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At Orchard Manor we believe that all pupils should experience every aspect of maths, including number, algebra, data, shape, and space. All these strands include developing deeper thinking skills, aiming to work towards mastery at each level and solving multi-step problems. 

With pupil’s individual pathways in mind, our intent is that pupils will be:   

  • Numerate and able to manage their finances. 
  • Able to apply literacy skills to communicate their mathematical thinking.
  • Aware of the real-life application of maths. 
  • Logical thinkers who can break down problems to solve them. 
  • Ambitious and use their mathematical knowledge to make appropriate life choices. 

Pupils receive consistent teaching approaches and assessment processes regardless of their individual needs or pathways; ensuring they enjoy learning in maths, believe in their ability to solve problems and have the opportunity to reach their full potential.

Our maths curriculum provides pupils with a platform to develop their knowledge, skills, logical and analytical thinking. Our teaching methods aim to increase curiosity, which we believe helps pupils to be more creative and develop connections to the wider world.

Pupils at Orchard Manor will be confident, resilient mathematicians who are prepared for the next step in their learning, gaining skills to support their overall development towards being independent.


Pupils working at Pre-Reception and Reception stages work through the Development Matters Early Learning Goals, monitored, evidenced, and assessed using the SEND criteria and Evidence for Learning. 

Stage 1 to Stage 6 pupils work within similar topic areas at the same point in the academic year regardless of age and ability, following the Power Maths scheme, adapted to allow for mixed ability and age class groups.

Pupils working within Stage 7 to Stage 9 continue to work in similar topic areas, again to allow for differentiation within mixed age and ability groups. The scheme is adapted from the White Rose maths scheme at year 7, year 8 and year 9.

Year 9, KS4 and Post 16 pupils work towards a wide range of accreditation pathways that allow them to achieve the highest possible outcomes as well as support preparation for time beyond school.

Pre-assessments and learning objective progress ladders are set for each new unit of learning of between two to four weeks. These allow teachers to carefully plan out a sequence of lessons that will enable pupils to make progress within the current topic area at the appropriate level.

Progress ladders for Power Maths and White Rose maths are made using the objectives listed at the beginning of each unit. These are broken down and differentiated to support pupil engagement and progress at their individual rates of learning.

The structure of lessons at OMS are adapted from the scheme of work lessons and can be spread across 1, 2 or 3 sessions as best to suit the needs of the pupils. Lessons of pre-learning, power up retrieval tasks, discover tasks in a real-world context, and practical thinking together with tasks using practical resources can lead to pupils being in a position where they can independently work through the practice book tasks that meet the objectives set out. Developing independence in pupils is a core aim in both maths and across the school.


In maths, we indicate pupil progress using a colour coding system:

This is recorded termly to keep track of the progress individual pupils are making in maths and therefore the impact of the maths curriculum and teaching. This allows pupils who need additional support in maths to be indicated quickly, so we can unpick what the barriers to learning in maths have been and therefore work to address this.


The aim of the accreditation in maths at Orchard Manor is to prepare our pupils for the next steps beyond their time with us. The route through a wide range of accreditation opportunities allows all pupils to work towards qualifications suited to their individual abilities and form part of their preparation for adulthood. 

Pupils can develop their core maths skills that will support them throughout their lives, whilst improving their ability to solve real life problems, as well as having the opportunity to build up a range of qualifications that can support access to post 16 placements and future careers. 

Pupils make progress in lessons through a sequenced lesson structure when working towards accreditation:

  • Practice to support fluency with number skills, arithmetic proficiency, and basic/life skills.
  • Curiosity through practical real-life problem-solving.
  • Use of manipulative resources to develop a range of methods to tackle problems.
  • Modelling of problems to develop independent skills.
  • Reflection to check deeper understanding and misconceptions.

Depending on the pathway, pupils use their mathematical skills to gain accreditation appropriate to their individual levels and ambitions beyond school:

  • Pathway 1 – OCR life skills awards, ASDAN, Functional Skills Entry Level 1/2/3
  • Pathway 2 – ASDAN, Functional Skills Entry Level 1/2/3, GCSE Foundation maths
  • Pathway 3 – ASDAN, EdExcel Number and Measure Award Level 1/2, Functional Skills Level 1/2, GCSE maths Foundation/Higher

The range of accreditation is always evolving, but dependent on the pathway, it can include: 

  • OCR/AQA numeracy life skills units
  • EdExcel Functional Skills maths Entry 1, 2 and 3
  • EdExcel Number and Measure Level 1 and 2 
  • EdExcel Algebra Award Level 2 and 3 
  • EdExcel Functional Skills Level 1 and 2 
  • OCR Entry Level Mathematics 
  • OCR GCSE Mathematics Foundation and Higher

The percentage of pupils leaving OMS with maths accreditation rose from 85% in 2022 to 95% in 2023.

The percentage of pupils leaving OMS with a maths GCSE qualification rose from 66% in 2022 to 75% in 2023.