Ofsted publishes research review on maths education

Ofsted has published the third in a series of reviews into different subjects across the curriculum, this time looking 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. The watchdog uses these findings to examine how maths is taught in England’s schools, before publishing a report about what they 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, such as how 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.

It found 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. And throughout sequences of learning, pupils benefit from teaching that is systematic and clear. The aim is for pupils to attain proficiency and pupils are then more likely to develop motivation and confidence in the subject.

The review also found that pupils need regular opportunities to rehearse and apply the important mathematical facts, concepts, methods and strategies they have learned. And 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.

The review found that 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.