Maths

Intent

At The Phoenix Federation, we believe that every child can learn, enjoy and succeed in mathematics. We are committed to providing a mathematics curriculum that is ambitious, inclusive and accessible to all. Every pupil, regardless of their starting point, background or individual need, is encouraged and supported to develop confidence, competence and a positive mathematical identity.

We want our children to see themselves as mathematicians: curious, resilient and willing to explore ideas, make connections, explain their thinking and learn from mistakes. We believe that mistakes are an essential part of learning and that productive struggle helps children develop deeper mathematical understanding and greater resilience.

Mathematics is a creative and highly interconnected discipline. It is essential to everyday life, central to science, technology and engineering, important for financial literacy and vital to many forms of future study and employment. For this reason, our mathematics curriculum extends beyond learning calculation methods. We want pupils to understand why mathematics works, recognise relationships and patterns, select efficient strategies, reason logically and apply their knowledge confidently to unfamiliar situations.

We recognise that mathematics is a universal language that transcends cultures, countries and time periods, and we want children to understand that many different cultures and civilisations have shaped mathematical thinking and innovation throughout history.

We celebrate the rich linguistic and cultural diversity of our community and believe that all children can achieve highly in mathematics. Mathematical discussion, reasoning and explanation provide opportunities for pupils to communicate their thinking, learn from one another and develop confidence in their mathematical voice.

Through a high-quality mathematics education, our pupils develop the knowledge, skills, language and confidence they need to succeed in school and in the wider world.

Our mathematics curriculum is designed to ensure that all pupils develop:

Secure number sense and understanding of mathematical structures.
Fluency in key number facts and calculation.
A deep and connected understanding of mathematical concepts.
Precise mathematical vocabulary.
Confidence in explaining and justifying their thinking.
The ability to reason mathematically.
Effective strategies for solving problems.
Resilience when mathematics becomes challenging.
The ability to make connections between different areas of mathematics.
The ability to apply mathematics meaningfully to everyday life.

Our curriculum fulfils the requirements of the National Curriculum. It is informed by evidence-informed practice, including guidance from the National Centre for Excellence in the Teaching of Mathematics (NCETM) and the Education Endowment Foundation (EEF).

The National Curriculum identifies three interconnected aims: pupils should become fluent in the fundamentals of mathematics, reason mathematically and solve increasingly complex problems. These principles underpin our curriculum from the Early Years through to Year 6.

Through our high expectations and inclusive approach, we aim for every child to leave primary school as a confident and capable mathematician, fully prepared for the next stage of their education.

Implementation

At The Phoenix Federation, we have high expectations for all pupils. We do not view mathematical ability as fixed. Children are supported to understand that success in mathematics requires thinking, practice, perseverance, and a willingness to learn from mistakes.

Mathematics is taught daily through an evidence-informed approach based upon the principles of Teaching for Mastery, guidance from the NCETM and recommendations from the EEF.

Learning is carefully sequenced so that new knowledge builds upon what pupils already know. Complex concepts are broken into smaller, connected steps, allowing pupils to develop secure understanding before moving forward.

Teachers continually consider:

What do pupils already know?
What do they need to learn next?
What mathematical structure needs to be understood?
Which representation will make that structure visible?
What misconceptions might occur?
How will pupils demonstrate that they have understood?

Teaching is responsive. Teachers use questioning, observation, discussion, retrieval activities and pupils’ work to identify understanding and misconceptions and adapt teaching accordingly.

Teaching and Learning

Teaching follows a Gradual Release of Responsibility (GRR) approach, moving pupils from teacher modelling, through guided practice and collaborative discussion, towards increasing independence. This enables pupils to develop confidence, deepen understanding and apply new learning successfully.

Through carefully structured lessons, children are supported to rehearse, explain and refine their thinking before demonstrating their understanding independently. This ensures that all pupils are appropriately supported whilst maintaining high expectations and challenge.

Teaching for Mastery

Teaching for Mastery is at the heart of our mathematics curriculum. Through our involvement with NCETM Maths Hubs and ongoing professional development, teachers continually develop their subject knowledge and pedagogical expertise.

Our approach is informed by the Five Big Ideas of Teaching for Mastery:

Coherence

Learning is broken into small, connected steps that build understanding over time.

Representation and Structure

Manipulatives, images and models are carefully selected to help pupils see and understand mathematical structures.

Mathematical Thinking

Pupils notice patterns, make connections, reason, explain, generalise and justify their thinking.

Fluency

Pupils develop secure recall alongside conceptual understanding and flexible, efficient strategies.

Variation

Examples and questions are carefully chosen to help pupils notice what changes, what remains the same and why.

Teaching for Mastery enables all children to develop a deep, secure and adaptable understanding of mathematics. Rather than accelerating pupils through content, we focus on securing understanding, making connections and developing mathematical reasoning.

White Rose Maths

Our curriculum is coherently sequenced from the Early Years to Year 6 so that knowledge and skills build systematically over time.

White Rose Maths provides an important planning spine. Teachers use White Rose Schemes of Learning alongside high-quality resources from NCETM, NRICH, carefully selected real-life mathematical contexts and responsive assessment information. These resources are adapted to meet our pupils’ needs while maintaining ambition and coherence.

Key concepts are deliberately revisited and developed with increasing depth, helping pupils retain knowledge, make connections and apply previous learning to new mathematical situations.

Year 1 Yearly Maths Overview

Year 2 Yearly Maths Overview

Year 3 Yearly Maths Overview

Year 4 Yearly Maths Overview

Year 5 Yearly Maths Overview

Year 6 Yearly Maths Overview

Numberblocks

Strong foundations in mathematics begin in the Early Years. In EYFS and Key Stage 1, we utilise Numberblocks as part of our mathematical provision. Mathematics is integrated throughout the day through purposeful adult-led teaching, practical experiences, discussion and play. Children develop mathematical language, reasoning and number sense through rich and engaging experiences. Numberblocks supports pupils in visualising mathematical concepts and developing a deep understanding of number structures, patterns and relationships.

