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Numeracy Support

Our curriculum approach allows for pupils to develop their mathematical skills. We ensure there are ample opportunities to apply these skills to real life scenarios and situations. By presenting concepts in different ways, we allow for reparation of skills which allows pupils to consolidate their knowledge and understanding. The curriculum is sequenced and coherently progressive across the key stages. Teaching staff work together to ensure there is a consist approach across the maths curriculum. The leadership team regularly focus on maths learning across the school to ensure good coverage and progression.

Staff support pupils appropriately across all phases using a wide range and variety of resources provided to engage and stimulate learning. We believe that mathematical and numeracy skills are an essential part of the pupils learning as they provide all pupils with powerful ways of exploring, investigating and understanding the world around them.

Maths develops independence and decision-making skills which are integrated throughout the whole curriculum. We teach maths and numeracy at Crowdys Hill School at a level that is appropriate to the learning styles, needs and motivation of each pupil. This might involve discrete daily maths lessons following the National curriculum or be part of a cross curricular, thematic approach to teaching and learning for pupils who have more complex learning difficulties. Throughout the year, pupils participate in projects which include cross curricular subjects, and this provides teachers and pupils opportunities to explore and spend focused time on the maths and numeracy involved in that particular topic. We aim to teach maths skills through all learning situations that the pupils encounter during the day such as playtime, snack time or lunchtime. Many opportunities are made to ensure that the pupils use their skills in practical situations such as cooking and shopping.
Where possible pupils are entered into external accreditations with the aim of gaining the highest level possible to allow pupils to achieve their goals and aspirations for their next steps towards adulthood. In KS4/5 students student maths and functional maths through Edexcel, with some students working towards GCSE maths.

Our aim is for all of our students to become as independent as possible and develop the necessary mathematical understanding to preparing them for adulthood. “Learning for Life” is at the heart of everything we do.

Phonics Interventions 

Phonics intervention for struggling readers empowers students with the tools they need to read unfamiliar text. When they can apply phonics strategies to decode new words, any text becomes accessible.

At Crowdys Hill School we use phonics as an approach to teaching reading, and some aspects of writing, by developing learners’ phonemic awareness. This involves the skills of hearing, identifying and using phonemes or sound patterns in English. The aim is to systematically teach learners the relationship between these sounds and the written spelling patterns, or graphemes, which represent them. Phonics emphasises the skills of decoding new words by sounding them out and combining or ‘blending’ the sound-spelling patterns.

When students begin their journey at Crowdys they are assessed for their knowledge of phonics. All students in years 7, 8 and 9 will have two literacy sessions per week. These sessions are adapted to meet the individual needs of the students. (students in other year groups will have small group or 1-1 sessions where needed).

Phonic skills are taught following the Letters & Sounds programme. Letters and sounds set out a detailed and systematic programme for teaching phonic skills over six phases, with the aim of pupils becoming fluent readers by the end of phase 6. Each phase will cover different letter sounds/digraphs, it teaches all the three essential skills of blending, segmenting and phoneme manipulation necessary for reading and spelling. In the last phase, the children will learn some of the rarer GPCs (Letter to Sound correspondence). They will be taught how to spell the past tense forms of verbs, learn about suffixes and prefixes and continue to develop their knowledge of the spelling system.

Grouped sessions enable pupils to practice word building, word reading, dictation and phoneme manipulation exercises at their current working level. Within our literacy sessions we have a carousel of activities, a ‘teach’ table where the group are intensively taught by the teacher working through the targeted sounds using a variety of methods to ensure understanding. At the start of each session students will revisit and review - The students will play a quickfire game to practise something they have learned before and help build their confidence. The students will then be taught a new phoneme/grapheme or a new skill - this will be taught in a fun multisensory way. They will then move along to the ‘practise’ table where they will play fast, fun games to practise the new skill/sound they have just learned.

The final table is the ‘Apply’ table, the children will have a go at reading or writing sentences that involve the new skill/sound they have just learned. They will also have the opportunity to use the iPads and complete work set either through fun games or IXL (online learning programme).

Once students have completed phase 6 or we find that phonics if not suitable for them, we focus on comprehension (although this is still targeted throughout the programme when practising reading). Targeted questioning relating to the chosen text supports and enables pupils to recall information, sequence and summarise events, identify and comment on the structure, features and organisation of texts as well as promote the use of deduction (drawing conclusions from the information given in a text) and inference (reading between the lines to draw conclusions which are based on, but go beyond the information in the text.

Being able to read is the most important skill students will learn during their schooling and has far reaching implications for lifelong confidence and well-being. Reading feeds students’ imagination and opens up a wonder house of treasure and joy for curious minds. Therefore, at Crowdys Hill School, our priority is the teaching of reading skills and the enjoyment of literature, thus enabling our pupils to become lifelong, confident readers.

Date this page was last modified: 26 March 2021

Safeguarding

If you have any Safeguarding concerns/questions/queries our Designated Safeguarding Lead can be contacted on:

07955 772121