Mr S Palmer – Head of Faculty
Mr J Etheridge – Key Stage 5 Leader
Mr S Majitha – Key Stage 4 Leader
Mr F Adam – Key Stage 3 Leader
Mr D Ford – Teacher
Ms K Hackett – Head of Sixth Form
Ms S Hagh – Shenass Teacher
Ms V Rowan – Teacher
Ms P Thealla – Teacher
Mr M McCutcheon – Teacher
Mr O Fawdry – Teacher
Miss J Barry – Teacher

Our aim as a department is to play our part in enabling all students at Cheney School both to fulfil their potential and to make a positive contribution to society, through developing their mathematical understanding and thinking.

This aim is based on the principle that all students have the ability to make progress in and enjoy mathematics.  This informs our practice and underpins our approach to teaching and learning.

The Mathematics teachers at Cheney School aim to:
  • Encourage all students to enjoy mathematics and to develop positive attitudes towards it;
  • Encourage all students to develop fluency in mathematical skills and to become confident in their ability to deal with mathematics both inside and outside the classroom;
  • Enable all students to take part in a variety of mathematical activities;
  • Enable all students to develop some understanding and appreciation of the beauty and structure of mathematics;
  • Enable all students to apply mathematical methods to solving problems;
  • Empower all students to tackle mathematical challenges with confidence;
  • Encourage all students to develop autonomy and powers of self-evaluation;
  • Encourage all students to work co-operatively;
  • Encourage all students to read, write and talk about mathematics.

We believe that it is important to enable students to have opportunities for mathematical enrichment.  In recent years, students have been the opportunity to go on cross-curricular trip, including visits to the Ashmolean Museum (where they investigated the mathematics of perspective), the Oxford Museum of Natural History, and Bletchley Park.

Key Stage 3 students have been involved with mathematical enrichment activities run by Oxford Brookes University, as well as “Master-classes”, and an evening of “Mathemagics” has been arranged at the school.

A number of our sixth form students have been given the opportunity to go to Mathematics lectures run by Oxford University.

Within school, we enter students from 11-18 in the UKMT Mathematics Challenges.  “Primetime”, a club aimed at higher achievers and those particularly interested in Mathematics, runs on a weekly basis.


At Key Stage Three, Cheney students study a range of number, algebra, geometry, measures, statistics and probability topics.  In line with the National Curriculum, we focus on students developing fluency in mathematical methods, as well as mathematical reasoning and problem solving.  Students are assessed regularly throughout the year, with two summative end-of-year assessments in June.


At Key Stage Four, all Cheney students study for a GCSE in Mathematics.  The GCSE course covers a range of number, algebra, geometry, measures, statistics and probability topics.  The GCSE is assessed at Higher and Foundation level at the end of Year 11.  Currently, we enter students in Mathematics using the Edexcel examination board.

Within school, we assess students regular throughout Year 10, and students sit mock examinations in November and February of Year 11, to help them to be prepared for the GCSE examinations.


In Key Stage Five Mathematics, students are able to take an A-level.  All students study a number of core mathematics modules, which contain algebra, trigonometry, calculus, numerical methods and vectors.

Students will also take applied modules such as mechanics, statistics and decision mathematics.  Currently, we enter students in A-level Mathematics using the OCR examination board.

Some students complete A-level Mathematics in one year and take A-level Further Mathematics in their second year of Sixth Form.

We also offer some students the opportunity to re-sit GCSE Mathematics in Year 12.

Sixth Form – Wider Reading and Discovery Lists for A-Level Subjects Mathematics and Further Mathematics