The purposes of our whole-school numeracy policy: 

  • To develop and improve standards and student confidence in numeracy across the school;  
  • To ensure consistency of practice are present across the curriculum including methods, vocabulary, notation;  
  • To assist the transfer of pupils’ knowledge, skills and understanding between subjects and within subjects. These are to be indicated on 5 year plans and curriculum implementation plans. 

Although ‘Numeracy’ is developed mainly in Mathematics, it should be present and practised across other subjects. Numeracy is far more than a basic ability to do arithmetic. At Hetton School we aim to develop confidence and competence with numbers and measures. Numeracy requires an understanding of the number system; an ability to apply a range of mathematical techniques; and a confidence and ability to solve quantitive or spatial problems in a range of contexts. Numeracy also requires an understanding of the ways in which data is gathered by counting and measuring, and presented in graphs, diagrams, charts and tables. 

To develop and improve standards and student confidence in numeracy across the school 

There is a need for students to transfer mathematical skills into other subject areas, applying techniques to problem-solving. Their confidence in attempting this is initially as important as achieving the correct solution. Within Mathematics this is regularly developed through supported class work and independent Blue Zone tasks (independent and challenging work under examination standards).  

To ensure consistency of practice are present across the curriculum including methods, vocabulary, notation 

Teachers of Mathematics should be aware of the mathematical technique used in other subjects and provide assistance and advice to other departments. This helps ensure that the correct and consistent approach is used in all subjects. Mathematics specialists must provide information when needed to other subject teachers and departments on appropriate expectations of students and difficulties likely to be experienced in various age and ability groups. Scaffolding and differentiating as a result of identifying likely misconceptions is seen as good practice. 

Teachers of subjects other than Mathematics should ensure that they are familiar with correct mathematical language, notation, conventions and techniques, relating to their own subject, and encourage students to use these correctly. These opportunities must be planned for and evidenced in Curriculum Implementation Plans. Staff must be proactive in gaining information from Mathematics teachers on the topic they are planning. 

To assist the transfer of pupils’ knowledge, skills and understanding between subjects and within subjects. 

5 year plans are used to identify opportunities to collaborate and develop cross-curricular opportunities. These are shared with staff, students and parents as well as the age/stage-related expectations of attainment. Technical vocabulary is important across subject areas but students should not become dependent on one particular phrase or terminology as often these differ across subject disciplines. Students should develop confidence in Numeracy. 

English Chronological events, historical dates, sentence length (varying)  
Science Calculations, formulae, graphical representation, data and statistical analysis  
Geography Representing data, 4 and 6 figure grid references, graphs, interpreting data, scale 
History Timelines, chronologies, sequencing  
SRS Gathering and comparing data, historical timelines  
French Dates, counting, personal data  
PE/Sport Estimation, measuring, basic functions, presenting data, statistics (in sport and wider life) 
Art & Design Ratio, symmetry, proportion, scale  

All students have free access to online platforms of MyMaths, Hegerty Maths and Dr Frost. These are available within Maths lessons themselves and across other subjects (as well as for students to access outside of school).  

All KS3 students receive the opportunity to work with KS4 students on Mathematics specific content and development. This peer-to-peer opportunity helps develop confidence and fluency in basic mathematical skill.  

“My eldest son left school in 2007 so there was never any question of which school my youngest would attend in 2012. However, what a huge difference I’ve found in the school from then until now. The school is very well led with the Head being a major presence, the staff are very well respected, approachable and helpful at all levels. Examination results continue to improve which is fantastic. Pupil moral is great with reward schemes, extra-curricular activities and school excursions open to all.”

Parent of Year 8 Student

"Parents and carers are broadly supportive of the school and its new leadership. They feel that their children are well cared for and supported"

Ofsted Quote

“As parents, we are always impressed with the way in which Hetton School staff listen to comments or concerns, and act quickly and effectively, particularly when relating to pupil progress and wellbeing. There’s a good community feeling. Hetton School has good systems in place to support students’ individual attainment. It offers good opportunities outside of the school day for pupils to progress further. We’re well aware that standards and results at Hetton School have risen in recent years and continue to do so.”

Parent of Year 7 and 10 Student

"Pupils are proud of their school and its caring, tolerant ethos".

Ofsted Quote

“I am very pleased with the pastoral support. Hetton School value the opinion of students and this can only help to build self-confidence into adulthood.”

Parent of Year 10 Student

"The quality of leadership and teaching in the local authority resource provision for pupils who have speech and language difficulties enables pupils to make strong progress".

Ofsted Quote

“I have been very impressed with how well my daughter has settled into Hetton School. She has made some very good friends, gets on well with her form tutor, enjoys her lessons and has made good academic progress. The school keeps me up-to-date with how she is doing and acknowledges when she has done something of particular merit. The Parents Forum gives us a voice to bring up any issues that arise and for the school to ask our opinion also. I would definitely recommend Hetton School to any prospective pupil or parent, and with a new build coming, Hetton will finally have the building this good school deserves.”

Parent of Year 8 Student
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