Mathematics outcomes at The Willink consistently sit above both local and national averages. Students achieve strongly across the full ability range, with a higher proportion securing key benchmark grades than seen nationally. At A‑Level, results remain strong and support progression into mathematically demanding subjects, reflecting the strength of teaching, curriculum design and the department’s commitment to high expectations for all learners.

We use a mastery approach in mathematics because extensive national and international research shows that all students benefit from spending longer on key concepts, developing deep, secure understanding before moving on. Guidance from the NCETM and the national network of Maths Hubs highlights that mastery teaching - built on small, coherent steps, rich representations, and carefully structured practice- supports long‑term retention, reduces gaps in knowledge, and enables all learners to access increasingly complex ideas with confidence.

Our curriculum follows the statutory content of the National Curriculum, but we deliver it through an in‑house scheme of work that is regularly reviewed to reflect the latest evidence and best practice. This ensures that teaching is carefully sequenced, misconceptions are anticipated, and students experience a consistent, research‑informed approach across the department.

To support progress for every learner, we use regular assessment: end‑of‑unit checks to identify strengths and next steps, and summative milestone assessments to monitor long‑term understanding. These assessments help us adapt teaching, target support, and ensure that students keep pace with the curriculum.

Homework for all students in Years 7–11 is set weekly on Sparx Maths, a platform proven to boost progress through personalised practice, intelligent question adaptation, and regular retrieval that strengthens long‑term understanding.

We promote independent learning by guiding students to reflect on their areas for development and by providing regular in‑lesson opportunities to work independently using a range of resources, including textbooks and Chromebooks; this approach is supported by evidence showing that structured reflection and guided independent practice improve metacognition, confidence, and long‑term retention.

The department also has close links with local primary schools.  Special Mathematics classes have been provided for the very able pupils from our main feeder schools.

Key Staff

• Mr N John - Head of Mathematics Department
• Mr J Chaplin - Interim Head of Mathematics Department &  KS4 Co-ordinator
• Mrs L Avery-Doyle - Interim Head of Maths (Maternity Leave)
• Miss L Teague - Interim Second in Department, KS3 Co-ordinator & Assistant Maths Hub Lead
• Ms N Arnold - Teacher of Maths
• Mrs S Beckett - Teacher of Maths and KS5 Co-ordinator
• Miss W Czekaj - Mobius Maths Hub Lead and Teacher of Maths
• Mr D Green - Senior Leader and Teacher of Maths
• Mr M Hawkins - Teacher of Maths
• Mr C Lin - Teacher of Maths
• Mrs G Schofield - Assistant Head and Teacher of Maths
• Mrs L Sleat - Teacher of Maths & Maths Enrichment
• Ms J Gibson - Maths Teaching Assistant

Key Stage 3 - Years 7, 8 and 9

Mathematics KS3 Milestone Assessments

The pupils are set from Year 7 onwards with periodic movements between sets to reflect changing levels of achievement.  Pupil progress is monitored closely with assessments taking place frequently.  The department’s Milestone assessments identifies the sequence of topics to be covered and the appropriate materials available in order to meet the different academic needs of our pupils.

Click here for the Maths equipment pack containing a school geometry set.

Key Stage 4 (GCSE) - Years 10 and 11

At KS4 we currently follow the Edexcel course in Mathematics and we use the Pearson GCSE Maths textbook.

Course Outline (including curriculum time):

Students study GCSE Mathematics following the Pearson Edexcel Level 1/Level 2 GCSE (9–1) Mathematics specification (1MA1). In Year 10, students have nine lessons per fortnight, reducing to eight lessons per fortnight in Year 11. The course is offered at two levels of entry: Foundation Tier and Higher Tier. The Foundation Tier allows students to achieve grades 1–5, while the Higher Tier enables students to achieve grades 4–9.

Assessment Breakdown – Coursework and Examinations:

GCSE Mathematics is assessed 100% by examination, with no coursework component. Students sit three equally weighted written examination papers at the end of Year 11. Paper 1 is a non-calculator exam, while Papers 2 and 3 allow the use of a calculator. Each paper lasts 1 hour and 30 minutes and is worth 80 marks. Students are entered for either the Foundation or Higher tier, and all three papers must be taken at the same tier.

Additional Information – Materials and Equipment:

Students are expected to bring a scientific calculator, protractor, and a pair of compasses to every lesson. Calculators and Maths Equipment Packs (including a clear zipped wallet, geometry set, glue stick, pen, pencil, and eraser) are available to purchase from the school. In Years 10 and 11, students also have the opportunity to buy revision guides, workbooks, and practice papers to support their independent study and exam preparation.

Key Stage 5 (AS/A Level) - Years 12 and 13)

The department offers Edexcel AS level and A level courses in both Mathematics and Further Mathematics. These are popular choices, with our numbers consistently high over the years.

Mathematics Course Guide Key Stage 5

Further Maths Couse Guide Key Stage 5

Core Maths Course Guide Key Stage 5

Extra Curricular Opportunities

Some students from each Year Group have the opportunity to participate in the annual UKMT Mathematics Challenge at Junior, Intermediate or Senior level.  These are National competitions, and students who qualify are then able to compete in further rounds.

Last Updated January 2026