and compartmentalising problems to seek solutions
At Brookfield School, we intend to provide all children with a broad and balanced maths curriculum. The National Curriculum aims are embedded within lessons, and existing knowledge is developed over time. We build on prior attainment to ensure all students achieve recognised maths qualifications at the level most appropriate to them, whether Entry Level (1, 2 or 3), Functional Skills (Level 1 and 2), or GCSE Mathematics (Foundation or Higher).
We are passionate about ensuring that students across all provisions are supported to access mathematics in a way that is personalised to their needs and aspirations. This allows every student the opportunity to achieve qualifications that prepare them for further education, training, and employment.
Students are encouraged to recognise how essential mathematics is in everyday life. Where possible, we link topics to other subjects, recognising that maths is critical to the sciences, technology, financial literacy, and employability.
Implementation
Mathematics at Brookfield follows White Rose Maths which enables continuity and progression from primary schemes through to Year 11. This allows us to deliver a consistent mastery approach whilst tailoring learning to individual needs. This spiral curriculum integrates cultural capital and is structured to build progressively sufficient knowledge and skills for future learning. We also use the Functional Skills Level 1 and 2 schemes, as well as the Entry Level 1, 2, and 3 schemes, where appropriate. Through this approach, we are able to scaffold learning for students who require additional support while providing challenge and stretch for those working at higher levels.
Baseline assessments and teacher judgements determine the most suitable qualification pathway for each student. At KS4, pupils follow pathways towards Entry Level Certificates, Functional Skills Level 1 and 2, and/or GCSE Mathematics, depending on their ability and aspirations. This ensures that all learners can achieve success and leave with a recognised qualification.
Students now also benefit from the integration of IXL Maths into their learning. Weekly sessions during form time are dedicated to IXL, allowing students to practise and consolidate key skills. In addition, students are offered optional homework tasks on IXL, helping them to further develop fluency and confidence outside of lessons. Parents and carers have also been offered a session on how to use IXL to support their child’s learning.
Schemes of learning include detailed guidance to support both specialist and non-specialist staff, highlighting potential misconceptions and providing high-quality resources. This allows for engaging discussions and questioning when delivering lessons, where teachers can provide clear, directed feedback. Vocabulary development is also embedded throughout the curriculum to support the whole-school literacy strategy.
Teachers use assessment effectively to check pupils’ understanding and to inform teaching and intervention. A range of assessment opportunities — including exemplar questions, mini assessments, end-of-topic tests, and mock papers — provide clear insights into pupils’ progress. Each student’s strengths and areas for development are recorded on ‘Onwards and Upwards’ to guide future planning and learning.
Impact
The impact of our approach is seen in:
- Students across all sites achieving appropriate and recognised qualifications in mathematics to support further education, training, and employment. (Entry Level, Functional Skills and/or GCSE).
- Improved long-term recall by using a spiral, all-through curriculum, alongside recall starter activities
- Improved confidence, resilience, and independence when tackling mathematical reasoning and problem-solving questions.
- Regular assessment tracking on Onwards and Upwards showing individual progress and areas for development.
- Increased engagement and improving knowledge and retention by implementing weekly IXL sessions, as well as using the learning platform for optional homework
- High levels of engagement and enjoyment in maths are evident both inside and outside the classroom, with Pi Day celebrated annually across all provisions.
- Teacher feedback is received positively by students, helping to further support and challenge their mathematical development.
- Non-specialist teachers demonstrate confidence in delivering maths lessons, supported effectively by the maths lead.
- Students benefit from consistently high-quality maths lessons across all provisions, as evidenced through Onwards and Upwards submissions and lesson observations.