Curriculum-Gallery (ID 1021)

• Forest Science
  Forest Science

  Downland School offers an amazing experience for all learners to engage in Forest School. Pupils will grow in confidence and self-esteem through their outdoor practice. Pupils engage in motivating and achievable activities throughout the year. We do this in almost all weathers and we provide appropriate footwear and clothing. Pupils work with tools, play, learn and begin to understand the boundaries of behavior, both physical and social. They will grow in confidence, self- esteem and motivation whilst developing an understanding of the natural world. We support the philosophy of creating lifelong-learners and pupils can make better progress, both academically and emotionally.

  What will pupils do?

  Pupils will be occupied in small groups to take part in weekly sessions throughout the year. This will enable them to enjoy the outdoor environment with each changing season. All sessions are led by our trained staff who will encourage all pupils to explore and appreciate their surroundings. This in turn will inspire them to direct their own learning. Our Forest School uses natural resources to stimulate imagination, creativity and investigation.

  The benefits of Forest School and SEND

  At Downland School, Forest School is suited to all ages and abilities. The aim of Forest School is to encourage pupils to become more engaged in their school experience. We help support pupils SEND with their confidence in completing small achievable tasks, coupled with genuine praise from teachers which helps to boost success and self-esteem. Our Forest School environment provides sensory interactions that enable sensory stimulation that is all natural, moving at a seasonal rhythm, with peacefulness and mindfulness. This develops healthy physical, social and emotional development and encourages communication, confidence building and strengthening their emotional control, which improves self-awareness and well-being. For pupils at school, attitudes to learning are improved as they find that learning can be fun and enjoyable. This new positive outlook transfers to the classroom where pupils are more motivated and able to concentrate better. Ppupils are able to access opportunities which they would not usually have and helps increasing their knowledge of a much more holistic learning experience and understanding of their achievements.

• Residential Trips
  Residential Trips

  Here at Downland our students have had some of the greatest experiences with our residential trips;

  Natural History Museum

  We the chance to spend the weekend in our great countries capital and go wild for a night of fun and games at London’s Natural History Museum. Our students have had the opportunity to take part in activities thought out the night to keep them entertained

  • Full exploration of the museum • Exclusive galleries • Live animal workshop with handling • Science show • t-shirt making workshop And, the highlight of the night for us, a torch-lit scavenger hunt.

  We woke up at about 7am when the dawn light started filtering in through the windows of the museum, with the Jurassic park theme song playing which is arguably the best way to arise in the morning. If that's not enough they received a hearty breakfast and then went off to spend some more time with the dinosaurs.

  Magdalen Farm

  We have also had the amazing opportunity to stay for two nights at Magdalen Farm were our students take learning beyond the classroom and into the great outdoors. Through a variety of tailored adventurous activities, matching the age and requirements for the groups to active goals for their stay. Combining self-confidence and encouraging the development of relationships/new friendships, and strengthening characteristics that can remain hidden within the school environment. These opportunist have provide memorable experiences, building up resilience understanding, and for most of our students having the first experience staying away from home for a real adventure with their friends.

• Duke of Edinburgh
  Duke of Edinburgh

  The DofE is a great chance for your child to broaden their horizons, discover new interests and talents, have fun with friends, develop essential skills for their future and achieve an internationally renowned award.

  About the DofE

  The DofE is non-competitive and open to all young people – it's about setting personal challenges and pushing personal boundaries. There are three levels of DofE programme which, when successfully completed, lead to a Bronze, Silver or Gold Award. Through their DofE, students will make friends and memories and build traits like confidence, resilience and self-esteem, which can benefit mental health. They’ll gain skills and attributes for work and life, like problem-solving, team-working and self-motivation – and they’ll achieve an award that’s recognised by top employers and can help them stand out when applying for college, university or jobs. To achieve their Bronze Award, participants must complete four sections: Skills, Volunteering, Physical and their Expedition. We will help them to complete their Skill, Volunteering and Physical sections and this is achieved with good attendance and participation. We will provide guidance and support, and students can either choose to continue an activity they already do or discover something completely new. Activities for each section take a minimum of one hour a week over a set period of time, so they can fit around studying, hobbies and social lives.

