Treorchy Primary School
How a Welsh primary made Big Maths a central part of its whole-school numeracy, aligned to the Curriculum for Wales, with progression driven by readiness rather than age.
At a glance
Secure foundations, built into the curriculum
Part of the school’s wider curriculum design, not a bolt-on scheme.
Big Maths provides Treorchy with a structured and progressive approach to the teaching of key number skills, ensuring that all learners develop secure foundations in basic skills, recall and mathematical understanding.
Crucially, it has been carefully aligned with the school’s wider curriculum design, so that pupils can apply what they have learned confidently across a range of authentic contexts. That connection between fluency and application is what the Curriculum for Wales asks schools to make.
Emma Anstee, Headteacher
“The implementation of the Big Maths initiative has been a highly successful driver of improved outcomes in numeracy, supporting our commitment to the Curriculum for Wales and the development of confident, capable mathematicians.”
The impact on numeracy
Stronger outcomes, and pupils who approach mathematics independently.
Outcomes in numeracy have strengthened across the school, with clear evidence of improved fluency, recall and learner confidence. Pupils demonstrate increasing independence in their approach to mathematical challenges, a direct reflection of the four purposes and particularly of pupils becoming ambitious, capable learners.
A notable strength is the high level of attainment achieved by many learners. Pupils in Year 4 are successfully accessing CLIC 20, demonstrating advanced understanding and rapid progress in core number skills. The school attributes this to both the effectiveness of the programme and the consistency of its delivery across classes.
What the school reports
“Outcomes in numeracy have strengthened across the school, with clear evidence of improved fluency, recall and learner confidence. Pupils demonstrate increasing independence in their approach to mathematical challenges.”
Source: written account provided by the Headteacher, Treorchy Primary School.
Streaming that follows the learner
Groupings that move with pupils rather than fixing them in place.
The streaming model used within Big Maths has been implemented thoughtfully at Treorchy and is seamless in practice. Groupings are flexible and responsive to individual progress, ensuring that every learner is appropriately supported and appropriately challenged.
The school is clear about why this matters: the approach promotes equity, allowing pupils to progress at a pace that suits them. That sits in line with Curriculum for Wales expectations around progression, where what matters is the learner’s readiness rather than their age.
Emma Anstee, Headteacher
“Groupings are flexible, responsive to individual progress, and ensure that all learners are appropriately supported and challenged. This approach promotes equity and allows pupils to progress at an appropriate pace, in line with Curriculum for Wales expectations around progression rather than age-related performance.”
What pupils say
Pupil voice at Treorchy is, in the school’s words, overwhelmingly positive.
They enjoy the pace
Learners report that they enjoy the pace and structure of Big Maths sessions. The routine is something they look forward to rather than endure.
They know what’s next
Pupils feel confident in understanding their next steps. They can say where they are and what they are working towards.
They feel the achievement
Learners value the sense of achievement as they move through the levels, progress they can see and measure for themselves.
The school links this engagement directly to outcomes: strong engagement contributes to high levels of motivation and, in turn, to sustained progress.
Why it works in a Welsh school
The design of Big Maths and the shape of the Curriculum for Wales pull in the same direction.
“In line with Curriculum for Wales expectations around progression rather than age-related performance.”
Big Maths continues to play an important role in Treorchy’s ongoing school improvement journey, ensuring that all pupils are equipped with the essential skills they need to succeed both within and beyond the classroom.
Progression, not age
The Curriculum for Wales frames progression as a continuum rather than a set of age-related expectations. Big Maths works the same way, teaching each child from the step they have actually secured.
The four purposes
Ambitious, capable learners need secure foundations before they can be ambitious with them. Fluency and recall are what make independent mathematical thinking possible.
Available in Welsh
Beat That! challenges are available in Cymraeg, online and in print, so the programme works in Welsh-medium and bilingual settings as well as English-medium ones.
Big Maths has become a key component of our whole-school approach to numeracy, supporting high-quality teaching, consistent progression, and positive learner attitudes.
— Emma Anstee, Headteacher, Treorchy Primary School
Could this work in your school?
Book a free demo and we’ll show you how Big Maths maps to the Curriculum for Wales, including Beat That! in Cymraeg.
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