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Rosewood School

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Description of school


Rosewood is an urban special school for boys of secondary age who have social, emotional and mental health difficulties.  Pupils are drawn from all over the borough and reflect a wide social mix and varied family backgrounds.


Nature of Subject

Mathematics is an integrated part of the National Curriculum across many subject areas.  All pupils need a good foundation in the subject as they will use it in everyday situations throughout their life.


Mathematics teaches children how to make sense of the world around them through developing their ability to calculate, reason and solve problems. It enables children to understand relationships and patterns in both number and space in their everyday lives. Through their growing knowledge and understanding, children learn to appreciate the contribution made by many cultures to the development and application of mathematics.


Pupils should gain confidence and learn a variety of skills to tackle problems.  Pupils learn how to evaluate their work to improve and extend their knowledge.


The aims of teaching mathematics at Rosewood School are:


  • To encourage all students to engage in the mathematics curriculum;
  • to promote enjoyment of learning through a combination of practical activity, exploration and discussion;
  • to promote confident engagement  and competence with numbers and the number system;
  • to develop the ability to solve problems through decision-making and reasoning in a range of contexts;
  • to develop a practical understanding of the ways in which information is gathered and presented;
  • to explore features of shape and space, and develop measuring skills in a range of contexts;
  • to understand the importance of mathematics in everyday life.
  • to achieve a functional level of numeracy.


Knowledge, Skills and Understanding

Key concepts, key processes, range and content, and curriculum opportunities make up the main programme of study within mathematics.


Key concepts underpin the study of mathematics.  Pupils need to understand these concepts in order to broaden and deepen their knowledge, skills and understanding.

These are:

  • Competence
  • Creativity
  • Application and implications of mathematics
  • Critical understanding.


Key processes are the essential skills and processes in mathematics that pupils need to learn to make progress.  These are:

  • Representing
  • Analysing
  • Interpreting and evaluating
  • Communicating and reflecting


Range and content covers the four key areas of the mathematics in which pupils are assesses.  These are:-

  1. Mathematical processes and applications (MA1)
  2. Number and Algebra (MA2)
  3. Geometry and Measures (MA3)
  4. Handling Data (MA4)


Teaching ensures that pupils are able to use and apply mathematics (MA1) through contexts of MA2-MA4. 


Curriculum opportunities arise in many other subjects in which mathematics plays an integral part. 


Teaching and Learning approaches


Teaching and learning approaches will be in line with the Teaching and Learning Policy.


The school uses a variety of teaching to accommodate learning styles in mathematics. Our principal aim is to develop children’s knowledge, skills and understanding. During our daily lessons we encourage children to ask as well as answer mathematical questions. They have the opportunity to use a wide range of resources, such as number lines, number squares, digit cards and small apparatus to support their work. ICT is used in mathematics lessons to facilitate engagement and support learning. Wherever possible, we encourage the children to apply their learning to everyday situations.


In all classes children have a wide range of mathematical abilities. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies – in some lessons through differentiated group work and in other lessons by organising the children to work in pairs or small groups on open-ended problems or games. We use classroom assistants to support some children, and to ensure that work is matched to the needs of individuals.


Mathematics Curriculum Planning


Mathematics is a core subject in the National Curriculum, and follow the statutory requirements of the Programmes of Study for Mathematics.


We carry out the curriculum planning in mathematics in three phases (long-term, medium-term and short-term). Our planning gives a detailed outline of what we teach in the long term, while our yearly teaching programme identifies the key objectives we teach to in each year. Discussion also takes place between the subject link – governor, HLTA’s and TA’s prior to and during lessons.


Our medium-term mathematics plans, which are adapted from the long term planning, and give details of the main teaching objectives for each term, define what we teach. They ensure an appropriate balance and distribution of work across each term. These plans are kept and reviewed by the subject leader.


It is the class teacher who completes the weekly plans for the teaching of

Mathematics. These unit plans list the specific learning objectives and expected outcomes for each lesson, and give details of how the lessons are to be taught, these are informed by the medium term planning. The class teacher keeps these unit plans, and the class teacher and subject leader often discuss them on an informal basis.


Assessment and Reporting


Assessment and reporting is in concert with the whole school Marking and Assessment Policy. Work is differentiated by input and output.


