Why We Study Maths
Maths at Ramsden Hall Academy empowers our pupils with SEMH needs to develop essential mathematical skills and confidence for everyday life and future success. Through our carefully structured curriculum based on the White Rose Maths framework, we provide a mastery approach that allows pupils to work at their developmental stage rather than chronological age, ensuring every learner can experience success and build upon secure foundations.
Our therapeutic approach recognises that many of our pupils have experienced disrupted learning and may have developed maths anxiety. We create a safe, supportive environment where mistakes are valued as learning opportunities, and where pupils can develop at their own pace without the pressure of age-related expectations. By breaking down mathematical concepts into small, manageable steps and providing extensive opportunities for consolidation, we help pupils overcome barriers to learning and discover that they can succeed in maths.
We focus on developing mathematical fluency, reasoning and problem-solving skills that pupils can apply in real-world contexts—from managing money and understanding time, to measuring ingredients and interpreting data. By combining practical, hands-on learning with opportunities to achieve recognised qualifications, we prepare pupils with both the mathematical skills and the confidence they need for independent living, further education, training and employment.
Our Five Aims
1. Develop Mathematical Fluency and Confidence
Building secure understanding of number, calculation and mathematical procedures through regular practice, enabling pupils to recall and apply knowledge accurately and efficiently. By mastering place value, the four operations, fractions, decimals and percentages through systematic teaching and consolidation, pupils develop the fluency needed for everyday mathematical tasks.
2. Develop Mathematical Reasoning Skills
Understanding mathematical concepts, relationships and patterns, being able to explain their thinking, justify their methods and follow mathematical arguments. Pupils learn to articulate why methods work, identify patterns across mathematical concepts, and develop logical thinking that transfers beyond mathematics.
3. Apply Mathematics to Solve Problems
Breaking down problems into manageable steps, selecting appropriate strategies and methods, and applying mathematical knowledge to real-life contexts including financial literacy, measurement and data handling. By working with authentic problems—budgeting, shopping, reading timetables, interpreting data—pupils develop the practical numeracy skills needed for independent living.
4. Build Resilience and Positive Attitudes Towards Maths
Developing growth mindset, recognising that ability in maths can be developed through effort and practice, learning from mistakes, and experiencing success at their own developmental level. Our stage-not-age approach removes the pressure of age-related expectations, allowing pupils to build confidence through regular achievement and discover that they can succeed in mathematics.
5. Develop Independence and Self-Regulation in Learning
Taking ownership of their learning, recognising when they need support, using appropriate resources and tools, and monitoring their own progress towards personal targets. Pupils learn to select appropriate strategies, use mathematical resources independently, and develop the metacognitive skills needed to approach mathematical challenges with confidence.
How We Teach Maths
Curriculum Structure
Teaching by stage not age: At Ramsden Hall Academy, pupils work at their developmental stage rather than by chronological age. Following initial assessment, pupils are placed within the appropriate stage of the White Rose Maths framework based on their current mathematical understanding. This may mean that a Year 10 pupil works on Year 6 content if that is where their secure understanding lies, allowing them to fill gaps and build confidence before progressing. Our small class sizes and high staff ratios enable us to provide personalised learning pathways within mixed-stage groups.
White Rose Year 4/5 covers place value to 10,000/100,000, mental and written addition and subtraction methods, and measurement including length, perimeter and area in Autumn Term. Spring Term develops multiplication and division including times tables and written methods, alongside fractions including equivalent fractions, comparing, and adding/subtracting. Summer Term focuses on decimals and percentages including place value and calculations, geometry covering properties of shapes and angles, and statistics including tables, charts and graphs.
White Rose Year 6/7 covers place value to 1,000,000 including negative numbers, all four operations including written methods and order of operations, and all operations with fractions in Autumn Term. Spring Term develops decimals and percentages including all operations and percentage of amounts, introduces ratio and proportion, and begins algebra with simple expressions and equations. Summer Term focuses on geometry including area, perimeter and volume, statistics including mean, range and pie charts, and multi-step problem solving in context.
White Rose Year 8/9 covers number including calculations, powers, roots and standard form, algebra including expanding, factorising and solving equations, and ratio and proportion including direct proportion, scale and rates in Autumn Term. Spring Term develops geometry including angles, constructions and Pythagoras, statistics including averages, representing data and scatter graphs, and probability including calculating probability and comparing experimental versus theoretical probability. Summer Term focuses on fractions, decimals and percentages including all operations, growth and decay, real-life maths including financial literacy and measurement in context, and extended reasoning tasks.
Entry Level/Functional Skills pathway covers number skills including place value, four operations and money calculations, practical measures including time, length and weight in real contexts, and data handling including reading timetables, charts and graphs in Autumn Term. Spring Term develops fractions, decimals and percentages in practical contexts such as shopping, recipes and discounts, ratio and proportion including recipes, scale and best value, and multi-step problem solving in everyday contexts. Summer Term focuses on geometry and measures including area, perimeter and volume in practical tasks, financial maths including budgeting, bills, wages and tax, and comprehensive exam preparation including practice papers, revision and exam techniques.
