Functional Numeracy Skills (FNS) Policy

Functional Numeracy Skills (FNS) Policy

This policy outlines the teaching and learning, organisation and management of the Functional  Numeracy Skills (FNS) division of the Mathematics Faculty at Meadow High School.  It has been written in conjunction with the Mathematics Faculty Aims.  The implementation of this policy is the responsibility of all the teaching staff.      

FNS Division of Mathematics -  Aims

  • For pupils to leave school feeling confident in functional skills.
  • A positive attitude towards Time , Money and Measure.
  • Competence and confidence in mathematical knowledge, in key areas within numeracy
  • An ability to solve problems, to reason, to think logically and to work systematically and accurately
  • An ability to use and apply knowledge in numeracy to outside the school

FNS aims to support and develop each pupil’s ability to be as independent as possible, when they leave school, by teaching them the essential skills needed for functional living through mastering basic numeracy concepts.  Understanding Money, Time and Measure are the key aspects of Mathematics that teachers and parents have highlighted as vital in enabling a young person to become independent. These are the three key areas FNS lessons focus on and enrich Mathematics teaching and learning within the school.

The FNS policy should follow the mathematics policy in terms of marking, presentation of work, use of display and visual imagery, reward systems, extended learning opportunities, Resources, Pupil Voice and use of IT.   

Mathematics at Meadow High School is taught following a ‘child centred’ approach.

We make use of many helpful outside teaching tools and Schemes of Work such as Numicon which are specifically adapted to meet the individual needs of our students.

 It is important that different learning styles are catered for, and teachers are given the opportunity to adapt and differentiate their lessons using the tools they feel appropriate for the individual levels and attitudes that exist within the set group.


FNS and Maths lessons are consistently taught by the same teacher within an academic year.

Teaching and Learning

KS3 and KS4 pupils should receive 1 lesson of 45min each week.  They will alternative between money, time and measure each half term as indicated below.  This is to ensure they have regular access to learning these crucial functional skills.

Key Stage 3 and Thematic:

Autumn Term 1 - Money
Autumn Term 2 - Time

Spring Term 1 - Measure
Spring Term 2 - Money

Summer Term 1 - Time
Summer Term 2 - Measure

Key Stage 4

Autumn Term 1 - Measure
Autumn Term 2 - Money

Spring Term 1 - Time
Spring Term 2 - Measure

Summer Term 1 - Money
Summer Term 2 - Time


FNS follows the same structure as maths with regards to assessment, with the production of half-termly quantitative evidence to demonstrate pupil progress.  At the end of each half term, pupils should complete one assessment task.  This is used to show progression by the pupil on what they have been working on.  Assessments should be completed independently.  A reader or scribe  may be necessary; this should be clearly indicated, as well as any other support given.  Assessments should be filled in the blue maths assessment file.  

The Assessment file must be given to Faculty leader at the end of each academic year for filing centrally.

At the end of each term the subject teacher completes their classes tracking sheet, effort grade and B2 percentage on the maths tracking sheet as part of the Measures strand.

We make use of formative and summative assessments to identify appropriate levels and set achievable targets within the school year.   

Keeping parents and carers informed of pupil progress should take place in line with the whole school policy, through the system of termly progress sheets, annual written reports and parent’s evenings.  In addition contact should be made via the Link book or if necessary, telephone calls or letter home. This is all underpinned by frequent use of the reward system of merits, positive notes and weekly certificates presented in assembly.

As the schools population is becoming increasingly complex it is important that individual learning needs are at the forefront of planning and all students are capable of getting the most out of lessons in order to help gain and establish the basic skills needed to function as independently as possible in the outside world.


Targets should be continually reviewed and monitored at the front of the folder and ticked and dated when completed.  These should demonstrate clear progression in the mastering of the topics being covered.

Should any pupil master the skills needed within time and/or money and teachers are confident the pupil is secure in their understanding and application, then the pupil will use the lessons to work on other strands within maths, for example number.  This will be discussed with the FNS coordinator to ensure we know who is working at these levels and to support teachers delivering the lessons.

It should also be said that pupils working at below age 4 and the lower p levels may not be able to access all work revolved around time and money, as very early on it becomes heavily reliant on number skills.  These pupils should therefore have alternatives put in place, such as spending the lessons developing their numbers based skills before accessing time and money.  This will be discussed with the FNS coordinator to ensure we know who is working at these levels and to support teachers delivering the lessons.


All marking should be completed in accordance to the School Marking Policy.

Presentation of Work  

Each pupil in KS3 and KS4 will have a numeracy folder where all work should be filed in date order in the correct section.  All other aspects of presentation of work should follow the mathematics policy.

Awards and Qualifications 

The pupil’s programme of study is based on the yearly teaching objectives set out in the National Curriculum.

Each class will follow the appropriate programme of study for the pupils.  These will also need to be differentiated within the class to ensure each child’s individual needs are met.  Different classes will follow appropriate year group planning identified by teachers teaching these classes.

On entering Meadow High School pupils levels range from P Scales to level 3/4.  There can be a large range of differentiation within any one class.  To enable our pupils to progress, we need to build on their previous knowledge and plug the gaps in their learning.

Key Stage 3

KS3 follow on appropriate programmes of study from Early Years, KS1, KS2 curriculum or an individualised curriculum to extend learning and provide further challenge.  

Key Stage 4

KS4 follow on appropriate accredited Programme of Study through either AQA Mathematics Entry Level Qualifications or Unit Awards Pre-entry/Entry Level.  To extend and challenge pupil learning, there is an opportunity to work towards AQA Level 1 Mathematics Award.

Pupils not following an entry level scheme of work will continue POS from the New Primary Framework on Year Group that’s appropriate with more emphasis time, money and life skills during FNS lessons.

Key Stage 5

  • Theme 1 – Edexcel Functional Numeracy Skills Level 1 and/or GCSE, ASDAN Short Course Mathematics.
  • Theme 2 – Edexcel Functional Numeracy Skills Entry Level Programme.
  • Theme 3 – AQA Unit Awards Entry Level.
  • Theme 4 – ASDAN Towards Independence: Numeracy.

Extended Learning  

This is part of the agreed extended learning policy.  At Meadow High School we recognise the crucial importance of an active educational partnership between home and school.  To support this we have adopted a policy of extended learning rather than a rigid homework system as this can demand organisational skills which some of the pupils are still acquiring.  Extended learning (homework) can play a positive role in raising a child’s level of attainment.  It is an extension of school work so therefore on some occasions tasks may appear more challenging or difficult.  However, we also acknowledge the important role of free time in a child’s growth and development and ensure that children are not overburdened.  

All students who are given homework must have a red homework book in which the homework is written down or in case of a worksheet, glued in.  Students should complete their homework using this book to avoid work getting lost or crumpled.  Students are awarded certificates, for every 10 pieces of homework completed, in recognition of their hard work and effort.