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The Howard Partnership Trust (THPT) is a Surrey based Multi-Academy Trust, comprising four secondary, six primary and two special schools with two further under development. We are proud of our ethos of collaboration and inclusion, "Bringing out the best" in students of all abilities and backgrounds. Visit website

Part of The Howard Partnership Trust

Fox Grove School


Fox Grove School

Pupils are working towards communicating mathematically, exploring relationships between things and generalizing knowledge in the EYFS and Pre-Requisite stages. Fox Grove teaches for mastery of the Pre-Requisite Stage of Number Cardinality, Composition and Comparison. In addition Fox Grove teachies for mastery of the Pre-Requisite Stage of Shape and Space inc Pattern and Measures.

Building a foundation in these Pre-Requisite skills and the knowledge covered is essential to master in order to be able to successfully access the mathematics curriculum from Progression Stage 1.

The Maths Curriculum Coverage overview ensures all areas of mathematics are covered throughout the academic year.

For pupils working within the Pre-Requisite stage, maths is taught discreetly using Numicon Firm Foundations within class, Active Academics Carousels for 1:1 teaching of precise language and experiences needed to understand mathematical concepts. A rich environment of precise mathematical language is in part promoted through the use of Attention Autism to deliver mathematical knowledge and the vocabulary necessary to understanding fundamental mathematical concepts.

‘Mathematics is essentially a growing conversation about relationships, how to communicate and think about quantities, shapes and numbers and the sophisticated, inventive thinking behind these concepts.’
‘To capitalise on the natural activities and curiosity of young learners as we guide them towards discussing particularly mathematically important observations.’ Numicon Firm Foundations Revised

‘Teaching children precise mathematical language and insisting upon its use supports children's ability to think mathematically. Having the language and using it empowers children’s ability to think about the concept.’,

For pupils working at Progression Stage 1 and beyond, pupils will study Number, Addition, Subtraction, Multiplication, Division, Fractions, Measurement and Geometry. These are written using the NCETM guidance and the National Curriculum statutory programmes of study for mathematics. Teaching is planned for pupils to be able to master the knowledge in depth.

Pupils study 3-4 distinct maths lessons; 2x Number, 1x Geometry and measurement 1x Functional maths. At Stage 3 and above: 1x data handling and statistics. 

Specialist strategies are incorporated into teachers’ planning and links to relevant life skills are built into the maths functional skills lessons. Links with aspects of other subjects such as Geography or Science involving the use of data. Outdoor learning is incorporated to allow pupils to be fully immersed in their mathematical learning within relevant, motivating real life contexts such as Forest School and outdoor learning and community visits.

Assessment takes place within lessons formatively informing teacher’s planning for support and for progress. Pupils are judged to be either Emerging in a new stage, Developing within a stage or Established within a stage.

At 3 strategic points of the year summative data for analysis is submitted. Pupils making less than expected progress are identified for interventions at the 3 data drop points of the year.

‘Carefully structured teaching is planned in small steps. This provides both the necessary scaffold for all to achieve, and the necessary detail and rigour of all aspects of the maths to facilitate deep thinking. The small steps are connected and concepts are built. This leads to generalisation of the maths, and the ability to apply it to multiple contexts and solve problems.’

‘Memorisation and repetition of key facts (times tables and number bonds etc.) are important aspects of learning. Evidence from cognitive science research suggests that learning key facts so they can be recalled automatically ‘frees up’ working memory. It can then focus on more complex problem solving, rather than reaching cognitive overload trying to calculate simple operations’