| Synopsis: |
In 2007-08 the National Strategy to improve performance in primary mathematics cost some GBP 104 million to implement. The Strategy aims to raise performance through extensive teaching and learning resources, supported by professional development programmes for teachers. In 2006-07 some GBP 2.3 billion was spent on teaching mathematics in primary schools, out of a total expenditure of GBP 10 billion on primary teaching and teaching support staff. Yet improvements in the mathematics results of primary school pupils have levelled off since 2000. In 2008, 79 per cent of pupils met the Government's expected standard at Key Stage 2 (age 11). This means that over one in five children are starting secondary school without a secure foundation in mathematics. There are persistent gaps in the mathematics performance of primary school pupils from different backgrounds and with different characteristics. In contrast to other subjects, boys are making more progress than girls. The biggest attainment gap - 18 percentage points - is related to deprivation.Performance varies across England and between local authorities, with the percentage of pupils achieving the expected standard at KS2 ranging from 70 to 87 per cent. The Primary National Strategy has contributed to improvements in primary mathematics teaching and learning but weaknesses persist in vital areas, such as the use and application of mathematics to real-life situations and the assessment of pupils' progress. The lack of depth in subject knowledge of many primary school teachers, and the lack of take-up of continuing professional development in mathematics, are major concerns that the Department has only recently begun to address through a ten-year programme to train 13,000 specialist teachers. |