  About the expedition

  The Expedition section involves your child working as part of a small team to plan their expedition’s aim, choose a location and do some training to make sure they're fully prepared – before spending two days and one night in the countryside. Ahead of this, they will take part in some planned training in school covering basic expedition principles and introducing them to expedition equipment. You will be pleased to know that the school will cover the cost for their enrolment fee and can provide most of the costly equipment they may need for their expedition.

• Day Trips
  Day Trips

  Over the last few years our school has been extremely lucky and the pupils have had the opportunity to take part in many different trips for our students, some as rewards, and others to develop our learning skills away from the classroom environment.

  Splashdown was a great opportunity for some of our year 10’s and 11’s to blow off some steam after the hard work they all put in for their exams. Splashdown is one of the UK's biggest outdoor waterpark. With 8 adrenalin-pumping flume rides and extra slides outside. Trips like this really show us as a school that hard work can pay off.

  This also goes for our Thorpe Park – a real feel good day full of thrills, excitement and adventure with over 25 rides and attractions to experience, our year 11s really did hit the jackpot.

  Langford lakes is a trip that the science department try and do every year with four lakes and wet scrape provide a vital stopping off point and resident habitat for about 150 different bird species. The reserve has a relaxing atmosphere with good level paths our students enjoy exploring as well as taking advantage of the five hides overlooking the lakes for drawing, observations and developing a better understanding about the nature around us.

  Longleat zoo – Is not somethings that many schools get to do, but we have had the privilege of being invited to Longleat on more than one occasion, with their amazing drive through Safari experience and the chance to meet some of the famous animal that you can see on foot with the walking safari as well as the boat safari. Longleat has offered our students a whole host of attractions to explore.

  Theatre – One of our most prestigious trips has been the theatre our students had the most amazing time, going to see Blood Brothers, and for many of them the first time seeing inside a theatre before.

  We have found trips like these enhance literary knowledge, increased tolerance, and more empathy amongst students as well as a better and more comprehensive way to learn. These skills can be useful to students in all aspects of their life and give them a chance to say “I’ve done that”.

• Swimming
  Swimming

  At Downland we believe that swimming isn’t just about having fun with friends and family; it’s also about knowing what to do if someone gets into trouble and that’s why we offer weekly swimming lessons to all year 7 pupils. By offering swimming lessons it helps bridge the gaps from Key Stage 2 whilst also improving their ability and confidence in the water. Swimming also teaches resilience, which can be applied both in and out of the water. Group swimming lessons also enhance social skills, and confident swimmers can enjoy splashing around with friends and family.

  We aim to teach them to swim competently, confidently and proficiently over a distance of at least 25 metres, use a range of strokes effectively (for example, front crawl, backstroke and breaststroke) and perform safe self-rescue in different water-based situations. We also work towards a number of Water Skills levels and distance levels. Pupils are taught by a qualified Level 2 ASA Swimming teacher along with a member of the PE department.

  In term 6 the pupils are offered the chance of taking part in a swimming gala which is open to all of Key Stage 3. Here they get the chance to take part in the usual races of front-crawl, backstroke etc. but also the more fun side of a swimming gala with a variety of mixed relays, special races involving large floats and objects that need collecting. This is a good opportunity for some social bonding with the other tutor groups in Key Stage 3.

• Careers Guidance
  Careers Guidance

  At Downland School we are passionate about ensuring that all pupils receive good quality career advice throughout the time they are with us, starting in Year 7. The 2002 Education Act states that schools must provide a balanced and broadly based curriculum for all pupils. Pupils receive this information through well-crafted PSHEE lessons embedded in the ‘Living in the wider world’ strand. All curriculum areas promote career pathways which are viable through being successful within that area; the final element of this is exposing our pupils to inspiring individuals from the world of work and age-appropriate work-experience.

  Our aim is to provide every pupil with the knowledge and awareness of what opportunities are accessible to them, both locally and nationally. Through providing a comprehensive, engaging and well-developed work-related programme we expose all of our pupils to an experience which aims to enhance their aspiration and prepare them for their transition to post-16 education. The curriculum includes aspects of learning about the world of work, enterprise education, informed career choices and development of skills in preparedness for adulthood.

  Careers Guidance Curriculum

• COPE
  COPE

  The Certificate of Personal Effectiveness (CoPE) is a nationally recognised qualification available at Levels 1 and 2. The qualification offers imaginative ways of accrediting young people's activities. It promotes, and allows pupils to record, a wide range of personal qualities, abilities and achievements, as well as introducing them to new activities and challenges.

