Maths

The curriculum is framed by the Brook profile sheets which map the small steps of each individual student’s progress. Teachers use this to create a learning sequence tailored to each student and their individual needs. In Brook classes, maths is considerably more generic skills based and focuses on the pre learning stages of learning which then lead into the pre learning stages of maths in our M levels (for pupils that reach this level of attainment).

The curriculum cycles through the key aspects of number concepts throughout the school year: counting and cardinality, comparison and composition as highlighted by the NCETM. This approach ensures that pupils receive comprehensive exposure to all facets of numerical skills, enabling them to solidify and revisit their understanding over the course of the year. Additionally, our curriculum integrates targeted learning objectives in shape and space, measure and pattern providing a well-rounded mathematical education for our students.

Subject leadership and subject knowledge

Our schemes of work and use of learning trajectories frame the curriculum in Stream pathways to support teachers in planning effectively sequenced learning that builds on prior knowledge and skills. This relates directly to our M Levels which teachers assess against on Pupil Asset.

We ensure that teachers have good subject knowledge through continuing professional development led by the maths champions and supported by the Trust Curriculum Advisor for Maths.

We work in collaboration and moderate with other Trust academies and through the teacher research group led by the local maths hub.

The curriculum is broken into small steps of learning that carefully sequences content so that our mathematics curriculum is a guarantee of long term learning. These small steps take into account the hierarchy of knowledge and skills within maths and build these sequentially and progressively to support pupils in successfully achieving their end goals. Each step builds on the previous learning steps and interweaves prior content with new concepts, which helps pupils to grasp the links between topics and to understand them more deeply.

Consolidation and retrieval practice is used wisely to revisit any misconceptions, link learning and recap knowledge already taught. This also allows us to address misconceptions or gaps that pupils may have so they can continue to progress.

Subject leadership and subject knowledge

Our White Rose schemes of learning frame the curriculum in River/ Waterfall pathways to support teachers in planning effectively sequenced learning that builds on prior knowledge and skills. The White Rose schemes can also be broken down into further steps through the use of Numicon online. This provides teachers with a variety of ways to support students in the concrete, pictorial and abstract approaches to mathematical learning.

We ensure that teachers have good subject knowledge through continuing professional development led by the maths champions and supported by the Trust Curriculum Advisor for Maths.

We work in collaboration and moderate with other Trust academies and through the teacher research group led by the local maths hub.

Our Maths Leads ensure that our school intent is enacted across the school through learning walks, moderation, pupil and staff voice and informal discussions with teachers.

Subject leadership and subject knowledge

We ensure that teachers have good subject knowledge through continuing professional development led by the maths champions and supported by the Trust Curriculum Advisor for Maths.

We work in collaboration and moderate with other Trust academies and through the teacher research group led by the local maths hub.

The Concrete, Pictorial, Abstract (CPA) Approach is used across the school in each pathway. In the Brook pathway the pupils focus on the Concrete stage of this approach. Staff use manipulatives to support students with their learning. In Phase 1 and 2 this could be seen during nursery rhymes, daily routine songs, sensory stories and sensory play.
Pupils within the Brook pathway work on Individual Learning Plans (ILPs). Through these plans students work on highly differentiated targets, specific to their individual needs. Pupils in this pathway are assessed against the Brook framework on Pupil Asset.
Classroom environments are engaging and multi-sensory with high levels of adult support.
In the Brook pathway maths objectives are achieved through a variety of experiential, physical and sensory activities. For example: sensory stories, nursery rhymes, sensory play, cooking, PE, working with manipulatives, assisted touch, cause and effect toys and daily routines.
Pupils work on their Individualised Provision Plan targets for cognition and learning.

The Concrete, Pictorial, Abstract (CPA) Approach is used across the school in each pathway. In the Stream pathway, students mainly focus on the Concrete and Pictorial stage of this approach. Staff use manipulatives to support students with their learning. In Phase 1 and 2 this could be seen during nursery rhymes, daily routine songs, sensory stories and sensory play.
Pupils within the Stream pathway work on ILPs (individual learning plans). Through these plans students work on highly differentiated targets, specific to their individual needs that have been adapted from the M level descriptors, National Curriculum and Learning Trajectories.
Learning activities are extremely structured and multi-sensory with high levels of adult support. Maths objectives are delivered through short, 1:1 or small group sessions, and are repeated using different strategies until the student is secure and the skills have been embedded.
In the Stream pupils pathway, maths objectives are achieved through a variety of sensory, functional and physical activities. For example: sensory stories, nursery rhymes, sensory play, cooking, PE, working with manipulatives, daily routines.
Pupils work on their individualised Provision Plan targets for cognition and learning.

