“Why do children dread mathematics? Because of the wrong approach. Because it is looked at as a subject”

– Shakuntala Devi

The main aims of Maths at the Horizon School, Hartlepool is to offer positive learning experiences.

This is achieved by:

  • Use of Interactive learning resources
  • Use of Functional Investigations
  • Use of a highly personalised curriculum

This increases pupils motivation and enjoyment which helps to change pupils’ views of Maths, this in turn helps increase their confidence and competence.

At the Horizon School, Hartlepool students follow a variety of Maths courses appropriate to their level.

At Key Stage 2/3 pupils follow Maths topics based on the National Curriculum, with an emphasis of plugging the gaps in their knowledge and skills. This ensures that upon returning to mainstream school they are not disadvantaged from their peers.

In Key Stage 4 we offer students a variety of courses appropriate to their level.  All students study Functional Skills at an appropriate level (Entry Level through to Level 2), with most students also working towards a GCSE.  All courses will help students to develop the skills to apply the subject to real world problems.


Functional Skills:

We follow a curriculum in Functional Skills based around the AQA Functional Skills syllabus including a focus on numeracy skills in a variety of workplace situations. This allows us to focus on maximising the numeracy skills of our pupils, often through ‘real world’ examples and ensures that no students leave the Horizon School, Hartlepoolwithout the numeracy skills they need.  Most students will achieve Functional Skills qualifications and a GCSE in the process, ensuring students are proficient in both the mental and written calculations they will need as an adult, whilst also enabling them to access a wider range of post-16 provision.


We follow the AQA GCSE syllabus with the majority of students.  This is a two year course with three exams held at the end of Year 11.  Students are either enrolled in the Foundation or Higher level dependant on their capabilities.  The course focus is based on applying mathematical techniques to real work problems and involves problem solving.



Developing deep thinking and questioning the way in which the world works promotes the spiritual growth of our students.

We are sensitive to students’ individual needs and backgrounds and experience, with the aim to give all students an appreciation of the richness and power of maths. Maths in Nature is embedded in Sequences, Patterns and Symmetry in Key Stage 3.

We promote a sense of wonder in the exactness of mathematics in the exploration of infinity, pi, complex numbers and real world examples, whilst encouraging the students to appreciate the enormity of the world of Mathematics as it has developed through time.


Within the classroom, we encourage respect, reward good behaviour. We value listening to others views and opinions on problem solving.

We promote discussion about mathematical understanding and challenge assumptions, supporting students to question information and data that they are presented with.

We show the students that we are on a quest for truth by rigorous and logical argument and discourage jumping to conclusions.

We explore and evaluate the use of Statistics to inform or mislead in our current data obsessed society.

Percentage work across Key Stage 3 and 4 is clearly linked to current financial topics such as loans, debts and investment returns.


In classrooms, we look for opportunities for pupils to promote self-esteem and build self-confidence.

We encourage collaborative learning in the classroom – in the form of listening and learning from each other and paired discussion / working partners.

We help pupils develop their mathematical voice and powers of logic and reasoning by offering explanations to each other.

We exhibit pupils work in maths classrooms – to share their good practice and celebrate achievement through creating informative displays.


We share the appreciation with the pupils that mathematics, its language and symbols have developed from many different cultures around the world: eg Egyptian, Indian, Islamic, Greek and Russian roots.

We look to make explicit reference to Mathematicians contribution to progression of the subject as we teach topics throughout our Schemes of Work.

We investigate and research cross cultural patterns – tessellation, Islamic tiling.

We demonstrate and encourage diverse techniques eg for multiplication that have derived from different ancient civilisations. – Russian / Chinese multiplication, Napier’s Bones etc.

Positive Feedback

The staff at The Horizon School, Hartlepool take time to listen and build relationships with all the students.

Annais (Student)

I have a better relationship with the teachers at The Horizon School, Hartlepool. They listen to me and help me with my work

Sean (Student)

Teachers have high aspirations for pupils and their next steps in life...Pupils are well prepared to leave school after Year 11.

OFSTED Inspectors