Building Knowledge and Skills from Varied Starting Points
All pupils complete a comprehensive baseline assessment on entry, using White Rose assessment materials and diagnostic tasks. This identifies their current stage of understanding, specific gaps in knowledge, and areas of confidence. We also gather information about pupils' previous experiences with maths and any anxieties or barriers to learning.
Pupils begin at the stage where they have secure understanding, even if this is several years below their chronological age. Each White Rose unit builds systematically on prior learning, with clear small steps that develop understanding progressively. We use the CPA approach (Concrete-Pictorial-Abstract) to ensure deep understanding at each stage. Regular low-stakes quizzes and retrieval practice help identify and address gaps quickly. Pupils move to the next stage only when they have demonstrated secure understanding and can apply knowledge independently.
Mathematical concepts spiral through the curriculum, being revisited with increasing depth and complexity. Each lesson begins with retrieval practice of prior learning. Weekly consolidation lessons allow pupils to practice and apply skills learned. Half-termly review weeks provide opportunities to revisit and strengthen understanding before moving forward. Key concepts including place value, times tables and fractions are regularly revisited throughout the year.
Within each stage, pupils receive differentiated support through varied levels of scaffolding and concrete resources, mixed and similar ability pairing for collaborative work, differentiated questioning and task complexity, personalised targets and success criteria, and flexible teacher and LSA support based on individual needs.
Trauma-Informed Teaching Approach
Our approach to teaching maths is deeply rooted in trauma-informed practice, recognising that many of our pupils have experienced disrupted learning, developed maths anxiety, or have negative associations with mathematics from previous educational experiences.
We invest time in getting to know each pupil's mathematical journey, their strengths, worries and aspirations. Small class sizes and consistent staffing enable strong relationships where pupils feel known and valued. We celebrate effort and progress, not just attainment, recognising that every pupil's journey is different. Regular one-to-one check-ins allow pupils to share concerns and celebrate successes in a safe space. We explicitly teach that making mistakes is an essential part of learning maths.
We recognise that challenging behaviour in maths often stems from anxiety, previous negative experiences, or feeling overwhelmed. When pupils struggle, we respond with curiosity not judgment—"What's making this tricky?" rather than "Why aren't you working?" We provide alternative ways to engage when pupils are dysregulated—practical tasks, maths games, or working with concrete materials. Pupils can access regulation breaks and return to learning when ready, without shame or consequence.
Pupils have choice in how they record their work—written, typed, photographed, or verbal explanation. Within each lesson, pupils can choose their level of challenge through "mild, spicy or hot" tasks. Pupils can choose where they sit, who they work with (within boundaries), and what resources they use. We involve pupils in setting their own targets and choosing areas they want to improve. Pupils have agency over their pace—they can spend longer on topics they find difficult or move ahead when ready.
Our classroom environment is calm, organised and predictable with clear routines and visual timetables. We use consistent language and structures including "Do now" tasks and "We do, you do" modelling. Displays celebrate pupils' work and progress, showing that everyone is at different stages and that's okay. We explicitly teach a growth mindset—"I can't do this yet" rather than "I can't do this." Pupils are never compared to others or to age-related expectations—only to their own previous best. We create a culture where asking for help is seen as a strength, not a weakness.
Typical Lesson Structure
Lessons begin with Settling and Do Now (5 minutes) where pupils enter calmly to low-level music and complete a low-stakes retrieval task reviewing previous learning. This provides a calm start, activates prior knowledge, and allows teacher to check understanding. Learning Intention and Success Criteria (2 minutes) follows, with clear learning intentions shared and success criteria displayed, making links to prior learning and real-life contexts.
Modelling and Direct Instruction (10-15 minutes) sees the teacher model new concepts using the CPA approach (Concrete-Pictorial-Abstract), thinking aloud to make mathematical thinking visible, providing worked examples with step-by-step explanations, with pupils following along using individual whiteboards or concrete materials and regular check-ins. Guided Practice - "We Do" (10-15 minutes) has pupils work through examples with teacher support using scaffolded questions with decreasing support, working in pairs or small groups with teacher circulating, receiving immediate feedback and correction of misconceptions.
Independent Practice - "You Do" (15-20 minutes) allows pupils to work independently on differentiated tasks (mild, spicy, hot), with teacher and LSA providing targeted support. Pupils self-select their challenge level and can move between levels, with opportunities for problem-solving and reasoning and access to concrete materials, vocabulary mats and worked examples as needed. Plenary and Reflection (5 minutes) reviews learning, allows pupils to share their work or explain their thinking, addresses any remaining misconceptions, and previews the next lesson. Regulation breaks are built in as needed throughout.
