• 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%
Whole School Att Value
Home Page

Phoenix Primary School ‘Where We Rise to the Challenge’


Welcome to Phoenix Primary School mathematics page.  The following information explains how Mathematics is taught throughout the school. We are committed to providing our children with a curriculum that has a clear intention and impacts positively upon their individual 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 believe in trying to make maths fun and exciting for our pupils whilst teaching them to become fluent in the fundamentals of mathematics. We aim for all our pupils to develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They are taught to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. Our pupils are taught to solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. 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.

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


All 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:


NCETM prioritisation materials

Every class from EYFS to Y6 follows the NCETM prioritisation materials of learning which is based on the National Curriculum. Lessons may be personalised to address the individual needs and requirements for each class within Phoenix but coverage is maintained. The NCETM is designed to prioritise certain areas of the national curriculum within each key stage giving idenitIfied areas more coverage time to ensure it is embedded within the children’s knowledge. Areas may also appear earlier within the year.

The NCETM is our main point for resource however we do also use a range of planning resources provided by 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 with an emphasis on independent learning. The children use these resources effectively to support them.


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, dienes, counters, Cuisenaire rods (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.


Maths Basic skills

In EYFS and KS1 we follow Mastering Number which is a scheme that has been designed by the NCETM. This aims to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. This takes place 4 times a week for 15 minutes.

In KS2, the children complete basic skills through ‘No more than 10’ which is a daily ten-minute maths task to ensure that general maths knowledge and fluency are maintained and developed. This focuses on fluency, variation, problem solving and reasoning.



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).


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.


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.


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