The Concrete, Pictorial, Abstract (CPA) Approach is used across the school in each pathway. In the River pathway, pupils regularly use manipulatives in class to both aid their application of knowledge and skills and to enable them to demonstrate and explain their understanding of concepts.
Pupils access maths objectives through daily, discrete/direct teaching sessions.
Daily morning recall activities allow students to revisit and embed previously learned knowledge. Pupils are encouraged to solve problems using manipulatives to support them which is modelled/scaffolded by staff members.
In addition to discrete lessons, maths objectives are achieved through daily routines and functional activities/lessons. For example, support in following recipes in cookery and nutrition, PE and music lessons.
Pupils work on differentiated targets adapted from Learning Trajectories/ Numicon Online/ White Rose (as appropriate) and the M Level descriptors.
Pupils work on their individualised Provision Plan targets for cognition and learning.

The Concrete, Pictorial, Abstract (CPA) Approach is used across the school in each pathway. In the Waterfall pathway, pupils regularly use manipulatives in class to both aid their application of knowledge and skills and to enable them to demonstrate and explain their understanding of concepts.
Pupils access maths objectives through daily, discrete/direct teaching sessions.
Daily morning recall activities allow pupils to revisit and embed previously learned knowledge. Pupils are encouraged to solve problems, using manipulatives to support them which is modelled/scaffolded by staff members.
In addition to discrete lessons, maths objectives are achieved through daily routines and functional activities/lessons. For example, support in following recipes in cookery and nutrition, PE and music lessons.
Pupils work on differentiated targets adapted from Learning Trajectories / Numicon Online / White Rose Premium (as appropriate) and the M Level descriptors.
Pupils work on their individualised Provision Plan targets for cognition and learning.
Where appropriate, pupils may take part in inclusive maths lessons or activities across our mainstream partner academies.

Pupils are assessed termly using the Brook framework. The Brook framework assesses across five Key Skill Areas: Communication, Cognitive Skills, Environmental Control Technology, Social and Emotional Well Being and Physical Skills (Gross and Fine Motor).
Pupils are encouraged to use their skills to explore the world around them.
Pupils have a clear enjoyment of maths and enjoy seeing the numbers come to life in each lesson. This confidence in maths and love of learning is nurtured and developed as pupils progress through the school.

Pupils are assessed termly using the M level descriptors on Pupil Asset.
Pupils are encouraged to use their skills to explore the world around them.
Pupils have a clear enjoyment of maths and enjoy seeing the numbers come to life in each lesson. This confidence in maths and love of learning is nurtured and developed as pupils progress through the school.

Pupils are assessed termly using the M level – National Curriculum descriptors on Pupil Asset.
Teachers provide pupils with a range of different methods to use manipulatives to solve problems and pupils are encouraged to try out their own ideas or use a preferred method when recalling information at a later date. Pupils are encouraged to discuss and make estimations of what answers could be, to address the stigma around making mistakes. Combined with maths conversations in the classroom, this has improved the confidence and mathematical reasoning of our pupils.
Pupils are encouraged to use their skills to explore the world around them.
Pupils have a clear enjoyment of maths and enjoy seeing the numbers come to life in each lesson. This confidence in maths and love of learning is nurtured and developed as pupils progress through the school.

Students are assessed termly using the M level – National Curriculum descriptors on Pupil Asset.
Teachers provide pupils with a range of different methods to use manipulatives to solve problems, and pupils are encouraged to try out their own ideas or use a preferred method when recalling information at a later date. Pupils are encouraged to discuss and make estimations of what answers could be, to address the stigma of making mistakes. Combined with maths conversations in the classroom, this has improved the confidence and mathematical thinking of our pupils.
Pupils are encouraged to use their skills to explore the world around them.
Pupils have a clear enjoyment of maths and enjoy seeing the numbers come to life in each lesson. This confidence in maths and love of learning is nurtured and developed as pupils progress through the school.

The practices at Leigh Academy Milestone align with the concept of cultural capital, which refers to the knowledge, skills, values, and attitudes that enable individuals to navigate and succeed in society. Here’s how the academy’s approach contributes to building cultural capital in maths:

