The concept of “phonics for maths” has sparked lively debate in education, yet practical guidance remains scarce. To bridge this gap, the Fluency & Phonics for Maths Benchmarks from Oxford University Press, offer a research-informed framework rooted in cognitive science and proven pedagogy. Much like phonics in reading, this approach builds number sense through explicit instruction, structured practice, and developmental progression.
At its core, phonics for maths is about equity—ensuring every child, especially those who struggle, gains access to the foundational number facts and reasoning skills needed to thrive. Thus ‘Phonics for Maths’ must go beyond simple recall; embedding flexible thinking, problem-solving, and deep conceptual understanding.
Five key principles guide this model: every child’s right to core knowledge; clarity and structure in teaching; fluency as reasoning in action; linking fluency to conceptual understanding; and the motivational power of success. Together, they create a systematic, inclusive approach that reduces cognitive load and fosters metacognition.
For school leaders, implementing this model means investing in whole-school strategies, professional development, and supportive systems. With thoughtful planning and curriculum alignment, phonics for maths can transform outcomes—closing gaps and empowering all learners to think mathematically with confidence.
About the author:
Louise Pennington started her career as a teacher, became a Special Educational Needs and Disabilities Co-coordinator and Local Authority lead maths and specialist teacher.
She later led the Local Authority Special Needs Teaching team supporting teachers, parents, children and young people. Louise has worked for a national not-for-profit organisation that transforms the lives of vulnerable and disadvantaged children and young people and delivered the National Award for SENCOs as an associate Tutor for Manchester Metropolitan University.