  As a Who is it for?

  • Students in Years 10 and 11, either within the whole school PSHE programme or within the option system • 'High effort' students, or those described as gifted and talented in Key Stage 3 • Students in post-16 education, embarking on programmes at Levels 1 and 2

  Facts and figures

  Following amendments to the school and college performance tables in England, qualifications that do not rely on a written examination for assessment purposes, such as ASDAN qualifications, do not, themselves, contribute to the tables. There is however strong evidence that ASDAN qualifications improve performance in English and mathematics, which have a double weighting in school performance measures such as Progress 8. Structure The CoPE curriculum is found in the student book, which comprises 13 modules. The modules are divided into three sections; section A, B and C. Each section should take at least 10 hours to complete – 10 hours is worth one credit. Students will need 12 credits to gain the Certificate of Personal Effectiveness. The module titles are: Communication; Citizenship and Community; Sport and Leisure; Independent Living; The Environment; Vocational Preparation; Health and fitness; Work-Related Learning and Enterprise; Science and Technology; International Links; Expressive Arts; Beliefs and Values; Combined Studies (this module allows you to mix and match a combination of challenges from other modules). Students will produce a portfolio of evidence to demonstrate their achievements. Students must also demonstrate competence at Level 1 or 2 in the six CoPE skills units:

  • Introduction to Working with Others • Introduction to Improving own Learning and Performance • Introduction to Problem Solving • Planning and Carrying out a Piece of Research • Communication through Discussion • Planning and Giving an Oral Presentation

• The Hub
  The Hub

  The Hub is a small sized specialised learning class which aims to cater for those pupils who have previously struggled in a learning environment. The Hub opened its doors this year to pupils who have previously had gaps in their school career, have had adverse experiences of school and those with large gaps in their learning. Many pupils struggle with school and the pace that can be expected of them, they can find that they may fall behind or may not be receiving the learning in a way that they can engage and actually learn from.

  The Hub Curriculum

• PSHEE
  PSHEE

  Personal Social Health and Economic Education (PSHEE), including Relationships Sex Education (RSE), is at the heart of our school values and ethos. It is a crucial part of a child’s education as it gives a young person access to critical information about themselves and the many facets of the diverse world around them.

  Our PSHEE/RSE curriculum aims to enable our children to become healthy, safe, independent, responsible members of society who demonstrate respect and tolerance and who are prepared to face and manage the challenges and opportunities of an ever-changing modern Britain. Ultimately, we aim to prepare pupils adequately for adult life: its decisions, responsibilities, experiences and opportunities and to allow pupils to develop fully as emotional, mature human beings.

  PSHEE is embedded in everything we do, from tutor time in the morning, through Personal Development sessions, through our pastoral and behaviour management approach. We also run a specific PSHEE curriculum, delivered by a specialist teacher following a spiral curriculum, building on learning in previous years. This is further supplemented by outside events, assemblies and additional careers support.

  PSHEE Curriculum

• P.E
  P.E

  Intent:

  “To create an engaging, safe and productive learning environment where participation and performance are celebrated and the importance of a healthy active lifestyle is embraced by all”

  The curriculum allows us to deliver a curriculum that meets the needs of every pupil, allows for progression by every pupil, and nurtures “physical literacy”. As a department lessons take the approach of a concept curriculum which moves away from sport specific content and instead emphasising “big ideas” that span multiple physical activity disciplines. These concepts are taught through mostly traditional activities and sports (the concept vehicles) and of course there is a large cross-over with sport. However, in PE, pupils are not only judged or assessed on how well they perform various sport skills but also PE concepts that can be applied across a range of disciplines. By shifting the focus of the curriculum and success criteria of each lesson, we are doing so much more than getting pupils active, we are teaching them life skills, developing stronger connections to physical activity and improving the experiences within PE for every child.

  This makes the PE curriculum accessible to all and motivates pupils to develop a passion for physical activity that, we hope, will stay with them for life.

  PE Curriculum

• Art, Design and Technology
  Art, Design and Technology

  We believe our Art, Design & Technology and Cooking Curriculum should build confident & capable makers, pupils that enjoy exploring the world around them, their own culture and the cultures of others. Creative subjects are uniquely placed to bring joy and enrichment to pupil’s lives, breaking down cultural barriers and creating adults who have habits and hobbies that will help them weather the ups and downs of modern life.

