Issues with maths and writing highlighted in new report

Two new practice reviews, published by the Education Endowment Foundation (EEF), have set out to highlight some of the key challenges for schools in teaching secondary maths and writing. 

The first review, by a team from Sheffield Hallam Institute of Education and co-funded through a partnership with XTX Markets, looked at the practice of teaching maths across secondary schools. 

It highlights previous research that finds that due to the lack of specialist teachers, the small number available are being prioritised for "high stakes" classes in many schools, such as high prior attainers and those with GCSE exams coming up. 

This could mean that many younger pupils and classes with low prior attainers are more likely to be taught by teachers who do not specialise in maths.

Through a survey of teachers commissioned for the review, it found that half thought that mathematical learning is best consolidated through homework. This could present a challenge for students from socio-economically disadvantaged backgrounds who may struggle to fully access homework, particularly if access to online platforms is required.

The second, by a team from Pearson, looked at the practice of teaching writing across both primary and secondary schools. A survey of teachers investigated what they thought were the biggest challenges to teaching writing. Issues like poor pupil vocabulary and inconsistent approaches to teaching writing came through strongly for both primary and secondary school teachers.

But for secondary school teachers, a lack of pupil motivation was perceived as a significant challenge in teaching writing, cited by one in four (25 per cent) of those surveyed. This finding mirrors recent research from the National Literacy Trust that found young people’s levels of enjoyment in writing were at the lowest level recorded since the charity included writing as part of their questions.

In relation to writing, survey data highlights that despite appetite for it, there is currently minimal professional development opportunities within schools around writing and that it is not covered as standard in higher education studies for teachers.

The EEF said professional development is crucial for making sure that children and young people receive high quality teaching, as well as supporting career satisfaction and retainment for educators.

Professor Becky Francis CBE, Chief Executive of the Education Endowment Foundation, said: "These practice reviews paint an interesting and illuminating picture of secondary maths and writing in our schools. It’s clear that there are several challenges facing schools that need tackling to improve learning outcomes in these areas. Notably, teachers want – and need – access to more professional development opportunities to support their practice.

We look forward to delving deeper into some of the key themes identified here through our upcoming research projects. Through this, our aim is to further build the evidence base so that it can be utilised to improve learning outcomes for children and young people."