Mrs L Foster (Director of Mathematics), Miss L Devaney (2nd in department ), Mr Y Adjei, Mr M Allen, Miss D Marsh, Miss H Jessop and Mrs L Whalley.

Mathematics is the means of looking at the patterns that make up our world and the intricate and beautiful ways in which they are constructed and realised. Numeracy is the means of making that knowledge useful.

Our aims are to encourage and enable students to:

  • Recognise that mathematics permeates the world around us.
  • Appreciate the usefulness power and beauty of mathematics
  • Enjoy mathematics and develop patience and persistence when solving problems
  • Understand and be able to use the language symbols and notation of mathematics
  • Become confident in using mathematics to analyse and solve problems both in school and in real life situations
  • Develop the knowledge skills and attitudes necessary to pursue further studies in mathematics
  • Appreciate the international dimension of mathematics and its multicultural and historical perspectives.

Key Stage 3

We follow the National Numeracy Strategy adapted to suit the needs and abilities of our students and our main text resource is “KS3 Maths Progress” for years 7 -9. , a set of text books suited to the needs of students of all abilities.

Key Stage 4

In Years 10 & 11 students receive 4 hours of Mathematics teaching per week.

At GCSE we offer the Edexcel Linear A GCSE route and we use Pearson textbooks in years 10 and 11. Students are set according to ability based on their results at the end of year 9. We continue to make use of all those resources available at Key Stage 3 and maintain a variety of teaching and learning styles.


Our objectives as a department are to promote knowledge and understanding of mathematical concepts and processes. These are fundamental to studying mathematics and form the base from which to explore complex concepts and develop problem-solving skills. Through knowledge and understanding students develop mathematical reasoning to make deductions and solve problems.

At the end of the course, students should be able to:

  • demonstrate knowledge and understanding of the five branches of mathematics (number, algebra, geometry and trigonometry, statistics and probability.
  • use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in real-life contexts.
  • select and apply general rules correctly to solve problems, including those in real-life contexts.

When solving problems students should be able to:

  • select and apply appropriate inquiry and mathematical problem-solving techniques
  • recognize patterns
  • describe patterns as relationships or general rules
  • draw conclusions consistent with findings
  • justify or prove mathematical relationships and general rules.

Mathematics provides a powerful and universal language. Students are expected to use mathematical language appropriately when communicating mathematical ideas, reasoning and findings—both orally and in writing.

At the end of the course, students should be able to communicate mathematical ideas, reasoning and findings by being able to:

  • use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations
  • use different forms of mathematical representation (formulae, diagrams, tables, charts, graphs and models)
  • move between different forms of representation.

We build upon these skills in all 5 years.

GCSE results were 80% Grade 4-9 and 50% Grade 5-9 in 2019.

Support in Mathematics

As a department we offer students the opportunity to attend the Maths ARC (Academic Review Centre) any lunchtime they wish. This is a facility staffed by a teacher and the Mathematics Learning Assistant. It can be used for catch up/homework help/ ICT based support.

Time may be booked with the Learning Assistant for additional help.

We also provide access to ActiveLearn, which is a commercial site operated by Pearson, (, to provide support to all pupils for their studies.

Extra Curricular Activities

  • Problem of the week
  • Other National challenges – as opportunities arise