Maths pupils in Wales underperforming due to 'inconsistent teaching', report finds
Maths pupils in Wales underperforming due to 'inconsistent teaching', report finds
The report found there was 'insufficient subject-specific support' and that maths education across Wales remains too variable
A new thematic report from Estyn has been published
(Image: PA )
Many pupils are underperforming in mathematics due to "inconsistent teaching and insufficient subject-specific support", according to a new thematic report from Estyn. The report found that the quality of maths education across Wales remains too variable.
The report, entitled 'Unlocking potential: insights into improving teaching and leadership in mathematics education', draws on evidence from recent school inspections, thematic visits to primary, secondary and all-age schools, and national survey responses. Whilst the report identifies pockets of effective practice in mathematics teaching and curriculum planning, overall too many schools fall short in key areas including subject knowledge, pedagogy, and the use of assessment to guide teaching.
Inspectors found that where teaching was most effective, teachers held high expectations, used a range of responsive assessment techniques, and ensured that pupils developed a deep understanding of mathematical concepts.
In contrast, less effective teaching often lacked challenge and did not address misconceptions effectively. For our free daily briefing on the biggest issues facing the nation, sign up to the Wales Matters newsletter here .
The report also highlights a concerning decline in subject-specific professional learning and support for teachers, which contributes to gaps in confidence and competence, particularly around the Curriculum for Wales.
In some cases, teachers relied too heavily on bought-in schemes of work without sufficient adaptation to meet pupils' needs.
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Estyn chief inspector Owen Evans said: 'Too many pupils in Wales are not reaching their full potential in mathematics because the quality of teaching and leadership varies so widely between schools.
"We need to raise expectations for all learners and provide our teachers with the subject-specific training and support they need to help every pupil succeed. Strong mathematics education is fundamental not just to individual futures, but to Wales's future prosperity.
'Our report focusses on how we can improve the teaching of Maths in Wales, and provides a number of best practice examples and resources to support teachers in their day to day practice.'
The report identifies the need for a coherent and comprehensive mathematics curriculum that builds progressively on pupils' learning and includes authentic contexts for application.
Schools with the strongest outcomes often demonstrated collaborative curriculum planning, clear progression models, and a balance between explicit instruction and opportunities for pupils to explore and reason independently.
Examples of effective practice from schools are highlighted throughout the report, as well as practical video resources for classroom teachers.
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Estyn has made a series of recommendations to the Welsh Government, local authorities, regional consortia, and school leaders to strengthen the quality of mathematics teaching and ensure that all pupils, regardless of where they live, have access to high-quality mathematics education.
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