Subject – Maths

Maths Intent

At Milton School our intent for Maths is to provide a carefully assessed and matched curriculum based on the White Rose Maths scheme, which enables our students to develop their mathematical skills, knowledge and understanding. We recognise that our students have gaps in their learning and are all at different stages in their mathematical development. Therefore, our curriculum is tailored to meet the needs of individual students, providing personalised support and interventions as required.

Through our Maths curriculum, we aim to promote maths through a fun and engaging way. Maths is taught with passion and in a way that gives our students the best chance for adulthood.

At Milton School we have our pathways for learning. These pathways are our explorers and discovery route for learning or National Curriculum route for learning. The Maths curriculum is designed to meet the requirements of the national curriculum, whilst also providing a flexible and personalised approach that is responsive to the individual needs of our students.

At KS4 students are provided with a challenging and engaging curriculum that prepares our students for success in their GCSE or Entry Level Maths qualifications. We recognise that our students may have faced significant challenges in their education so far and we aim to provide them with the support and guidance they need to achieve their full potential.


At Milton School we recognise the importance of providing our students with high-quality Maths education to enable them to develop their mathematical skills, knowledge and understanding. Our implementation of Maths across the whole school involves Maths being taught daily, with daily interventions designed to fill gaps in knowledge and challenge our higher achieving students.

Our Maths curriculum is carefully assessed and matched to the ability of each individual student.

For students in KS4, we provide a challenging and engaging curriculum that prepares them for success in their GCSE or Entry Level Maths qualifications. We focus on developing their mathematical fluency, reasoning and problem-solving skills, whilst also promoting a love of mathematics. Our KS4 curriculum is designed to develop students’ understanding of key mathematical concepts such as number, algebra, geometry, statistics and probability, whilst also providing opportunities for them to apply these concepts in real-world contexts.

To ensure that all our students make the best possible progress, we provide daily Maths interventions that are tailored to the individual needs of each student. These interventions are designed to fill gaps in knowledge and challenge our higher achieving students, ensuring that every student reaches their full potential and enables them to succeed in their future studies and careers.


A wide range of strategies are used to measure the impact of our Maths curriculum.

Assessment forms an integral part of the teaching and learning of this subject. The formative assessment of maths is essential when identifying the strengths of individual children and their next steps. Assessments give a clear learning journey of all pupils. If pupils have misconceptions or gaps in their subject knowledge, additional teaching and support is immediately provided. Summative judgements of maths are made each term with these being moderated to quality assure decisions. The progress of individual pupils are carefully monitored on a termly basis and those identified as not making progress are given high quality intervention.

Our subject leaders will also monitor the effectiveness of the maths curriculum through carrying out regular subject 360 evaluations. These evaluations are quality assured by the Senior Leadership Team as part of their monitoring schedule.

Maths moderation is carried out with schools within the Trust on a regular basis.

The effectiveness of maths is also monitored through pupil and parental voice throughout the course of the year.

In every lesson:

In every Mathematics lesson you should see the following:

  • ‘Quality first’ teaching; tailored to meet the needs of the learners in each class, and immediate intervention to address gaps in learning where necessary
  • Resilient learners with Growth Mindsets and a ‘We Can’ attitude to Mathematics, whatever their previous level of attainment
  • Teachers using high-quality questioning to explore children’s understanding and develop it further. • Teachers making use of misconceptions to further understanding of key concept
  • Teachers using a range of methods to explore key Mathematical concepts which appeal to pupils’ different styles of learning, employing concrete/pictorial/abstract representations of Mathematical concepts
  • Learners being given the opportunity, through careful planning, to ‘linger longer’ on and ‘go deeper’ in mathematical concepts
  • Development of fluency, reasoning and solving.

“I think Milton is good and I like maths!“

Y6 child

“I like the teachers, and the leaders are open to student ideas.“

Y11 child

“My favourite thing is seeing my teachers everyday.“

Y3 child

“Great school – staff are brilliant.“