Maths Across The Curriculum

Fairfield High School for Girls is committed to raising the standard of mathematical skills and knowledge across the curriculum for all pupils. These skills are fundamental in empowering pupils to reach their maximum potential. Mathematical skill is more than an ability to do basic arithmetic. It requires understanding of the number system, a repertoire of mathematical techniques and an inclination and ability to solve quantitative or spatial problems in a range of contexts. It also demands understanding of the ways in which data is gathered by counting and measuring, how it is presented in graphs, diagrams, charts and tables. Our key aim is for each and every pupil to leave school with: 

• a good grasp of problem solving and to be equipped with a variety of strategies to employ when faced with a problem; 
• a confidence and competence in using and applying Mathematics, recognising that skills are transferable across different subject areas and in a variety of contexts; 
• a mastery of mathematical skills through the whole curriculum. 

Foundational Skills

A key priority in Year 7 is ensuring that pupils develop the foundational mathematical knowledge and skills required to successfully access the Key Stage 3 curriculum. Whilst Key Stage 2 outcomes provide valuable information about prior attainment, we recognise that pupils arrive with differing strengths, gaps and levels of confidence. Therefore, our approach to transition is centred on identifying and addressing these needs as early as possible. We recognise that mathematical learning is cumulative. New concepts build on prior knowledge, meaning that gaps in foundational understanding can quickly become barriers to future learning. Securing these foundations early enables pupils to access the full Key Stage 3 curriculum with confidence and success. 

Initial setting in Year 7 is informed by pupils' Key Stage 2 Mathematics Scaled Scores. However, all pupils also complete a baseline assessment at the start of Year 7, enabling us to identify specific gaps in knowledge, misconceptions and foundational skills that require further development. This assessment provides a detailed picture of pupils' starting points and informs both whole-cohort and targeted intervention strategies. 

Following completion and analysis of the baseline assessment, teachers complete a Year 7 Baseline to Intervention Action Plan. This ensures that assessment information is translated into purposeful action. The action plan identifies cohort strengths alongside common misconceptions and gaps in learning before setting out the appropriate universal, targeted and intensive provision required.