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The National Curriculum for Mathematics intends to ensure that all pupils:


1. Become fluent in the fundamentals of Mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

2. Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

3. Can solve problems by applying their mathematics to a variety of routine and non routine problems with increasing sophistication, including breaking problems down into a series of simpler steps and persevering to find the solution. Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.


The programme of study is organised, by necessity, into distinct topics or blocks, however children will make connections across these blocks or topics using their mathematical ideas to develop their fluency, reasoning and ability to solve problems. 

Here at Phoenix Infant and Nursery School, our curriculum ensures that children apply mastery skills.

We follow the White Rose Maths scheme, that uses a mastery approach and deepens the understanding to ensure that pupils can extend their fluency, reasoning and problems solving.  

Children should also apply their mathematical knowledge to other subjects such as Science.


The expectation is that the majority of pupils will move through the programme of study at broadly the same pace. However, decisions about when to progress will always be based on the security of pupils' understanding and their readiness to progress to the next stage. Pupils who grasp new concepts rapidly should be challenged by being offered rich mastery and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding through scaffolding, additional practice and interventions.

Class 6 using beaded strings to make 2 digit numbers. We used our understanding of tens and ones to move the beads.

Class 4 have been counting objects and recording how many there are.

Counting Objects