Numeracy

At The Robert Smyth Academy, we recognise that strong numeracy skills are essential as students progress through secondary school and prepare for adult life. Numeracy extends well beyond basic calculation; it encompasses problem-solving, logical reasoning and critical thinking—key skills that underpin success across the curriculum and in everyday situations.

With a secure foundation in numeracy, students are better equipped to engage with mathematical concepts in subjects such as science, geography and economics, deepening their understanding and improving their overall achievement.

Numeracy is also central to developing financial literacy and supporting future independence. The ability to interpret and manage numbers enables students to make informed decisions about budgeting, saving and spending, contributing to long-term financial wellbeing. In an increasingly data-driven world, these skills also allow students to confidently interpret information, analyse trends and engage critically with statistics presented in daily life.

We are committed to embedding numeracy across all subjects, ensuring that students not only acquire mathematical knowledge but also apply it meaningfully in a range of contexts. This whole-school approach builds confidence, broadens opportunities, and prepares students to make informed, responsible contributions to society.

Promoting a Positive Culture of Numeracy

We are committed to fostering a positive attitude towards numeracy across our whole school community. Our aim is to build confidence, resilience and curiosity, encouraging students to engage with numerical challenges with a ‘can do’ mindset.

This is achieved through a range of initiatives and Sparx maths, which promote enjoyment and reduce anxiety around mathematics. We work to ensure that all students feel supported in overcoming any barriers to learning and view numeracy as accessible and relevant.

A Tiered Approach to Supporting Numeracy

At The Robert Smyth Academy, we adopt a tiered approach to numeracy, in line with recommendations from the Education Endowment Foundation. High-quality teaching across all subjects forms the foundation of our approach, reducing the need for additional intervention wherever possible.

However, we recognise that some students require more structured and targeted support. We assess students’ numeracy skills carefully and provide support through Success@Arithmetic- a practical support to build fluency, confidence, and lasting skills in maths.  There are 2 stages to the programme.

1. Number Sense: for learners who need support to understand the number system and develop fluency with number facts.
2. Calculation: for learners who need support to understand and develop fluency with formal written methods.

Assessment and Early Identification

We recognise that transition points are critical stages in a student’s development, where gaps in learning are more likely to emerge. As such, we prioritise early intervention at the transition from Key Stage 2 to Key Stage 3. We place a strong emphasis on early identification and timely support.

Students’ numeracy levels are assessed through baseline assessments and standardised testing, conducted at the start of year 7. This data is tracked and reviewed by Heads of Faculty and the Numeracy Lead to ensure that support is both responsive and effective for those students working below expected standards. This information enables teachers to tailor their teaching, set appropriate targets and implement effective interventions. These assessments also complement our SEND provision, ensuring that any additional learning needs are identified and supported as early as possible.

Literacy at Robert Smyth Academy

At Robert Smyth Academy, we believe that strong literacy skills are the foundation for success in school and in later life. Our aim is for every student to leave us with a reading age that matches or exceeds their chronological age, enabling them to access the curriculum fully and achieve their potential.

We are committed to creating a culture where reading is valued, supported and celebrated. Across the school, teachers and specialist staff work together to provide opportunities for students to build confidence, develop a love of reading, and take pride in their progress.

Literacy is embedded across all subjects through high-quality teaching. Staff use a range of strategies to support reading, vocabulary development and comprehension so that all students can access learning effectively.

We understand that some students may need additional support with reading. Difficulties with literacy can affect confidence, wellbeing and achievement across the curriculum. Our approach ensures that students receive the right support at the right time, helping them to become successful, independent learners.

A Graduated Approach to Support

We use a three-tiered approach to meet the needs of all learners:

• Wave 1 (Quality First Teaching):
  High-quality classroom teaching with clear reading strategies and vocabulary support for all students
• Wave 2 (Targeted Support):
  Small group interventions for students who need extra help to catch up
• Wave 3 (Specialist Support):
  Personalised, intensive support for students with significant literacy needs

This structured approach allows us to quickly identify needs and put appropriate support in place.

Identifying and Monitoring Progress

We regularly assess reading ability to ensure that no student falls behind and that progress is carefully tracked.

• Students complete NGRT (New Group Reading Tests) at least twice a year
• Some students, including those with SEND or lower reading ages, are assessed more frequently​
• We also use information from primary school and other assessments to build a complete picture of each student

From September 2026, all Year 7 students will also be assessed using Little Wandle, supporting early identification of reading needs. ​​

This careful monitoring allows us to adapt teaching and intervene early where needed.

Targeted Reading Support

We offer a range of structured programmes to support students at different stages of their reading development:

• Little Wandle (Year 7): A phonics-based programme to develop early reading skills
• Phonics Catch-Up (Year 8): Support for students who need to strengthen basic reading skills 
• Rapid Plus (Year 9): A programme to improve reading fluency and understanding​
• Supported Reading: Weekly sessions with trained staff to build confidence and fluency​
• Sixth Form Reading Mentors: One-to-one reading support to encourage confidence and enjoyment​

Students with the greatest need receive personalised programmes and additional support to help them make strong progress.

Well-Trained Staff

All staff involved in literacy support are trained in effective, evidence-informed approaches. This includes both trust-wide training and input from external specialists, ensuring that students receive high-quality, consistent support. 

Measuring Impact

We track the impact of our literacy support carefully to ensure it is making a difference.

• Regular assessments allow us to measure improvements in reading age
• Progress is shared with teachers to support learning in all subjects
• Interventions are adapted where needed to ensure the best outcomes for students​

Our focus is always on helping students make sustained progress and develop the skills they need for the future.

Our Commitment to Every Student

We know that reading is key to unlocking the wider curriculum and opening doors to future opportunities. By working in partnership with students and families, we aim to ensure that every young person develops the literacy skills, confidence and independence they need to succeed.

At Robert Smyth Academy, literacy is everyone’s responsibility—and every student is supported to achieve their best.