Numeracy is the ability to understand and use maths in daily life, at home, work or school. Numeracy doesn’t mean complex skills, like algebra, it means being confident enough to use basic maths in real-life situations. Numeracy is as important as literacy – it’s sometimes called ‘mathematical literacy’ – and we need both to be successful later in life. All teachers at HOH are teachers of numeracy. Departments work alongside their numeracy ambassadors. Working together, we can achieve a culture of nurturing and promoting numeracy across the academy.

Aims and Objectives

  • Secure high standards of numeracy across the school through developing a whole school Numeracy Policy which enables all staff to access support and guidance.
  • To raise the profile of numeracy and to secure high standards of numeracy across the school and to promote numeracy throughout the curriculum.
  • To develop, maintain and improve standards in numeracy across the school by enhancing the quality of teaching.
  • To ensure consistency of practice including methods, vocabulary and notation by developing the cross curricular use of numeracy and by identifying opportunities for numeracy in lessons and schemes of work.
  • To ensure an effective cross-curricular approach to the development of numeracy and to promote cross-curricular opportunities for this, indicating and facilitating areas for collaboration.
  • To assist in the transfer of students’ knowledge, skills and understanding of numeracy between subjects.
  • To ensure students are aware of what is expected of their numeracy skills.

Numeracy Strategies

We will introduce a “theme of the term” across the academy where key numeracy skills are promoted by all staff



Theme of the term will consist of the following:

  • Chinese method
  • Bus stop method
  • Graph literacy
  • Percentages
  • Money Problems
  • Mathematics for finance

These topics will be included in the weekly staff bulletin, which will also contain links to videos made by staff explaining key concepts with examples given.

Slides with scaffolded questions will then be provided to be used in form times, and numeracy ambassadors for each subject will explore how they could apply the theme of the term to their SOW for the term, seeking support from maths staff if needed.

We will also provide Google quizzes to assess students’ knowledge, but staff are also welcome to use this to test their understanding before delivery.

Students will be using these key skills across the academy in a variety of contexts, so not only by purposeful practice will they gain progress in this particular skill, but they will also be able to see real life applications of where it is appropriate to use this skill.

Within each department across the academy, a member of staff is selected as Numeracy Ambassadors. They guide their department using the termly numeracy bulletin focus and key numeracy skills



Our Numeracy Ambassadors promote cross curricular opportunities within each department by creating projects, numeracy displays, sharing resources, celebratory information and up to date numeracy strategies to support numeracy within their subject.

Numeracy ambassadors will meet with the numeracy coordinator on a termly basis to discuss ideas and support needed from the maths team.

  • This initiative encourages a whole school numeracy discussion across departments to ensure all members of staff are teachers of numeracy.
  • Ambassador initiatives within departments enable pupils to recognise how to be successful in numeracy within a specific subject.
  • A culture of nurturing numeracy is established across the academy.
Opportunities to explore and use calculator functions will be embedded across the academy to promote a working knowledge of how to perform basic functions



The correct model (Casio FX-85GTX or Casio FX-83GTX ) of scientific calculators will become an integral part of equipment check to ensure that students are familiar with using the calculators that will be used in their formal examinations. Staff, students and parents will be made aware of which scientific calculators are acceptable, and where there are barriers to obtaining one for disadvantaged pupils we will seek to fund this from the pupil premium budget.

Form and subject teachers will encourage students to use calculators to check their own work as well as staff embedding using calculators to perform self assessment in subjects across the curriculum (it is important that the calculator does NOT replace the actual performing of the calculation, merely assessing if it has been done correctly).

The maths department will create videos for staff and students to guide them through basic calculator functionality which is not common knowledge.

Using a calculator will become second nature to students, ensuring that the correct calculator is used will not only assist the content of delivery (as teachers are not delivering different instructions for multiple models) but will make sure students are fluent in calculator use for their formal examinations, meaning more marks will be gained through the checking of working in GCSE exams.

We have the expectation that all subject knowledge organisers and exercise books have specific focus on standardised numeracy



In all subjects, pupils are tested sometimes daily, weekly and always termly on their retention through knowledge check activities. Homework is set on a weekly basis around knowledge organisers to encourage independent learning and retention of key facts.

Standardised numeracy eg. format of fractions, method of written four operations etc.

Our exercise books also support numeracy. On each cover, pupils have access to imperial and metric unit conversion, shapes, formulae of 2D and 3D shapes, number formats and number lines to ensure pupils recognise the importance of successful numeracy in all of their subjects.

  • Knowledge Organisers make lessons more accessible as students should have already retained basic information relating to numeracy, and they can then apply this in the wider context.
  • Pupils are constantly enhancing their numeracy skills and appreciate the value in knowing key calculations.
Our Cross-Phase Curriculum offers the opportunity for specifically targeted pupils to access intervention by Primary teachers



A targeted termly enrichment session that is led by our Deputy Head of our Primary. He is an experienced year 5 teacher and is using intervention time to boost the numeracy levels of specific pupils.

Starting in October, these pupils will have a bespoke action plan set for them based on their initial baseline test. Intervention will be in groups of 3 so that Mr Bullock can offer high quality intervention.

All selected pupils will bridge basic gaps in their numeracy skills. This will be evidenced by milestone results.

FT mentoring catch up: A member of maths staff who is not a form teacher will deliver form time mentoring



A small group of targeted pupils from key stage 3 (targeted pupils will be based on department and academy priority groups) will use 1 form time session a week to take part in a numeracy catch up program.

