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Yahoo
6 days ago
- General
- Yahoo
Maths standards in Wales too low, watchdog says
Maths standards in Wales are too low with wide variations in the quality of teaching, according to the schools watchdog. A report by Estyn inspectors said there was a "concerning decline" in the support and training available for maths teachers and a lack of understanding of the new Curriculum for Wales. Welsh teenagers' performance in maths slumped in the last Pisa international tests, falling further behind other parts of the UK Chief Inspector of Education Owen Evans said too many pupils were not reaching their full potential in the subject. 'Defiance' from parents over bad school behaviour Fruit juice 'not fruit' in school food shakeup plan He said: "Strong mathematics education is fundamental not just to individual futures, but to Wales's future prosperity." The report said inspectors saw "aspects of effective teaching and leadership of mathematics" but overall "the quality of teaching of mathematics was too variable and pupils' standards in mathematics were too low". Problems included teachers planning tasks to keep pupils busy rather than focusing on what they wanted them to learn, and not challenging students enough. It said education was most effective where teachers had high expectations and pupils were challenged but "in a majority of cases, pupils' progress was limited by aspects of poor teaching". "Pupils who had positive attitudes and enjoyed learning mathematics generally made the best progress," the report said. Some schools involved parents, including arranging classes for them. Estyn praised one school - Ysgol Uwchradd Aberteifi in Cardigan, Ceredigion - where all teachers in the department told pupils they were not allowed to say they were weak at maths and there was a policy that all teachers had to talk positively about the subject. Other concerns in the report included "a lack of understanding of Curriculum for Wales requirements and guidance" and teachers often did not know who to approach to answer any questions. Inspectors said the variation in the quality of teaching was "partly linked to a reduction in subject-specific support across Wales" adding there was "a lack of professional associations or groups in Wales from which teachers of mathematics could seek advice". School leaders told Estyn it was increasingly difficult to recruit maths specialists and "as a result there is a growing number of non-specialist teachers". The report said the quality of teacher training courses for maths was also "too variable". Estyn said Pisa results supported evidence that standards in maths were too low and the performance of girls in particular had "deteriorated considerably" since 2018-19. "In 2023-2024, females on average performed about a third of a grade worse in mathematics and numeracy than in 2018-2019," the report said. The gap between pupils eligible for free school meals and their classmates had also widened. The report looked at the teaching of maths for seven to 16-year-olds, and was based on inspection evidence and visits to a sample of schools. It said weak skills in maths had "a significant effect on the economy" and "within an increasingly digital and technical age, the need for appropriate standards of numeracy is more important than ever". Chief Inspector Owen Evans added: "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." Most lessons in English to be phased out in Welsh county 'We must stop mollycoddling kids' says Saturday detentions head teacher Five things inspectors say about Wales' schools
BBC News
6 days ago
- General
- BBC News
Maths standards in Wales too low, says Estyn in report
Maths standards in Wales are too low with wide variations in the quality of teaching, according to the schools watchdog.A report by Estyn inspectors said there was a "concerning decline" in the support and training available for maths teachers and a lack of understanding of the new Curriculum for teenagers' performance in maths slumped in the last Pisa international tests, falling further behind other parts of the UK Chief Inspector of Education Owen Evans said too many pupils were not reaching their full potential in the subject. He said: "Strong mathematics education is fundamental not just to individual futures, but to Wales's future prosperity."The report said inspectors saw "aspects of effective teaching and leadership of mathematics" but overall "the quality of teaching of mathematics was too variable and pupils' standards in mathematics were too low".Problems included teachers planning tasks to keep pupils busy rather than focusing on what they wanted them to learn, and not challenging students said education was most effective where teachers had high expectations and pupils were challenged but "in a majority of cases, pupils' progress was limited by aspects of poor teaching"."Pupils who had positive attitudes and enjoyed learning mathematics generally made the best progress," the report schools involved parents, including arranging classes for them. Estyn praised one school - Ysgol Uwchradd Aberteifi in Cardigan, Ceredigion - where all teachers in the department told pupils they were not allowed to say they were weak at maths and there was a policy that all teachers had to talk positively about the concerns in the report included "a lack of understanding of Curriculum for Wales requirements and guidance" and teachers often did not know who to approach to answer any said the variation in the quality of teaching was "partly linked to a reduction in subject-specific support across Wales" adding there was "a lack of professional associations or groups in Wales from which teachers of mathematics could seek advice".School leaders told Estyn it was increasingly difficult to recruit maths specialists and "as a result there is a growing number of non-specialist teachers".The report said the quality of teacher training courses for maths was also "too variable".Estyn said Pisa results supported evidence that standards in maths were too low and the performance of girls in particular had "deteriorated considerably" since 2018-19."In 2023-2024, females on average performed about a third of a grade worse in mathematics and numeracy than in 2018-2019," the report gap between pupils eligible for free school meals and their classmates had also report looked at the teaching of maths for seven to 16-year-olds, and was based on inspection evidence and visits to a sample of said weak skills in maths had "a significant effect on the economy" and "within an increasingly digital and technical age, the need for appropriate standards of numeracy is more important than ever".Chief Inspector Owen Evans added: "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."