Cross Curricula Links


The scheme of work for this subject will include opportunities for Literacy across the Curriculum, Numeracy across the Curriculum and ICT. It will also include opportunities for social, moral, spiritual, cultural and citizenship issues to be addressed. These will be highlighted in the scheme of work.


Contribution of mathematics to teaching in other curriculum areas:



The teaching of Mathematics contributes significantly to children’s understanding of English in our school by actively promoting the skills of reading, writing, speaking and listening. For example, in mathematics lessons we are encouraging children to read and interpret problems, in order to identify the mathematics involved as a means to develop their levels of general literacy. Due to the wide range of literacy levels within each class and Key Stage students are generally engaged at their individual levels.


Personal, Social and Health Education (PSHE) and Citizenship

Mathematics contributes to the teaching of PSHE and citizenship. The work that children do outside their normal lessons encourages independent study and helps them to become increasingly responsible for their own learning. The planned activities that children do within the classroom encourage them to work together and respect each other’s views. We present students with real-life situations in their mathematics work on Money, Data Handling, Measures & Using & Applying, therefore adding to the Functional Skills aspect of the curriculum.


Spiritual, Moral, Social and Cultural Development

The teaching of mathematics supports the social development of our children through the way we expect them to work with each other in lessons. We group children so that they work together to develop general social skills.


Monitoring and Evaluation

The subject curriculum is to be reviewed each year and subject advisors (where available) are to be consulted in this process.  The curriculum delivered should be monitored by the subject teacher and a senior member of staff charged with that responsibility.  An annual audit of the curriculum is undertaken to evaluate each year’s curriculum delivery and to aid future planning.


Management of the subject

The Subject Co-ordinator has a job specification giving detailed areas of responsibility.  The overview of the school’s curriculum is the time management responsibility of the Assistant Head Teacher.


Special Needs

Subject will follow the guidelines laid out in the Special Educational Needs Policy.


Health and Safety

All activities, whether in school or off site, will be guided by the school's Health and Safety Policy.

Risk assessments are completed for all off site activities on each occasion and each pupil's participation is considered on the basis of the individual, the group and the activity.  Risk assessments are held centrally by the Health and Safety Co-ordinator.

The Health and Safety Policy Risk Assessment Procedure should be seen as a positive process to enable as many pupils access to activities as possible.


Equal Opportunities

Rosewood School is committed to working towards equality of opportunity in all aspects of school life and aims to provide access to the curriculum for all its pupils. Rosewood School is also committed to fulfilling its obligations under ‘The Duty to Promote Race, Gender and Disability Equality’. The School will be producing Action Plans in respect of these duties and conducting Equality Impact Assessments.


Child Protection

Uses of Maths included in Child Protection. 

Awareness of percentages, relating to alcohol misuse.

Ability to read calendars, relating to dates of menstrual cycles and pregnancy.

Ability to read and interpret graphs/charts/tables relating to drug/alcohol misuse.


Mathematics and Inclusion

At our school we teach mathematics to all children, whatever their ability and individual needs. Mathematics forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our mathematics teaching we provide learning opportunities that enable all pupils to make good progress. We meet the needs of all of our pupils with special educational needs, those with disabilities, those with special gifts and talents and those learning English as an additional language, and we take all reasonable steps to achieve this.


Our assessment process looks at a range of factors – classroom organisation,

teaching materials, teaching style and differentiation – so that we can take some additional or different action to enable the child to learn more effectively. Assessment against the National Curriculum allows us to consider each child’s attainment and progress against expected levels. This ensures that our teaching is matched to the child’s needs.


Assessment for Learning

We make medium-term assessments to measure progress against the key objectives, and to help us plan the next unit of work. We use the class record of the key objectives as the recording format for this.


We make long-term assessments towards the end of the school year, and we use these to assess progress against school and national targets. We can then set targets for the next school year and make a summary of each child’s progress before discussing it with parents. We pass this information on to the next teacher at the end of the year, so that s/he can plan for the new school year. We make the long-term assessments with the help of end-of-year tests and teacher assessments. We also make annual assessments of children’s progress measured against age related expectations.




  • Subject Guidelines


  • Resources


  • Scheme Matrix