Multiplying Skills, Adding Value - Education Scotland
Multiplying skills,adding valueExecutive summaryNumeracy and mathematicsfor Scotland’s learners:a thematic inspection
Executive summaryThis executive summary accompaniesthe report “Multiplying skills, addingvalue; numeracy and mathematics forScotland’s learners”. You can alsoaccess a further resource from thethematic inspection, “Comments andCameos”, which provides stakeholdercomments and short case studies.“To face the challenges of the21 Century, each young personneeds to have confidence inusing mathematical skills, andScotland needs both specialistmathematicians and a highlynumerate population.”stForeword“Multiplying skills, adding value” offers a timelyaccount of the work going on across Scotland’s earlylearning and childcare settings and schools, to improvethe numeracy and mathematical experiences andoutcomes of our children and young people. Thereport provides a summary of the important progressachieved in recent years, and equally, a clear agendaof what needs to improve. The report hopes to speak,clearly, to every stakeholder with an interest inmathematics, helping to identify their roles – yourroles - in this important national work. Numeracy andmathematics are important to us all.This quotation originates from the early days ofCurriculum for Excellence, however, there can be nodoubt that it has stood the test of time. It also confirmshow numeracy and mathematics, from those earliestdays, were recognised as an essential foundationfor all children’s and young people’s learning. Overthe intervening years, Scottish schools and earlylearning and childcare settings have witnessed majordevelopments in how numeracy and mathematics areplanned, organised, delivered, assessed and evaluated.The good news has been the advancing professionalismwith which numeracy and mathematics are taught andlearned by Scotland’s 3-18 year-olds. That has not beenachieved without challenge and hard work on the partof all those involved, keeping abreast of, and at timesleading, professional thinking.Making Maths Count (MMC) (2016) set out threeimportant objectives: transforming public attitudes improving confidence and fluency in maths; and promoting the value of maths for every career.We hope and intend that this report builds on therecommendations of MMC, celebrating success wherethat is due, providing direction where work remainsto be done and taking forward the MMC idea of a“maths-positive nation”. Numeracy and mathematicscan hold their own when it comes to giving childrenand young people challenge and excitement in theirlearning – in the “infinite science” of mathematics andits close companion numeracy – and this report seeksto add momentum to improvements in Scotland’s earlylearning and childcare settings and schools.Gayle GormanHM Chief Inspector ofEducation(Building the Curriculum 1)Multiplying skills, adding value Numeracy and mathematics for Scotland’s learners: a thematic inspection2
Executive summaryContentsIntroduction4Curriculum6Learning and teaching7Attainment and achievement8So what do I/we do now?A framework for action9Multiplying skills, adding value Numeracy and mathematics for Scotland’s learners: a thematic inspection3
Executive summaryIntroductionThis report reviews current practice in numeracy and mathematics. It contains advice and guidance around what isworking well, as well as important areas for discussion and further development.The report is intended to promote improvements inScottish education by using the findings of inspection tostimulate reflection and professional dialogue and actas a stimulus for ongoing professional learning.This thematic inspection supports Education Scotland’scommitment to Recommendation 5 from the finalreport of the Making Maths Count group, namely;Education Scotland should evaluate thequality of children’s and young people’slearning experiences and attainmentin maths and share examples of goodpractice.p17, Final report of the making mathscount group, 2016HM Inspectors visited 40 establishments from theearly learning and childcare, primary, secondary andspecial sectors across Scotland’s 32 local authoritiesbetween January and June 2019. Staff completed aself-evaluation of their approaches to numeracy andmathematics. HM Inspectors used this information asa starting point for gathering evidence. They observedlearning at first-hand, reviewed documentation andspoke with a range of stakeholders.Multiplying skills, adding value Numeracy and mathematics for Scotland’s learners: a thematic inspectionHM Inspectors gathered evidence and evaluatedprogress in the following aspects:1. Curriculum: the effectiveness of thenumeracy and mathematics curriculum inmeeting the needs of all learners.2. Learning and teaching: the quality oflearning and teaching in numeracy andmathematics.3. Attainment and achievement: theeffectiveness of raising the attainmentand achievements of all learners innumeracy and mathematics.Whilst maintaining a focus on the three aspects ofCurriculum, Learning and teaching and Attainmentand achievement, HM Inspectors also exploredspecific key factors including themes of leadership andimprovement planning.This report provides the professional view of HMInspectors, drawing on the findings from these visitsalong with evidence from recent inspections.4
Executive summaryAll teachers have responsibilityfor promoting the development ofnumeracy. With an increased emphasisupon numeracy for all young people,teachers will need to plan to revisit andconsolidate numeracy skills throughoutschooling.p20, Building the Curriculum 1, 2006Further reading can be found in numeracyacross learning: principles and practiceQualitative and quantitative termsThe following terms are used in our scrutiny activitiesand are also reflected in this publication.Excellentoutstanding, sector-leadingVery goodmajor strengthsGoodimportant strengths withareas for improvementSatisfactorystrengths just outweigh weaknessesWeakimportant weaknessesUnsatisfactory major weaknessesThe following standard terms of quantity used withinthe report are:All100 %Almost all91 - 99%Most75 - 90%Majority 50 - 74%Minority/less than half 15 - 49%A fewless than 15%Other quantitative terms which may be used in thispublication are to be understood as in common Englishusage.Throughout this report, the term ’parents’ should be taken to includefoster carers, residential care staff and carers who are relatives orfriends.Multiplying skills, adding value Numeracy and mathematics for Scotland’s learners: a thematic inspection5
