If ‘good enough’ is sufficient for primary mathematics teaching, do we need excellence?

Teachers face persistent demand to achieve ‘excellence’ in teaching. These same teachers encounter paradoxes as they endeavour to reconcile their personal and professionalism identity, with the political agenda. For this research, the question was ‘How is excellence in primary mathematics teaching perceived by primary mathematics teachers?’ Four different teacher groups in the south of England were drawn through a purposive, specialist sampling method and interviewed producing narrative and mind-maps. An interpretative, thematic approach to analysis was adopted. One unexpected outcome was that ‘good enough’ teaching would suffice; targets in primary school can be met by less than excellent teaching. It might be questioned whether better than good teaching is essential, necessary or achievable by all teachers. However, the research also revealed reservations in the acceptance of a standard that is sufficient, citing enduring long-term gains and encompassing both aspirational and functional principles, such as societal gains, aesthetic and intrinsic value