Developing Confidence and Motivation
By fostering a positive attitude towards maths and encouraging students to achieve their highest potential, the academy builds students’ self-efficacy and resilience. These traits are essential for future learning and problem-solving in various real-world contexts.
Concrete-Pictorial-Abstract (CPA) Approach
This approach supports deep understanding and accommodates diverse learning styles, helping students build a robust foundation in maths. By using manipulatives and multi-sensory activities, students gain a practical and tangible understanding of mathematical concepts, preparing them to engage effectively in abstract reasoning and problem-solving in the future.
Real-Life Applications
Incorporating maths into daily routines and functional activities, such students connect their learning to everyday life. This not only enhances their engagement but also equips them with practical skills and the ability to see the relevance of maths in the world, a critical component of cultural capital.
Professional Development and Collaboration
Ensuring that teachers have strong subject knowledge, through ongoing professional development and collaboration with other academies and the SEN maths hub, ensures that high-quality education is consistently delivered. This contributes to the students’ ability to access a curriculum that prepares them for lifelong learning and societal participation.
Problem-Solving and Critical Thinking
Emphasising these skills allows students to tackle challenges and make informed decisions, fostering independence and adaptability. These skills are critical for navigating a complex, ever-changing world, thereby enhancing their cultural capital.
Assessment Tailored to Individual Needs
The use of varied assessment methods ensures that all students, regardless of their starting point, receive an education that meets their needs. This inclusivity ensures equitable opportunities for all students to develop mathematical understanding and life skills.

By providing a maths curriculum rooted in relevance, inclusivity, and practical application, Leigh Academy Milestone equips students with the cultural capital needed to succeed in their education, future careers, and everyday life.

At Leigh Academy Milestone, maths is integral to the careers curriculum, equipping pupils with the essential skills needed for navigating daily life and achieving success in the workplace. By fostering fluency with numbers, recognising patterns, and developing logic and problem-solving skills, the curriculum supports students in becoming independent and resilient adults.

The careers curriculum highlights the importance of STEM (Science, Technology, Engineering, and Maths) subjects in opening doors to a wide range of career pathways. By the age of 14, all students are given opportunities to understand how these subjects contribute to various industries and enhance workplace effectiveness. Maths, in particular, is emphasised as a crucial skill not only for traditional STEM careers but also for a broad spectrum of professions, including creative fields, where technical and mathematical expertise are increasingly in demand. This focus demonstrates the versatility and relevance of maths across diverse career paths, preparing students for the evolving job market. Furthermore, practical applications of maths – such as in cooking, PE, and music – ensure that pupils see the relevance of their learning in everyday and professional contexts.

A key focus of the curriculum is preparing pupils for future employment. This includes providing opportunities for certifications such as Pearson Entry Level Functional Skills Exams or higher qualifications in the Waterfall pathway, which serve as tangible credentials to enhance career prospects. Additionally, workplace shadowing, visits, and placements, allow students to see firsthand how mathematical skills are applied in various professions.

Employers value a strong foundation in maths and English as essential employability skills. The academy reinforces this by integrating enterprise and employability skills into the curriculum, ensuring students develop a rich understanding of the world of work and the qualifications needed to succeed. Careers advisors further support this process by helping students connect their mathematical learning to labour market opportunities and career decisions.

This holistic approach to mathematics education at Leigh Academy Milestone not only ensures academic success but also prepares pupils to navigate the complexities of the modern workforce with confidence and capability, laying a solid foundation for lifelong independence and career readiness.

secondary - phases 3 & 4

Subject leadership and subject knowledge

We ensure that teachers have good subject knowledge through continuing professional development led by the maths champions and supported by the Trust Curriculum Advisor for Maths.

We work in collaboration and moderate with other Trust academies and through the teacher research group led by the local maths hub.

Subject leadership and subject knowledge

We ensure that teachers have good subject knowledge through continuing professional development led by the maths champions and supported by the Trust Curriculum Advisor for Maths.

We work in collaboration and moderate with other Trust academies and through the teacher research group led by the local maths hub.

Subject leadership and subject knowledge

We ensure that teachers have good subject knowledge through continuing professional development led by the maths champions and supported by the Trust Curriculum Advisor for Maths.

We work in collaboration and moderate with other Trust academies and through the teacher research group led by the local maths hub.

The Concrete, Pictorial, Abstract (CPA) Approach is used across the school in each pathway. In the Brook pathway, where appropriate, the students focus on the Concrete stage of this approach. Staff use manipulatives to support pupils with their learning. In Phase 3 and 4 this could be seen during a variety of different activities, for example: age appropriate songs and sensory stories.
Pupils within the Brook pathway work on ILPs (individual learning plans). Through these plans, pupils work on highly differentiated targets, specific to their individual needs. Pupils in this pathway are assessed using the Brook framework on Pupil Asset.
Classroom environments are engaging and multi-sensory with high levels of adult support.
In the Brook pathway maths objectives are achieved through a variety of experiential, physical and sensory activities. For example: age appropriate sensory stories and songs, music lessons, sensory activities, cooking, PE, working with manipulatives, assisted touch, cause and effect toys, and daily routines.
Pupils work on their Individualised Provision Plan targets for cognition and learning.