  Art, Design and Technology Curriculum

• Geography
  Geography

  Our vision is for all pupils to access a high quality and adaptive geography curriculum, which inspires a curiosity of the world around them. We aim to give pupils a knowledge of places, people and environments from locally to internationally. Linked together with an understanding of the Earth’s human and physical processes, pupils are able to gain the knowledge that builds the fascination of the world. All pupils follow a broad curriculum that follows the national curriculum for Geography. As pupil knowledge progresses, this allows an ability to expand their understanding of people, places and environments on a more global scale.

  We want all pupils to develop key ‘geographical skills’ throughout the curriculum. From map reading skills to asking geographical questions, skills are crucial for all pupils to gain as it will help them develop their knowledge. Geography is always changing and adapting, it is vital for pupils to understand the relationship between people and the environment they live in. It is important for our pupils to understand how Geographical phenomena may affect the way that they live themselves.

  Geography Curriculum

• History
  History

  At Downland School we put a great importance on history; all pupils in key stage 3 have access to the history curriculum. The key intent from our history curriculum is for pupils to gain an appreciation of the link between the past and their own lives now. Comparing how lives were and looking at the journey to where we are today is crucial for developing pupils’ understanding of who they are today. It is important for our pupils to gain an understanding on how things have changed and what has played a role in getting to where we are today in order to gain a wonder of the past.

  The history curriculum takes a chronological approach through the year groups, focussing on how Britain developed. This allows for a curriculum that is more relevant to our pupils that creates more interest in the subject. Each term follows on from the previous in periods of time to allow for a clear understanding of how things changed and when. This also allows for pupils to give comparisons on the changes through history. This approach is supported and is based on the national curriculum for history.

  History Curriculum

• English
  English

  We believe that our curriculum should foster and develop our young people’s love of reading, writing, discussion and debate. The primary way of doing this is to encourage engagement through the choice of theme being delivered. We aim to develop pupils who are not merely literate but who develop an enjoyment of learning and will continue to develop these skills long into the future.

  We are aware that our pupils come with a range of prior experiences within English; leading to our curriculum being developed in such a way that we can re-engage them in the learning process, develop an interest in the subject, identify and close gaps within prior learning and improve literacy skills. There Is an emphasis placed on building confidence through use of spoken language, giving pupils the opportunity to voice their ideas and opinions before asking them to commit to paper.

  Alongside the learning objectives set out within the National Curriculum and exam syllabi, English also work hard to help develop pupils holistically by developing their expressive language skills and allowing text choice, where possible.

  English Curriculum Page

• Science
  Science

  Our vision is to ensure that all of our pupils reach their full potential and strive to achieve more than they ever thought possible. We want our pupils to ask questions about the world around them; to be inquisitive and try to solve problems independently.

  All pupils follow the National Curriculum for science at all key stages. This aims to ensure that they develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics. They will develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.

  Science has changed our lives and is vital to the world’s future prosperity; all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge, skills and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural events.

  Science Curriculum

• Maths
  Maths

  At Downland, our mathematics teachers work together to make a big difference for every pupil. We strive to shape happy, confident and resilient learners who discover that mathematics brings an exciting journey of discovery, understanding, and a lifetime of opportunities.

  All pupils experience challenges in maths, but many pupils at Downland have a negative emotional reaction to the subject following their transition to us from primary school and are less able to deal with these. Our pupils are often anxious about aspects of mathematics and may feel a range of emotions, including frustration and anger. At Downland, we try to remove the negative pressure pupils may feel without removing the challenge.

  In order to lay the foundations for learning, we embed practices that build a culture of deep understanding, confidence and competence in mathematics – a culture that produces strong, secure learning and real progress. We know our pupils and the experiences they have had and use this knowledge to make our schemes work for them, adding extra time where necessary for topics that need most attention and adapting other learning accordingly. We model positive attitudes towards mathematics throughout the whole school, ensuring that all staff encourage and model motivation, confidence, and enjoyment in mathematics for all pupils.

