• Year 1 98.2%
  • Year 2 95%
  • Year 3 98.2%
  • Year 4 97.3%
  • Year 5 98.2%
  • Year 6 96.5%
  • Class 7 94.5%
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Phoenix Primary School ‘Where We Rise to the Challenge’

Intent, Implementation and Impact

At Phoenix Primary School, we are committed to providing our children with a curriculum that has a clear intention and impacts positively upon their needs.


The national curriculum states ‘Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.’ Therefore, the intention for mathematics is to ensure that all pupils become fluent, reason mathematically and solve problems. ‘

At Phoenix Primary School we aim high. We want every part of our school community- pupils, parents and members of staff to experience success. Our motto is ‘Where we rise to the challenge’. When teaching mathematics at Phoenix, we intend to provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in their future adventures. We aim to prepare them for a successful working life. We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving.

In Mathematics we teach our children how to make sense of the world around them by developing their ability to calculate, reason and solve problems. We want our children to develop skills which are essential in most other areas of the curriculum as well as recognise and develop knowledge and skills for life to achieve success in the work place and economic well-being. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life


Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience, adaptability and acceptance that struggle is often a necessary step in learning.



How maths is taught at Phoenix Primary School:

White rose and Deeper Understanding

Every class from EYFS to Y6 follows the White Rose scheme of learning which is based on the National Curriculum. Lessons may be personalised to address the individual needs and requirements for a class but coverage is maintained. In order to further develop the children’s fluency, reasoning and problem-solving, we use Deepening Understanding which correlates to the White Rose lessons and further develops children’s understanding of a concept and the links between maths topics. We also use a range of planning resources including those provided by the NCETM, NRICH and Classroom Secrets to enrich our children’s maths diet.

Staff also refer to the Calculation Policy when teaching formal methods, understanding that sometimes children find their own efficient methods along the way. Each week a Times Tables focus is planned to give children the opportunity to practise and improve their rapid recall skills with facts 12x12.

Help desks and working walls support children’s learning for each unit and the understanding that there are three before me. The children use these resources effectively to support their daily learning.



We have Start of Day Activities in each class whereby children are set a maths task to ensure general maths knowledge and fluency are maintained and developed; these may take many forms, for example: arithmetic, problem of the day, specific times tables or several questions about a mixture of maths topics. While the class are solving the questions, the staff are able to support children with consolidation or pre-teaching ensuring they are confident with skills required for the upcoming session.



Through our teaching we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our teaching. Summative assessments are completed at the end of each half term; their results form discussions in termly Pupil Progress Meetings and update our summative school tracker. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child. Robust monitoring and assessment ensures that any misconceptions, gaps, or ineffective teaching is identified and addressed in a timely manner. These assessments are carried out through pupil book scrutiny, 1 to 1 or small group catch up /tutoring sessions in the PM, pre-learning (EAL session).


Online Maths Tools/Homework

In order to advance individual children’s maths skills in school and at home, we utilise Times Tables Rock Stars for multiplication practise, application and consolidation.

Homework is set weekly to consolidate already taught skills as well as using apps to practice skills. We encourage children to access Topmarks activities through weekly homework tasks.

Concrete Pictorial Abstract (CPA)

We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support us, we have a range of mathematical resources in classrooms including Numicon, Base10 and counters (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths without equipment or images.


Cross Curricular

Maths is taught across the curriculum ensuring that skills taught in these lessons are applied in other subjects. Maths and science have concrete links through data handling which are used to ensure secure knowledge


Continuing Professional Development (CPD)

We continuously strive to better ourselves and frequently share ideas and things that have been particularly effective. We take part in training opportunities and regional networking events. First quality teaching is paramount for all. Learning staff are highly trained and appropriate training is disseminated to peers.


Whole school events

We celebrate National Maths Day and have whole school maths party themed days. These bring the whole school together to concentrate on one theme.


It is important that our children enjoy maths and can explain their reasoning when applying their skills to different situations. Pupils’ maths shows positive development from their individual starting points and children make at least expected progress.

Pupil Voice

Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they love learning about maths. They can articulate the context in which maths is being taught and relate this to real life purposes. Children show confidence and believe they can learn about a new maths area and apply the knowledge and skills they already have.

Evidence in the knowledge

Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential. Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table.


Evidence in the skills

Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems.

Children able to use the appropriate resources and skill to solve problems and calculations.

The flexibility and fluidity to move between different contexts and representations of maths.

Children show a high level of pride in the presentation and understanding of the work.

Reasoning and independence is used cross curricular to solve problems or enhance the understanding of issues/situations.



At the end of each year we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention.



All children secure long-term, deep and adaptable understanding of maths which they can apply in different contexts.