The Concrete, Pictorial, Abstract (CPA) Approach is used across the school in each pathway. In the Stream pathway the pupils mainly focus on the Concrete and Pictorial stage of this approach. Staff use manipulatives to support students with their learning. In Phase 3 and 4 this could be seen during a variety of different activities, for example: age appropriate songs, sensory stories and individual learning tasks using manipulatives.
Pupils within the Stream pathway work on ILPs (individual learning plans). Through these plans, pupils work on highly differentiated targets, specific to their individual needs that have been adapted from the M level descriptors, National Curriculum and Learning Trajectories.
Classroom environments are minimalist, routines and learning activities are extremely structured and multi-sensory, with high levels of adult support. Maths objectives are delivered through short, 1:1 or small group sessions, and are repeated using different strategies until the pupil is secure and the skills have been embedded.
In the Stream pupils pathway, maths objectives are achieved through a variety of sensory, functional and physical activities. For example: age appropriate sensory stories and songs, music lessons, sensory activities, cooking, PE, working with manipulatives and daily routines
Pupils work on their individualised Provision Plan targets for cognition and learning.

The Concrete, Pictorial, Abstract (CPA) Approach is used across the school in each pathway. In the River pathway, pupils regularly use manipulatives in class to both aid their application of knowledge and skills and to enable them to demonstrate and explain their understanding of concepts.
Pupils access maths objectives through daily, discrete/direct teaching sessions.
Daily morning recall activities allow pupils to revisit and embed previously learned knowledge. Peer discussion, group work, problem-solving and mathematical language is scaffolded/modelled by staff members during these activities.
In addition to discrete lessons, maths objectives are achieved through daily routines and functional activities/lessons. For example, support in following recipes in cookery and nutrition, PE and music lessons.
Pupils work on differentiated targets adapted from Learning Trajectories/ Numicon Online (as appropriate).
Pupils work on their individualised Provision Plan targets for cognition and learning.

The Concrete, Pictorial, Abstract (CPA) Approach is used across the school in each pathway. In the Waterfall pathway, pupils regularly use manipulatives in class to both aid their application of knowledge and skills and to enable them to demonstrate and explain their understanding of concepts.
Pupils access maths objectives through daily, discrete/direct teaching sessions.
Daily morning recall activities allow pupils to revisit and embed previously learned knowledge. Peer discussion, group work, problem-solving and mathematical language is scaffolded/modelled by staff members during these activities.
In addition to discrete lessons, maths objectives are achieved through daily routines and functional activities/lessons. For example, support in following recipes in cookery and nutrition, PE and music lessons.
Pupils work on differentiated targets adapted from Learning Trajectories/ Numicon Online (as appropriate) and the IMPACTS Curriculum in Phase 4.
Pupils work on their individualised Provision Plan targets for cognition and learning.
Where appropriate, working alongside our mainstream partner academies, pupils may access inclusive lessons at a higher level (for example, taking part in some elements of a GCSE maths course)

Pupils are assessed termly using the Brook framework. The Brook framework offers a specialised curriculum in five Key Skill Areas: Communication, Cognitive Skills, Environmental Control Technology, Social and Emotional Well Being and Physical Skills (Gross and Fine Motor).
Pupils are encouraged to use their skills for functional application outside of the classroom, in whatever form is pertinent to the individual pupil.
Pupils have a clear enjoyment of maths and enjoy seeing the numbers come to life in each lesson. This confidence in maths and love of learning is nurtured and developed as pupils progress through the school.

Pupils are assessed termly using the M level descriptors on Pupil Asset.
Pupils are encouraged to use their skills for functional application outside of the classroom, in whatever form is pertinent for the individual pupil.
Pupils have a clear enjoyment of maths and enjoy seeing the numbers come to life in each lesson. This confidence in maths and love of learning is nurtured and developed as pupils progress through the school.

Pupils are assessed termly using the M level – National Curriculum descriptors on Pupil Asset.
Teachers provide pupils with a range of different methods to use manipulatives to solve problems and pupils are encouraged to try out their own ideas or use a preferred method when recalling information at a later date. Pupils are encouraged to discuss and make estimations of what answers could be, to address the stigma of making mistakes. Combined with maths conversations in the classroom this has improved the confidence and mathematical thinking of our pupils.
Pupils are encouraged to use their skills for functional application outside of the classroom.
Pupils have a clear enjoyment of maths and enjoy seeing the numbers come to life in each lesson. This confidence in maths and love of learning is nurtured and developed as pupils progress through the school.
Pupils working in this pathway, who meet the entry requirements, are able to sit the Pearsons Entry level 1, 2 or 3 Functional Skills Exam.