Mathematics: made to measure

This report is based predominantly on evidence from inspections of mathematics between January 2008 and July 2011 in maintained schools in England. Inspectors visited 160 primary and 160 secondary schools and observed more than 470 primary and 1,200 secondary mathematics lessons.

The report draws attention to inequalities in pupils’ experiences and achievements. It includes examples of best practice that help avoid or overcome the inequalities and weaker practice that may exacerbate them.

This report builds on the inspection findings and case studies of ‘prime practice’ and ‘weaker factors’ of the 2008 report, Mathematics: understanding the score.

It is also informed by the evidence underpinning the report Good practice in primary mathematics, which was published in 2011.

The recommendations from Ofsted are as follows:

The Department for Education should:

  • ensure end-of-key-stage assessments, and GCSE and AS/A-level examinations require pupils to solve familiar and unfamiliar problems and demonstrate fluency and accuracy in recalling and using essential knowledge and mathematical methods
  • raise ambition for more-able pupils, in particular expecting those pupils who attained Level 5 at Key Stage 2 to gain A* or A grades at GCSE
  • promote enhancement of subject knowledge and subject-specific teaching skills in all routes through primary initial teacher education
  • research the uptake, retention and success rates in AS and A-level mathematics and further mathematics by pupils attending schools with and without sixth-form provision.

Schools should:

  • tackle in-school inconsistency of teaching, making more good or outstanding, so that every pupil receives a good mathematics education
  • increase the emphasis on problem solving across the mathematics curriculum
  • develop the expertise of staff:
    o in choosing teaching approaches and activities that foster pupils’ deeper understanding, including through the use of practical resources, visual images and information and communication technology
    o in checking and probing pupils’ understanding during the lesson, and adapting teaching accordingly
    o in understanding the progression in strands of mathematics over time, so that they know the key knowledge and skills that underpin each stage of learning
    o ensuring policies and guidance are backed up by professional development for staff to aid consistency and effective implementation
  • sharpen the mathematical focus of monitoring and data analysis by senior and subject leaders and use the information gathered to improve teaching and the curriculum.

In addition, primary schools should refocus attention on:

  • improving pupils’ progress from the Early Years Foundation Stage through to Year 2 to increase the attainment of the most able
  • acting early to secure the essential knowledge and skills of the least able.

In addition, secondary schools should:

  • ensure examination and curricular policies meet all pupils’ best interests, stopping reliance on the use of resit examinations, and securing good depth and breadth of study at the higher tier GCSE.



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