Head of Mathematics Department: Ms Barratt

 

Numeracy is…

… much more than just knowing about numbers and number operations. It requires practical understanding and encourages the inclination to problem solve. Numeracy develops and enhances an analytical approach in dealing with measurement and handling data.

At Ark Greenwich Free School we know that the ability to work comfortably and analytically with numbers in any form will open up doors for our scholars across the curriculum, and beyond the school gates.

Our aim is to ensure that no scholar is held back by poor numeracy skills, or a lack of confidence with numeracy.

 

We have the following in place to support numeracy across the school:

  • A partnership with Mathematics Mastery which has allowed us to invest time and effort into ensuring our scholars are confident with the basics, and have extremely strong foundations before moving on to Key Stage 4.
  • Nurture groups with smaller class sizes in each year group, to ensure all scholars are given the opportunity to make progress in line with their peers as they move up the school.
  • Subscriptions to online platforms such as MathsWatch VLE. This allows our scholars to access additional resources from home and receive instant feedback when completing online tasks. Tasks are set as independent learning by Maths teachers, but scholars are also able to choose videos, interactive questions and worksheets themselves to support their learning.
  • Quizlet revision cards to ensure that scholars have the mathematical literacy required to allow them to express their numeracy skills.

New for 2020/21:

Use of the Times Tables Rockstars programme to see exactly how our scholars’ numeracy compares with the expectation for their age group, and to ensure those achieving below the expected level make rapid progress.

Scholars across the school will complete a baseline assessment in numeracy. Those who require intervention will complete weekly tasks until they are able to ‘graduate’, ensuring that no scholar is left behind.