Mathematics
At Trinity our Mathematics curriculum is designed to produce mathematicians with a highly developed sense of number and numeracy skill. This entitles our students to confidently form and manipulate algebraic arguments, in turn unlocking the door to success within the other main curriculum strands that they will meet – measurement, geometry and data analysis. A student’s journey through this curriculum is underpinned by carefully structured scaffolding and explicit teacher modelling of these essential skills. With the spiral nature of our scheme exposing students to ever widening and more complex content areas, these key number and algebra skills are foundational to the inner workings of these areas.
By the end of year 9, students’ will have met longer sequences of deeper learning within number and algebra, ordered with consideration of continuity, and mathematical links. Whilst this prepares students with an understanding that will support them in their future lives, we believe that every student is entitled to, and should be encouraged to enjoy the abstract aspects of maths, regardless of whether they will directly, or indirectly use them at a later stage. Pupils are taught in mixed prior attainment groups during Year 7 and 8 and will continue to build on the experiences and concepts that they have met in their primary curriculum, allowing them to transition smoothly to secondary school mathematics. Fundamental numeracy skills are at the heart of a weekly home learning routine, entitling our students to be able to tackle more abstract concepts as they move into GCSE maths.
GCSE Mathematics comprises three main strands – Number and Algebra, Geometry and Measures, Statistics and Probability. By the end of Year 11 all students have had the opportunity to apply their previous learning more broadly and deeply, culminating in them being able to reason and problem solve with a commanding fluency.
At A Level students study two main components – Pure Mathematics, where they will meet calculus, vectors, algebraic methods and trigonometry and then Applied Mathematics, comprising Statistics and Mechanics. The number of students applying to study A-Level Mathematics has steadily increased and we also offer Further Mathematics to extend our most able mathematicians.
Maths Department – Inclusion Statement
Our Belief About Inclusion
At the heart of the Maths Department is the belief that every child is known, valued and able to succeed in mathematics. As a Church school, our inclusive practice is rooted in our Christian vision of dignity, compassion and service.
We are committed to ensuring that all students, regardless of starting point, need or background, can access a rich and ambitious mathematics curriculum and experience success within it.
Inclusion is not an additional part of our work; it is central to high-quality teaching and learning in mathematics.
An Ambitious and Accessible Curriculum
We deliver a curriculum that is ambitious for all, carefully sequenced and designed to build secure knowledge over time. It is knowledge-rich, skills-based and structured so that students become fluent, can reason mathematically and solve problems confidently.
The curriculum is also accessible, with barriers to learning identified early and reduced wherever possible. Students engage with the same core mathematical ideas through appropriate scaffolding, support and challenge, ensuring high expectations for all learners.
Supporting Students with SEND in the Classroom
We support students with SEND through three key areas of practice:
Careful seating and classroom environment
Seating plans are designed to place students where they can learn most effectively. This allows teachers to monitor understanding closely, check knowledge regularly and provide timely support within a calm and purposeful environment.
Accessible resources
Resources are designed to reduce barriers to learning. This includes dyslexia-friendly slide design, clear and logically sequenced tasks, and structured questions that increase in difficulty gradually. Where needed, additional scaffolding and worked examples are provided to support access to learning.
Adaptive teaching and implementation
Teachers use clear modelling, breaking learning into manageable steps. Worked examples are carefully scaffolded so that students can move from guided practice to independence. Regular checking of understanding through questioning, mini-whiteboards and live feedback ensures misconceptions are identified and addressed quickly.
High Expectations for All Learners
Our approach aligns closely with the Ofsted Education Inspection Framework, which emphasises inclusion, curriculum quality, teaching and personal development.
We believe inclusion means ensuring that all students access the full curriculum, rather than reducing expectations. Every student is supported to achieve well through high-quality teaching, careful adaptation and responsive intervention.
Progression to GCSE and Beyond
At Key Stage 3, we prioritise secure foundations in number, algebra, ratio, geometry and data handling, alongside the development of reasoning and problem-solving skills.
At Key Stage 4, students are supported through explicit teaching of methods and vocabulary, regular retrieval practice, structured problem-solving and targeted intervention where needed. Exam preparation is embedded without narrowing the curriculum.
At Key Stage 5, we aim to develop independence, resilience and deeper mathematical thinking. Students are prepared for A Level Mathematics, Core Maths and other post-16 pathways through high challenge supported by appropriate scaffolding.
Enrichment and Opportunities Beyond Lessons
Inclusion also means ensuring all students can experience mathematics beyond the classroom. We provide a wide range of opportunities, including homework and revision support clubs, intervention sessions, problem-solving and challenge activities, and participation in national competitions and UKMT-style events.
We also offer peer mentoring, paired support and opportunities to explore real-world applications of mathematics through careers, finance and everyday contexts.
These opportunities help build confidence, enjoyment and participation for all learners.
