Research School Network: Maths matters: five ways in which we can address our maths challenges This blog suggests ways in which leaders can accurately diagnose their maths challenges in order to implement change.

This is part 2 of a two-part blog. To read the first part, click here.

In our first blog in this series, we asked why most schools did not include maths as a priority on their pupil premium strategy documents. This blog suggests ways in which leaders can accurately diagnose their maths challenges in order to implement change.

1. Use the evidence, and draw on examples of effective implementation

There is a rich evidence base on which we can draw as maths leads, including EEF’s own guidance reports covering Early Years and Key Stage 1, and Key Stages 2 and 3 (EEF 2017 and 2021). These are accompanied by audit tools which might help us to highlight specific areas for development in our own schools. But once an area has been identified, careful implementation of change is essential and this can often seem daunting.

Take the use of manipulatives as an example: we know this is valuable across all phases, but the evidence is not always clear about exactly what effective implementation looks like in practice.

This is where drawing on examples from other schools can help. Whether it’s busting myths about manipulatives, considering their use across a school, or a case study of implementation in action, these lived experiences can be supportive in leading change in our own organisations.

2. Triangulate our data sources

Maths leaders should adopt a rigorous approach to identifying priorities rather than relying on hunches, or justifying a decision that’s already been made. It is important to build a rich picture of pupils’ mathematical needs by gathering and reflecting on a wide range of data, before generating credible interpretations of what the data tells us.

This data might include:

• External assessment data, such as SATs or GCSE outcomes
• Observations of practice through lesson drop ins
• Pupil work review
• Conversations with colleagues

Having used data to identify an area for development, maths leaders should establish what’s already going on in relation to that need, for example, by considering the specific mathematical pedagogies being used in classrooms. It might be that practice needs tweaking, or implementation efforts refining, rather than wholesale changes being made.

3. Use question level analysis to identify areas for development

Question level analysis of assessment information can be time consuming, meaning workload must be considered, but it could provide some genuinely useful information in determining mathematical priorities.

For example, we might notice a particular topic with which pupils have difficulty, leading to curriculum changes, or a particular area, such as problem solving, which requires further investigation.

Utilising tools for analysing SATs or GCSE papers can support a maths lead looking to pinpoint areas for development.

4. Be clear and targeted on interventions

We recently surveyed 26 schools and asked them what programmes or interventions they used to support pupils struggling in mathematics.

We got 25 different responses.

This highlights a real challenge for maths leads: given the need for maths intervention, what should we use and why?

There are multiple considerations here, including whether a programme is addressing the specific needs of our pupils, the cost of a programme, and the difficulty of implementation. But where possible, we should be considering programmes which have a robust evidence base supporting their use – you can explore EEF’s list of Promising Programmes here.

Where a programme supported by a research trial is not available, we should give intervention the best chance of success by ensuring our model aligns with what we know is likely to make a difference. The TARGET tool from EEF has been designed to support this.

5. Maintain a focus on high quality day-to-day teaching

Ensuring that all pupils have access to high-quality teaching is the biggest lever we can pull in supporting all pupils to be successful, particularly those from disadvantaged backgrounds.

As a maths lead, it can be useful to reflect on current practices across your team and any professional development that might be needed in order to improve the quality of provision. For example, we might focus in on EEF guidance around the development of problem solving skills, or use the ​‘5‑a-day’ resource (EEF, 2020) to focus in on the quality of explicit instruction (clear explanations, modelling and frequent checks for understanding, followed by guided practice, and independent practice).

References

Education Endowment Foundation (2017). Improving Mathematics in Key Stage 2 and Key Stage 3 [Guidance report]

Education Endowment Foundation (2020). SEND in mainstream schools [Guidance report]

Education Endowment Foundation (2021). Improving Mathematics in the Early Years and Key Stage 1 [Guidance report]