  Maths Curriculum

• Cooking
  Cooking

  As a core life skill, cooking at Downland is taught to all pupils ensuring that when they leave Downland they are capable cooks with a good understanding of how important a balanced diet is to health and wellbeing. In our endeavor to arm our pupils with the life skills they will need to be healthy and happy adults, cooking ensures that our pupils will be able to look after themselves and others.

  Our cooking curriculum is structured around the core skills and nutritional knowledge, scaffolding pupils with little cooking experience to our Yr 11 pupils who can independently cook a 2 course meal for their families. Using our polytunnel area we explore the relationship between growing food and eating seasonality, developing opportunities for pupils to share food and work collaboratively fostering a sense of pride and growing relationships through preparing and sharing food together.

  Cultural experiences are key to food; throughout KS3 we explore different nationalities and food cultures, celebrate festivals and provide food to be sold for charity.

  Cooking lessons are an opportunity for all our pupils to develop as independent learners, work in teams and show creativity. As well as practical cooking lessons we enjoy learning outside of the food room, developing our literacy, IT and budgeting skills, pulling all these activities together into a variety of different trips ranging from looking at how our food is grown at a local farm to buying ingredients at the local supermarket.

  Useful websites:

  https://www.foodafactoflife.org.uk/

  https://qualifications.pearson.com/en/qualifications/myskills/btec-home-cooking-skills/about.html

  https://www.bbcgoodfood.com/

• Counselling
  Counselling

  Our two School Counsellors Sarah Casson and Sarah Davis are a confidential and trusted support for all pupils. A clear distinction is made between the counsellors and the teachers. Any discussions that pupils have with the counsellors remains confidential. The only exceptions to this are if it is felt a pupil is in danger of seriously harming themselves or others, or if they agree that it would be helpful to involve someone else.

  The counsellors are not just here for the big problems through, anything that is bothering a student enough to make them anxious or unhappy may well be helped by coming to talk about it.

  How does it work?

  Counsellors are good listeners, but counselling goes beyond that. They will try to help students have a clearer idea about their own situations including their feelings and thoughts. Sometimes just voicing aloud what has been going around in your head can help clarify things.

  Counsellors don’t make judgements or try to give students advice or provide all the answers, as they (counsellors) believe that through empowering support, individuals are able to find their own solutions and develop their own strategies.

  Counselling can help students figure out why things may be happening and what might need to change, and how those changes might take place. Its not all just talking the Counsellors use a number of activities within the counselling space to help you explore what might be going on.

  Pupils can access the School Counselling Service via their Tutors or members of the Pastoral team.

• P.E Outreach
  P.E Outreach

  Here at Downland School we are lucky enough to have a partnership with Dauntsey’s independent school in West Lavington. This partnership has unlocked many different opportunities for our pupils to experience. Our pupils have already taken part in; swimming galas, tennis coaching sessions, dance lessons and music workshops. Our pupils have thrived in these situations and gain valuable social and physical skills whilst showing excellent resilience in new activities. Alongside the access to professional coaches, we also have access to the excellent facilities Dauntsey’s have to offer. As a school we have used the professional athletics areas for activities such as long jump and hurdles, as well as the astro-turf pitches for gaining PE evidence in football. Every child has the opportunity to take part in activities at Dauntsey’s with many more activities taking place in the future.

  We are extremely grateful for the opportunities that Dauntsey’s offer us and every child is proud to represent Downland School. Since the partnership began in 2023 we have been offered access to the Joly Brise sailing boat that Dauntsey’s own. This is a whole day trip, sailing from Southampton and then around the Solent. Every pupil has the chance to power, steer and sail the boat throughout the day. This trip is both physically and mentally draining for the pupils, but one that encourages resilience, team work and perseverance in a challenging environment.

  In addition to our partnership with Dauntsey’s we have been lucky enough to gain a gold award for the school games for the 2024-2025 year. This is a credit to the efforts put in by both staff and pupils this academic year. This has opened up many different activities and competitions for our pupils to compete in. Our pupils have taken part in new age Curling competitions as well as an ‘I Challenge Me Day’, where pupils taking part were challenged to complete a series of physical, mental and bush craft challenges. These events offer excellent chances for our pupils to compete against other local schools in an environment that is safe and respected. We are extremely excited to continue taking part in these events and see what other challenges our pupils can face.

