Ofsted has published the third in a series of reviews
into different subjects across the curriculum. The latest review
looks at mathematics education.
The review draws on Ofsted’s education inspection framework
(EIF) and
other literature to identify factors that can contribute to a
high-quality maths curriculum, assessment, pedagogy and systems.
We will use these findings to examine how maths is taught in
England’s schools, before publishing a report about what we have
learned in the autumn.
English pupils, on average, gain higher attainment in maths than
pupils in many other countries, and mathematics continues to be
the most popular subject to study at A level. However, the
attainment gap between the lowest and highest achievers is wider
than the Organisation for Economic Co-operation and Development
(OECD) average. Likewise, disadvantaged pupils in England are
much less likely to achieve a grade 4 at GCSE, or to meet the
expected standards at the end of the early years foundation stage
(EYFS), or at key stages 1 and 2.
In addition to highlighting approaches that could raise the
attainment of all pupils, a core theme of the maths review is how
to prevent struggling pupils from falling further behind their
peers.
There are a variety of ways that schools can construct and teach
a good maths curriculum, and Ofsted recognises that there is no
singular way of achieving high-quality education in the subject.
However, the review identifies some common features of
successful, high-quality curriculum approaches:
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Teachers engineer the best possible start for all pupils by
closing the school entry gap in knowledge of basic
mathematical facts, concepts, vocabulary and symbols.
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The teaching of maths facts and methods is sequenced to take
advantage of the way that knowing those facts helps pupils to
learn methods, and vice versa.
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Throughout sequences of learning, pupils benefit from
teaching that is systematic and clear.
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The aim is for pupils to attain proficiency. Pupils are then
more likely to develop motivation and confidence in the
subject.
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Pupils need regular opportunities to rehearse and apply the
important mathematical facts, concepts, methods and
strategies they have learned.
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Assessment is most useful when it focuses on the component
knowledge that pupils have learned. This aids pupils’
confidence and makes it easier to analyse and respond to gaps
in learning.
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Teachers can support pupils’ progression by ensuring written
work is of a high quality. This is important because when
pupils’ calculations are systematic and orderly, they are
better able to see the connections of number and to spot
errors.
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School leaders can develop teachers’ subject and pedagogic
knowledge through opportunities to work with and learn from
each other.
Her Majesty’s Chief Inspector, Amanda Spielman, said:
Mathematics is an integral part of every school curriculum. It
is a foundation of many disciplines and a source of interest
and enjoyment in itself. It also unlocks the door to further
study and employment in a vast range of fields.
However, for too many children and young people, maths is
mysterious and difficult, and this has implications not just
for their future attainment, but also for their self-esteem.
Our education inspection framework is clear that schools should
ensure the maths curriculum is designed to help pupils to gain
increasing mathematical proficiency and build confidence in
their ability.
We hope this review is useful to school leaders and teachers as
they continue to design and develop their maths curriculum.
The review emphasises the idea of engineering pupils’ success in
maths, underpinned by systems thinking. This type of approach
will seek to transform an offer of content into a guarantee that
content can and will be learned.
The review concludes that variation in the quality of mathematics
education in England is likely to be the result of the absence of
systems and systems thinking, as well as possible gaps in
content, instruction, rehearsal, assessment and the plans for
their evolution over time.
To find out more about Ofsted’s curriculum work, read the
principles behind the
research reviews and subject reports.