Executive summaryCurriculumHow effective is the numeracy andmathematics curriculum in meeting theneeds of all learners?So, in summary, what is workingconsistently well? The commitment of staff to improvethe curriculum in numeracy andmathematics, building on provenstrengths and tackling key areas forimprovement. Staff’s investment in career-longprofessional learning in aspects ofnumeracy and mathematics. The clarity which settings andschools have achieved in sharedunderstanding of the key featuresof national, local and establishmentpolicies, for numeracy andmathematics, which seek to improveoutcomes for all children and youngpeople.What is improving? The focus on closing thepoverty-related attainment gap,including reference to numeracy andmathematics issues. These issuesinclude the crucial importance ofnumeracy and mathematics skillsin the labour market, such as theinfluence of digital technologies on theworld of work. The impact of self-evaluationwhich is increasingly evident instrategic planning for numeracy andmathematics. The professional learning focus onpedagogy, across all sectors. Strongdevelopments, some of whichderive from professional learning inassessment and moderation, take abroad view of moderation as a forcefor better learning. Evidence of successful focus onstrengthening skills in number butnoting the caution in the followingtext.What are the challenges and areasfor improvement? Leadership for learning, with rolesfor all members of the learningcommunity, has not yet achievedsufficiently high standards andconsistency in learners’ experiencesin numeracy and mathematics withinand across sectors. The curriculum needs constant reviewto ensure it is relevant, for examplecapturing real-world numeracy andmathematics contexts, leading toincreased motivation and appropriateprogression in children’s and youngpeople’s learning. Professional learning, whilstdeepening staff knowledge andskills in numeracy and mathematics,is not yet resulting in significantimprovement in outcomes for childrenand young people. The corporate expertise in theeducation community, for gatheringand analysing data on attainment innumeracy and mathematics, needs tobe further enhanced. The balance of the curriculumneeds to be kept under review, toensure proportionate coverage ofshape, position and movement, andinformation handling, and to avoid anover-emphasis on aspects of number.Multiplying skills, adding value Numeracy and mathematics for Scotland’s learners: a thematic inspection6
Executive summaryLearning and teachingHow is leadership for learning innumeracy and mathematics working?What impact are professional learningand collegiate working achieving?So, what is working consistentlywell? Positive relationships amongand between learners and staff,laying foundations for a positivetone to learning in numeracy andmathematics. Clear commitment to closing thegap in attainment in numeracy andmathematics, between children fromthe most- and least-disadvantagedareas. Most learners’ positive viewsabout learning in numeracy andmathematics. Most respond well tostrategic approaches, for example theconcrete/pictorial/abstract structure.What is improving? The quality of dialogue amongassociated schools, and transitionarrangements, which support childrenand young people to build on theirprior learning in numeracy andmathematics. The recognition that using real-worldnumeracy and mathematics contextscan achieve huge impact on learners’motivation. A focus on professional learningin aspects such as moderation,and questioning techniques whichencourage higher order thinking skills.What are the challenges and areasfor improvement? Invest further in pursuing greaterconsistency in the quality oflearning and teaching, eliminatingpassive learning, specific to thecomplementary needs of numeracyand mathematics. Continue to focus on planning,tracking and monitoring, to informhow well children and young peopleprogress through the broad generaleducation. Revisit issues of differentiation, toadvance practice in meeting the needsof all learners for pace and challengeappropriate to their individual needs. Teaching is well organised and almostall staff offer clear explanations.Multiplying skills, adding value Numeracy and mathematics for Scotland’s learners: a thematic inspection7
Executive summaryAttainment and achievementHow well are we raising the attainmentand achievement of all learners innumeracy and mathematics?So, what is working consistentlywell? In almost all early learning andchildcare settings, practitioners makeeffective use of the routines of the day,for example reception and registration,and snack time, to build interestand progress in learning relevant tonumeracy. These approaches capitaliseon the role of numeracy in thechildren’s everyday lives. Almost all staff in primary schoolsshow commitment to raising attainmentand achievement in numeracy andmathematics. Almost all staff haveinvested in professional learningfocused on attainment strategiesincluding approaches for developingearly arithmetical skills. National data shows that across thesenior phase, the majority of youngpeople presented perform well innumeracy and mathematics at relevantSCQF levels, including at National,Higher and Advanced Higher. In 2019,attainment in mathematics improvedslightly at National 5 with the majorityof young people presented achievingan award at A-C. The number ofyoung people taking Applicationsof Mathematics (formerly LifeskillsMathematics) increased substantiallyfrom 2018 to 2019, with a majorityachieving National 5.Multiplying