Fluency

Secure number knowledge provides the foundation for later mathematical success. At The Phoenix Federation, fluency is developed alongside reasoning and problem solving through carefully sequenced learning, retrieval practice, mathematical discussion and purposeful practice. Pupils develop automatic recall of key facts whilst also understanding the mathematical structures and relationships that underpin them. Regular retrieval opportunities ensure previously taught concepts, methods and number facts are revisited and strengthened, helping pupils develop secure long-term mathematical understanding.

To achieve this, we have a whole-school approach to the teaching and learning of multiplication facts. This focuses on carefully sequenced key facts that enable children to develop a deep and embedded understanding of multiplication and division relationships. These sessions take place regularly throughout the week, particularly in Lower Key Stage 2, ensuring pupils are fully prepared for future mathematical learning, including the Multiplication Tables Check. To further support fluency, retrieval and independent practice, pupils regularly use Times Tables Rock Stars (TTRS) and Mathletics. These platforms provide engaging opportunities for pupils to practise multiplication and division facts, consolidate previously taught learning and apply mathematical skills independently. Through regular use, pupils strengthen their recall of key facts, increase confidence and accuracy when working with number, and develop greater fluency across the mathematics curriculum. This enables pupils to focus more fully on reasoning, problem solving and deeper mathematical thinking.

Mathematical Vocabulary and Oracy

Language is fundamental to mathematical understanding. Mathematical vocabulary is explicitly introduced, modelled, displayed, revisited and used throughout lessons. Teachers model complete mathematical explanations and give pupils opportunities to rehearse mathematical language through discussion with adults and peers.

Pupils are encouraged to use increasingly precise vocabulary when describing relationships, explaining methods and justifying conclusions. Sentence stems and structured mathematical talk support children in organising and communicating their thinking.

Examples include:

“I know this because…”
“I noticed that…”
“The pattern is…”
“I agree/disagree because…”
“This represents…”
“If I know…, then I also know…”

This supports pupils in articulating increasingly complex mathematical ideas and enables teachers to assess the depth of pupils’ understanding.

To further strengthen mathematical communication, pupils regularly explore key vocabulary using Frayer Models. This approach encourages children to define mathematical concepts, identify examples and non-examples, make connections and deepen their conceptual understanding. By explicitly teaching vocabulary in this way, pupils are better equipped to discuss mathematical ideas accurately and confidently.

Reflection and Mathematical Thinking

At The Phoenix Federation, pupils are encouraged to reflect on their learning and develop an awareness of how they learn most effectively.

At the end of lessons, children regularly complete mathematical summaries and reflections which encourage them to consolidate key learning, identify important mathematical ideas and make connections to previous learning.

These reflections provide valuable opportunities for pupils to articulate their thinking, explain chosen strategies and evaluate their understanding. This supports the development of metacognitive skills and enables pupils to become increasingly reflective, independent and confident mathematicians.

Inclusion and Challenge

Our mathematics curriculum is inclusive and ambitious for all learners, including pupils with SEND.

Teachers identify barriers to mathematical learning and make adaptations that enable pupils to participate successfully whilst maintaining appropriately high expectations.

Adaptations may include:

Smaller learning steps.
Explicit modelling.
Carefully selected manipulatives and representations.
Visual and vocabulary support.
Additional guided practice.
Revisiting prerequisite knowledge.
Targeted intervention.

Where pupils have highly individualised learning needs, mathematical provision is appropriately adapted whilst remaining ambitious and focused upon meaningful progress from individual starting points.

Pupils who grasp concepts rapidly are challenged through deeper reasoning, problem solving and opportunities to make wider mathematical connections.

Structured mathematical discussion, reflection activities and carefully chosen representations ensure that all pupils can access ambitious mathematical learning and communicate their thinking successfully.

Impact

The impact of our mathematics curriculum is evident in the confidence, resilience and mathematical understanding demonstrated by our pupils.

By the time pupils leave The Phoenix Federation, they:

Demonstrate fluency in calculation and number facts.
Reason mathematically using precise mathematical vocabulary.
Solve increasingly complex problems.
Make connections across different areas of mathematics.
Select efficient and appropriate strategies.
Explain and justify their thinking with confidence.
Communicate mathematical ideas using precise mathematical vocabulary.
Reflect on their learning and explain their mathematical thinking clearly.
Demonstrate increasing independence when selecting and applying mathematical strategies.
Apply mathematics successfully to real-life situations.
Approach mathematical challenges with resilience and determination.

Assessment information, retrieval opportunities, lesson observations, pupil discussion, mathematical reflections and summaries demonstrate that pupils build secure mathematical knowledge over time and are increasingly able to recall, connect and apply learning independently.

As a result, pupils know more, remember more and develop a deep, secure and adaptable understanding of mathematics.

Our pupils leave The Phoenix Federation as confident mathematicians who appreciate the relevance, beauty and power of mathematics. They are fully prepared for the next stage of their education and equipped with the mathematical knowledge, skills and self-belief needed to thrive in school and beyond.

Subject Statement

“At The Phoenix Federation, we believe every child can be successful in mathematics. We aim to develop confident, curious and resilient mathematicians who enjoy exploring ideas, spotting patterns and making connections. Through our mastery approach, pupils learn to reason, solve problems and communicate their thinking with confidence. We want every child to leave primary school with the mathematical knowledge, skills and self-belief needed to thrive in the next stage of their education and beyond.”