Starting at the beginning of Term 1 these students will complete a basic numeracy test. These will be on a carousel due to new form arrangements. Mathswatch/ Dr Frost Maths is instated so that progress in particular topics can be more closely monitored, and activities can be more tailored for personal needs. At the end of Term 2 students will take the same test to monitor their progress and a decision will be made if they need to stay for another 2 terms.

All selected pupils will make additional progress on basic numeracy, as it will be evidenced by the milestone results in KS3. This will be analysed by year leads.

Maths for finance will be explored during term 5 and 6 form times to ensure students have enough knowledge and vocabulary to understand key financial skills involved in adult life



The numeracy coordinator will create a bank of resources investigating key concepts in financial maths, such as loans, savings, mortgages and pensions, along with a keyword list to ensure students have enough literacy skills to understand what key terms mean when reading financial documentation. They will also include teacher notes for facilitating discussions and asking probing questions to encourage thinking about advantages and disadvantages given financial scenarios

These will be discussed throughout term 6 of the year with all students in key stage 3.

Students will have a good level of financial literacy to enable them to make informed decisions around their own personal finances and they will be able to have educated discussions on given financial scenarios which will enable them to understand consequences of their decisions in adulthood.

Numeracy celebrations



Staff across the academy will promote numeracy during national celebrations, such as Pi day, National Numeracy Day and Number Day and make resources so that all departments can link maths into lessons.Numeracy Ambassadors will be informed ahead and will help to promote them in their departments.

This will encourage staff and students to discuss numeracy and develop a keen interest in the history and culture of mathematics

Maths challenges (external and internal) promote the importance of everyday math skills, offering practical ways of helping children improve their numeracy.



The numeracy coordinator will ask to receive admin permission for Classcharts and sets Monthly Maths Challenges for pupils online. They will send it to the office to promote it on Twitter.
Winner are celebrated at year assemblies in the beginning of next term (e.g.certificate, personalised pencil, rubber in pencil case)
The numeracy coordinator will look for external maths challenges and numeracy ambassadors will look for external subject specific challenges linked to numeracy and will promote it.

The number of pupils are increasing who take part in the academy’s monthly maths challenge, which will create dialogue and enthusiasm for numeracy across the academy.

Investment in staff development around numeracy



The maths department will lead small CPD sessions for all staff on “theme of the term” skills so that staff are knowledgeable and able to deliver the content whilst simultaneously enabling staff to ask questions of the maths team if they are unsure of anything.

We will also provide half an hour of drop in virtual time every fortnight/ once a term for staff to come in and ask any questions on numeracy or how to deliver content.

Numeracy ambassadors can also support within their department and liaise with the numeracy coordinator around any support needed.

The numeracy coordinator will conduct EWs on departments to give feedback on aspects of numeracy delivery to foster a nurturing and progressive environment for numeracy across the academy.

Staff will be more competent in their understanding of numerical concepts and therefore be able to deliver content proficiently. This will have a direct impact on pupil progress.

The maths department will run a subject specific homework club once a week to provide support for those pupils who may need extra subject specific support with homework



HW club will be run by non-y11 teachers each week for 1 hour after school. Pupils who do not complete Maths homework will be on homework report and will be directed to attend Homework club on a weekly basis. Maths teachers will be made aware of the day of homework club so that any homework detentions can be set for that time.

Parents informed via Schoolcomms and wider advertising to take place.

Students will use “sanctioned” time to make academic gains as subject specific content can be delivered by a subject specialist. For those students where they are attending optionally, they will also receive targeted support on specific subject issues they are facing.

Retention activities within maths lessons



The maths department will embed workout Wednesday and formula Friday into all key stage 4 lessons. These are retention activities designed by the class teacher that picks key skills across the curriculum (workout Wednesday has a specific numeracy focus) and enables students weekly/fortnightly practice on retaining or applying these skills.

Embedding recall activities into our medium term plans will enable students deliberate practice of the fundamental skills, which means that they will be able to improve these. Once these are improved they will open students up to applying them in wider contextual questions and situations.

Additional timetabled lessons for lower ability pupils y7, y8 and Y9(potentially) within maths



“Read and write” sessions will take place for targeted students who are underperforming with English and Maths. Students will have extra numeracy sessions, and these will focus on basic numeracy skills.

– based on the SOW and on the suggestion of the lead teacher (main maths teacher) . The read and write teacher will be encouraged to use IT resources when delivering content, such as MathsWatch, Dr Frost, Transum and Sumdog to keep work engaging.Students will use mostly Sumdog as it can provide tailored tasks for each individual based on their ability on certain topics enabling us to bridge gaps in understanding.

Gaps in relation to numeracy topics will be narrowed and those pupils, who came in below for these numeracy topics will have made accelerated progress by the end of the Academic Year.

KS3 Maths Mastery

We follow the National Curriculum for Mathematics and deliver this using the ‘Mathematics Mastery’ programme, enabling the school to embed a proven mastery approach.

This mathematics curriculum will ensure students develop the required fluency in the fundamentals of mathematics as well as developing a deep understanding of mathematical concepts, so that they can reason mathematically and apply in problem solving.

The curriculum is well sequenced and interlinked to continually allow for prior learning to be connected to new concepts. It also allows the time to ensure students can apply the skills and knowledge they have learnt to a greater depth by applying this in a variety of contexts and variations. 

The Curriculum allows for students to think and articulate mathematically, using the mathematical language and terminology, to support their deep understanding. A concrete-pictorial-abstract approach will be used in lessons, to enable pupils to make links between manipulatives, pictorial representations and written methods. The intention of these approaches is to provide all children with full access to the curriculum, enabling them to achieve mastery in mathematics. Students will develop a deep understanding of the concepts they meet rather than learn from rules.