Ofsted has today published a subject report looking at how
mathematics is being taught in England’s schools.
It draws on evidence from subject visits to a sample of primary
and secondary schools.
The report found that the overall picture of maths education is
now broadly more positive than it was 11 years ago when we last
published a report on maths
education. This is the result of the commitment of school
leaders and teachers. School leaders are focused on delivering a
high-quality maths curriculum. They, and programmes such as Maths
Hubs, are giving teachers opportunities to develop their subject
teaching knowledge. As a result, high-quality continuing
professional development for many maths teachers is a particular
strength in England’s schools. It enables teachers to teach with
clarity and precision, helping pupils understand new concepts.
Read the ‘Mathematics education in
schools: maths subject report’.
The report also notes areas where improvements could be made. In
some secondary schools, pupils are not given opportunities to
master foundational mathematical knowledge because teaching is
over-focused on exam success. Some pupils are rushed through new
content too quickly. The report also highlights that challenges
in recruiting and retaining specialist teachers are making it
more difficult for schools to give a high-quality maths
education.
His Majesty’s Chief Inspector, Amanda Spielman, said:
Mathematics is a core part of every school curriculum. It
provides children with the tools they need to understand the
world and lays the foundation for a range of disciplines and
professions.
Despite sector-wide recruitment challenges, the picture for maths
education in England has continued to improve. I hope that our
recommendations are useful for subject leaders and teachers when
constructing a challenging and engaging maths curriculum.
The report makes a variety of recommendations for how schools can
ensure that all pupils become more proficient in maths,
including:
- Developing a curriculum that emphasises secure learning of
maths knowledge and prepares pupils for transitions between key
stages.
- Ensuring that teachers routinely check that pupils have
secure understanding of foundational maths and address any gaps
before moving to the next stage of learning.
- Making sure that teachers regularly connect new learning to
what pupils have learned before and ensure that pupils
consolidate new learning.
- Providing continuing professional development for teaching
assistants, and other adults working with pupils, to help them
understand the intended maths curriculum.
All subject visits were carried out between September 2021 and
November 2022.