skills, adding value Numeracy and mathematics for Scotland’s learners: a thematic inspectionWhat is improving? Early learning and childcarepractitioners are increasingly usingplay-based pedagogy approachesto advance children’s learning innumeracy. Most make effective useof different play settings to capturechildren’s interest, for example in ideasabout number and money, shape andmovement. The majority of primary schoolshave included a focus on numeracyand mathematics in their plans forPupil Equity Fund. Almost all haveundertaken reviews of programmeswith the aim of improving attainment,for example adopting more rigorousapproaches to mental strategies. Collaborative working in numeracy andmathematics across school groups issupporting better teaching and morereliable judgement of achievement of aCurriculum for Excellence level. The increasing reliability of assessmentdata. Teachers make better use ofinformation from ongoing assessment,Scottish National StandardisedAssessments and National Benchmarksto inform their professional judgement.What are challenges and areas forimprovement? There remains scope for early learningand childcare practitioners to explorefurther the role of play settings ascontexts for learning in numeracy, forexample through professional dialogueand professional learning. Overall, primary schools should explorefurther the potential of STEM and DYWto add value to children’s experiencesin numeracy and mathematics,alongside more local contexts includingthe school’s own provision for IDL. In a minority of schools, progressionroutes in the broad general educationare not providing learning whichallows young people to make a smoothtransition to the senior phase. This isresulting in challenges meeting therequirements for succeeding at National5 by the end of S4. There remains a gap in performancebetween children and young peoplefrom the least and most deprived areas,especially at fourth level of Curriculumfor Excellence. National data shows that the majorityof S4-S6 leavers achieve an SCQF level5 numeracy award or better, with theproportion increasing in recent years.The percentage of young people (amajority) passing Higher mathematicsat A to C increased from 2015 to 2018but fell slightly in 2019.8
Executive summarySo what do I/we do now? A framework for actionThis section offers prompts in the form of a draftagenda for each of the relevant stakeholder groups.Children and young people including pupil councilsSupported by their schools, for example using theagency of pupil councils, children and young peopleshould be given the opportunity to explore theimplications of this report. The following draft agendaoffers a basis for valuable discussions. What do I think about my learning experiences innumeracy and mathematics? How am I helped to understand why, in some ways,numeracy and mathematics are different? Do I feel that my work in numeracy andmathematics is exciting, interesting, easy, difficult? How could my experiences in numeracy andmathematics be improved?Senior leaders and middle leaders in early learning andchildcare settings and schools Where are the strengths in our curriculum, learningand teaching and attainment in numeracy andmathematics? How clearly do we know our priorities forimprovement and how convincing are our plans andstrategies? Where do numeracy and mathematicsfeature in our improvement planning? How well do we use the four curriculum contexts,real-world topics and wider contexts andcontributions to add value and credibility to ourprogrammes in numeracy and mathematics? Among our professional learning targets, do we needto do anything to improve our capacity for generatingand analysing attainment data?Early learning and childcare practitioners and classteachers What response do I see from children and youngpeople when we are working on numeracy andmathematics? What impact do my approaches and pedagogy haveon them, in terms of outcomes progression andachievements? Do I have a clear understanding of current thinkingon high-quality learning and teaching in numeracyand mathematics, relevant to the children and youngpeople I work with? Do my opportunities for professional learning giveme confidence that my practices are effective andimproving?Multiplying skills, adding value Numeracy and mathematics for Scotland’s learners: a thematic inspection9
Executive summarySo what do I/we do now? A framework for actionSupport staffLocal authorities What role do I have/should I have, in supportingchildren and young people in their work innumeracy and mathematics? Do my opportunities for professional learning giveme confidence that my contributions are effective? Am I fully equipped with knowledge of the setting’s/school’s approaches in numeracy and mathematics,and supported in fulfilling my role? How well do our processes for supporting andchallenging our establishments meet the needs ofour children in numeracy and mathematics? Do our authority and regional collaborativeimprovement plans give sufficiently clear priority tonumeracy and mathematics? In respect of professional learning, how effective areour arrangements for staff to network, to share goodpractice in numeracy and mathematics?Parents and carers, including Parent Councils andparent organisations What is our perception of the setting’s/school’sperformance in respect of numeracy andmathematics? Where do we see strengths/weaknesses in respectof curriculum/richness of children’s experiencesin learning and teaching/outcomes in terms ofenjoyment of numeracy and mathematics andattainment? How best can we support and challenge the schoolin its efforts to improve learning and attainment innumeracy and mathematics?Multiplying skills, adding value Numeracy and mathematics for Scotland’s learners: a thematic inspection10
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Multiplying skills, adding value umeracy and mathematics for Scotlands learners: a thematic inspection 4 Executive summary Introduction The report is intended to promote improvements in
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