The issue:

1. Children studying for exams and those from disadvantaged families were the most likely to have suffered disruption as a result of Covid^[1].
2. There are indications that maths has been particularly affected. A large study which compared test results between 2019-20 and 2020-21 found some year groups up to 12 weeks behind, with students attending schools serving low-income families more negatively affected^[2].​
3. 3. In 2023, 73% of pupils reached the expected standard in maths at Key Stage 2. Before the pandemic, this figure was 79%^[3].

So we’re:​

Working with schools and colleges to help close gaps in maths learning.

By providing support to schools and colleges nationally through the AMSP and NCETM to help them take action to identify and address crucial gaps in learning, offering guidance on curriculum priorities, providing tailored resources and online courses, and offering other support for catch-up.

The issue:

1. 24% of 8-year-olds say they don’t enjoy maths and this rises to 38% by age 15^[4].
2. Overall, students are more likely to develop a positive attitude towards maths when they are successful in the subject^[5].
3. Nonetheless, girls are less likely to enjoy and progress in maths, due largely to gender stereotypes^[6][7].

So we’re:​

Helping young people progress in formal education with positive attitudes to and confidence in maths.

By working to make maths teaching rigorous, relatable and relevant, fostering student understanding and confidence through high-quality teaching and curriculum resources, and providing enrichment focused on applying maths to issues of student interest and how maths is used in a wide variety of sectors and careers.

The issue:

1. Just 44% of secondary maths teachers have a degree in a mathematical subject compared to 65% of English teachers with an English degree^[8].
2. One in three maths and science departments in secondary schools serving the most disadvantaged communities say they are not well-staffed^[9].
3. Nationally, disadvantaged (FSM) students are only half as likely to gain a high grade in GCSE Mathematics (7, 8 or 9) as other students^[10] and were four times less likely to achieve an A* in the subject under previous grading^[11].​

So we’re:​

Helping to improve the quality of maths teaching by developing the maths knowledge and skills of teachers and reducing disparities due to disadvantage.

By working with schools to build strong mathematical foundations at primary and secondary stages through the NCETM’s Teaching for Mastery programme, helping state school students achieve high standards at GCSE through enhanced teaching of mathematical problem-solving, and working actively with schools in disadvantaged areas to improve teacher skills and confidence.​

The issue:

1. One third of students fail to achieve a GCSE Mathematics pass at age 16^[12].
2. GCSE Mathematics resit success is poor: in 2019 fewer than one in five students re-taking GCSE Mathematics achieved a grade 4 or equivalent by age 18^[13]​.
3. The average progress score for disadvantaged students resitting GCSE Mathematics was below zero in 2019, meaning overall progress was negative in maths for this group between ages 16 and 18^[13].​

So we’re:​

Transforming outcomes for students who fail to achieve GCSE Mathematics at age 16.

By working with 16-18 colleges to improve teaching and success rates for post-16 GCSE Mathematics resits and Functional Skills Mathematics; providing effective resources and training; and applying lessons from our innovative post-16 GCSE curriculum focused on the maths needed for everyday life and work.

The issue:

1. As technology develops and the availability and use of data expands, data science skills are at a premium^[14].
2. Lack of proficiency in complex analytical skills contributes to just under half of all skills gaps reported by employers (47%)^[15].
3. The ability of individuals to understand and use quantitative information underpins informed citizenship. Individuals without these skills are particularly susceptible to misinformation^[16].

So we’re:​

Developing the curriculum to help ensure that young people learn the maths they need to become informed citizens and to thrive in the future economy. ​

By working with schools and colleges to scale-up Core Maths so that more students continue maths beyond GCSE, supporting the teaching of data analysis in the sciences and other quantitative subjects, developing Level 3 Data Science courses and assessment, and integrating the use of technology into the maths classroom.

The issue:

1. An A level in Mathematics is a social elevator, conferring a 10% earnings advantage at age 30 in its own right^[17]​
2. Further Mathematics and success in entrance tests are key enablers for maths and STEM study at top universities, which confers considerable lifetime earnings benefits^[18].
3. These benefits are unevenly distributed^[19] on the basis of:
   • Schooling – state vs independent sector
   • Gender
   • Ethnicity
   • Social disadvantage

   ​

So we’re:​

Enabling more students to enjoy the benefits of an advanced and specialist mathematics education regardless of background.

By working with state schools and colleges to increase the number of students progressing into A level Mathematics and Further Mathematics, ensuring all students can access Further Mathematics regardless of where they are, and providing high quality tuition and support directly to state educated students in Further Mathematics and university entry.​