Concrete-Pictorial-Abstract (CPA) Approach
All new concepts are introduced using physical manipulatives including place value counters, fraction bars and algebra tiles (Concrete). Pupils then represent concepts using diagrams, bar models and number lines (Pictorial). Finally, pupils work with numbers and symbols alone (Abstract). Pupils can move back to concrete or pictorial representations whenever needed—this is not seen as "going backwards." This approach is particularly effective for pupils with SEMH needs as it makes abstract concepts tangible and reduces anxiety.
Communication, Literacy and Numeracy Development
Every lesson includes opportunities to develop mathematical vocabulary including place value, operation, equation, variable, proportion, probability, mean, median, mode, range, perimeter, area, volume. Vocabulary is explicitly taught, displayed visually and regularly reinforced. Pupils develop literacy through reading word problems, writing explanations of methods, and articulating mathematical reasoning verbally and in writing.
Numeracy skills are systematically developed through fluency practice with the four operations, mental calculation strategies, estimation and checking, working with fractions, decimals and percentages, ratio and proportion, data handling and interpretation, and financial mathematics in authentic contexts. Mathematical thinking skills including problem-solving strategies, logical reasoning, pattern spotting, and making connections between concepts transfer across all areas of learning and life.
SMSC, British Values and Modern Britain
SMSC: Mathematics lessons explore moral and ethical issues through financial literacy and responsible money management, understanding statistics and data in media, environmental mathematics including sustainability, and fair distribution and social justice through ratio and proportion problems. Pupils consider the importance of numeracy for informed decision-making.
British Values: Democracy explored through data collection and interpretation; rule of law through understanding mathematical rules and conventions; individual liberty through making informed financial choices; tolerance through collaborative problem-solving and respecting different mathematical approaches.
Modern Britain: Understanding financial literacy, data interpretation, digital mathematics, consumer awareness and practical numeracy prepares pupils for informed citizenship and contemporary life. Topics like budgeting, wages, tax, loans and statistical literacy are handled in age-appropriate ways that empower pupils to navigate modern financial and numerical contexts.
Curriculum Impact
Academic Progress and Achievement
Our progressive qualification pathway from foundational numeracy through to Entry Level, Functional Skills or GCSE Mathematics ensures every pupil can achieve recognition for their progress. Daily checks for understanding through mini-whiteboards, questioning and exit tickets, weekly low-stakes retrieval quizzes, and regular marking with specific feedback ensure ongoing formative assessment. End-of-unit assessments, half-termly progress reviews, and formal examinations provide summative data. Pupils progress from foundational number skills and concrete understanding to abstract mathematical thinking, problem-solving and reasoning, with nationally recognised qualifications supporting post-16 transitions.
Personal Development and Confidence
Our stage-not-age approach removes the pressure and anxiety of age-related expectations, allowing pupils to experience regular success that builds confidence and positive attitudes towards maths. Successfully completing mathematical tasks—from mastering times tables to solving complex problems—creates a sense of achievement and demonstrates that ability in maths can be developed. Understanding that mistakes are valued as learning opportunities creates a culture where pupils feel safe to take risks. Safe, supportive learning environments where pupils are never compared to others reduce anxiety and build mathematical self-efficacy.
Communication and Problem-Solving
Pupils progress from concrete understanding with manipulatives to abstract mathematical thinking, with improved ability to explain mathematical reasoning, justify methods and approaches, and articulate problem-solving strategies. Understanding mathematical concepts, relationships and patterns develops logical thinking that transfers across all areas of learning. Systematic development of problem-solving strategies—breaking down problems, selecting appropriate methods, checking and evaluating solutions—equips pupils with transferable skills for life.
Preparation for Life Beyond School
Practical numeracy skills, financial literacy, problem-solving and logical thinking prepare pupils for further education, training, employment or independent living. Understanding how to manage money, interpret data, measure accurately and solve everyday mathematical problems equips pupils to navigate adult life with confidence. Recognised qualifications—Entry Level, Functional Skills or GCSE Mathematics—provide credentials that support progression to college courses, apprenticeships or employment, while transferable skills in logical thinking, problem-solving, resilience and independence support success across all areas of life.
Monitoring and Evaluation
We measure impact through ongoing formative assessment (mini-whiteboards, questioning, exit tickets, observation, weekly quizzes), summative assessments (end-of-unit tests, half-termly reviews, mock examinations), qualification outcomes (Entry Level, Functional Skills, GCSE), individual pupil tracking showing progress through White Rose stages, pupil voice (feedback about confidence, attitudes and mathematical self-efficacy), and evidence that pupils use mathematical skills in other subjects and real-life contexts, successfully transition to appropriate KS4 pathways, and demonstrate reduced maths anxiety and increased resilience.
