Big improvements in maths GCSE attainment without specialists

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Mason, Tim
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Educational Level
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Background: The purpose of the study was to improve mathematics results in a school by improving teaching and assessment, and increasing pupil engagement and aspirations.

Aims: The main aim was to improve maths results and engagement by providing strong leadership and teachers, and using CPD and resources to raise pupils' aspirations and engagement.

Methods: The participants included middle leaders, senior leadership team, subject leaders, teachers, local authority staff, and pupils. They worked together to improve maths results, with CPD approaches such as modelling, coaching, and work scrutiny. CPD approaches included modelling of good practice, coaching, tracking and monitoring, work scrutiny, and specific training sessions. Resources were based on the Standards Unit Box 'Improving Teaching and Learning in Mathematics'. Support was provided by LA consultants and specialist help.

Findings: The main findings are that pupil attitudes towards maths have improved, GCSE results have exceeded the school target, teaching quality has increased, and pupils are more confident in their learning.

Implications: The findings suggest that strong leadership and teachers, along with external subject expertise, are essential for successful maths interventions. This has resulted in improved teaching, increased confidence in school leadership, and better recruitment and tracking of students.
Keywords (free text)
Secondary education , Mathematics
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