• Alternative Provision
  Alternative Provision

  Downland School offers a wide and varied curriculum which is supplemented by the use of external alternative provision providers. Although provision is chosen based on the needs of the child, we have a long standing relationship with the following providers who we use frequently. Brief summary of what they do, with link to their respective website is below:

  “The Caen Hill Countryside Centre is a project which brings countryside learning to children, young people and communities. Located just to the west of Devizes near the Caen Hill locks and covers 70 acres of land. … Plans are to return the farm back to how it was 150 years ago putting back the hedges and ponds. Fields will be named after previous farmers located here - field names include Banks, Butler, Merritt , Hawkins Giddings, Brown and of course, Franklin”

  Caenhill Countryside Centre – https://www.caenhillcc.org.uk/about-demo

  “Kandu’s methodology involves engaging with individuals, communities, businesses and institutions to explore holistic solutions to the problems created by our cultural and social histories through liberating and empowering experiences of the arts.”

  Kandu Arts - https://www.kandu-arts.com/

  “About The Yard provides a person centred, equine assisted learning for children and young people with additional needs including ASD, ADHD, SpLD and more complex needs. We also support learners with their mental and emotional health”

  About the Yard - https://www.abouttheyard.co.uk/

• Library
  Library

  Reading for Pleasure

  Research has shown that reading for pleasure is more of an indicator of a child’s future success than their socio-economic background, and reading for pleasure is strongly influenced by relationships between teachers and children, and children and families.

  At Downland School we strive for this success by having a library stocked with a wide range of contemporary and classic books that cater for all of our readers.

  With recommendations from professionals, staff and pupils, we have created our Downland Reading Spine. This is a list of books that we encourage every pupil to have read thirty of by the time they leave us in Year 11. We aim for six a year, and each pupil has their own reading spine folder to tick off the books, as they encounter them.

  The list has something for everyone, at all stages of their reading journey. It includes picture books, graphic novels and Barrington Stoke books which are fantastic stories, written by our best authors, for readers with dyslexia.

  Many of these books will be encountered through English and dedicated tutor times. Sharing books in class and at home is a great way to foster a love of reading, whether it is through listening to a story or reading it, it all leads to greater well-being!

  “Tiger Who Came to Tea – that’s a book! Look at the teapot page. I can smell being read that. We were eating biscuits. It smells of Rich Tea biscuits just when I see the cover.” Y8 pupil

  Take a look at our reading spine and see which ones you recognise.

  ‘By feeding knowledge, imagination and by engaging empathy, reading feeds children's growing humanity.’ (Egmont)

• Literacy
  Literacy

  Our Aim:

  The literacy curriculum focuses on the three integral areas: reading, writing and speaking. We aim to develop these skills not only for necessity but also for pleasure. This helps enable pupils to move forward successfully into an ever-changing society.

  Within our school we recognise that pupils will arrive with varying levels of literacy, our curriculum enables pupils to both build on their pre-existing knowledge and to fill learning gaps.

  Our intent is to enable pupils to:

  • Develop a love and appreciation for reading, supporting confidence and fluency within any subject and wider life.
  • Access a wide-range of texts, including emails, instructions and graphic novels.
  • Develop necessary comprehension skills.
  • Develop the ability to write for purpose and deepen the knowledge which is essential to understanding.
  • Access a rich vocabulary that provides them with the ability to communicate effectively in a variety of situations both now and in the future.
  • Gain the essential skills to achieve, both within school and beyond

  Click here for more information about literacy at Downland School

• Numeracy
  Numeracy

  What is numeracy?

  Numeracy is the ability to understand and use maths in daily life, at home, work or school; it’s being confident enough to use maths in real-life situations, like when we go shopping or plan a holiday, decide on a mortgage, or decorate a room. Our confidence and ability with numbers impacts us financially, socially, and professionally. It even affects our health and wellbeing.

  Why is numeracy important at Downland?

  At Downland, we want all our pupils to feel confident with numbers. Children with social, emotional and behavioural difficulties are more likely to struggle with numeracy, even taking into account factors such as home background and general ability. Developing our pupils’ number confidence and a positive attitude to maths will have a crucial impact on their schooling and their ability to use numbers in everyday life as they grow. We want all our pupils to see maths as something they can learn and something that is relevant to their lives after school. Whether or not our pupils proceed to higher maths, all our pupils need to develop confident numeracy skills that will serve them well throughout life.

  Click here for our full numeracy strategy