Wales Online
7 days ago
- General
- Wales Online
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. Article continues below 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. Article continues below 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.
Rhyl Journal
24-05-2025
- General
- Rhyl Journal
'Persistent challenges' to boost attendance in Welsh secondary schools
Estyn has published an updated version of its thematic report on attendance in secondary schools in Wales, building on the findings of the original January 2024 publication. Although the report identifies a range of examples of successful approaches taken by providers, it states that it is 'clear that secondary school attendance in Wales remains significantly below pre-pandemic levels' and continues to be an important national concern. The updated report provides new insights drawn from recent inspection evidence, continued engagement with schools previously featured, newly visited schools that have improved attendance, and includes analysis of the latest national attendance data. Recent unverified national data from Welsh Government, highlights that overall attendance for secondary schools has increased by 1.1% points to 89%, but this continues to be considerably lower than pre-pandemic levels and whilst attendance of secondary-aged pupils who are eligible for free school meals has also increased, it remains concerningly low. Based on data from 2023-2024, secondary school pupils are missing on average, nearly 11 days of education more per year than they were before the pandemic. Estyn warns that at the current rate of improvement, it would take over ten years for attendance rates to recover to pre-pandemic levels. Pupils from low-income backgrounds and living within the three-mile radius who do not qualify for free school transport face significant barriers to regular attendance. Headteachers also told us that Year 11 examinations and pupils wanting to revise at home also contributes to declining attendance rates despite improvements at the start of the year. Owen Evans, Chief Inspector for Estyn, says: 'Despite early signs of improvement, progress in tackling attendance issues is still too slow in a minority of schools. Support remains inconsistent across Wales, and limited data continues to hinder schools' ability to evaluate impact and target action effectively. 'We've added new examples of successful approaches from schools and two further recommendations for Welsh Government, reinforcing the pressing need for a joined-up, national approach to improving attendance. It is clear that schools cannot tackle this issue alone.'
North Wales Chronicle
23-05-2025
- General
- North Wales Chronicle
'Persistent challenges' to boost attendance in Welsh secondary schools
Estyn has published an updated version of its thematic report on attendance in secondary schools in Wales, building on the findings of the original January 2024 publication. Although the report identifies a range of examples of successful approaches taken by providers, it states that it is 'clear that secondary school attendance in Wales remains significantly below pre-pandemic levels' and continues to be an important national concern. The updated report provides new insights drawn from recent inspection evidence, continued engagement with schools previously featured, newly visited schools that have improved attendance, and includes analysis of the latest national attendance data. Recent unverified national data from Welsh Government, highlights that overall attendance for secondary schools has increased by 1.1% points to 89%, but this continues to be considerably lower than pre-pandemic levels and whilst attendance of secondary-aged pupils who are eligible for free school meals has also increased, it remains concerningly low. Based on data from 2023-2024, secondary school pupils are missing on average, nearly 11 days of education more per year than they were before the pandemic. Estyn warns that at the current rate of improvement, it would take over ten years for attendance rates to recover to pre-pandemic levels. Pupils from low-income backgrounds and living within the three-mile radius who do not qualify for free school transport face significant barriers to regular attendance. Headteachers also told us that Year 11 examinations and pupils wanting to revise at home also contributes to declining attendance rates despite improvements at the start of the year. Owen Evans, Chief Inspector for Estyn, says: 'Despite early signs of improvement, progress in tackling attendance issues is still too slow in a minority of schools. Support remains inconsistent across Wales, and limited data continues to hinder schools' ability to evaluate impact and target action effectively. 'We've added new examples of successful approaches from schools and two further recommendations for Welsh Government, reinforcing the pressing need for a joined-up, national approach to improving attendance. It is clear that schools cannot tackle this issue alone.'
