A new Prime Minister, the same challenges in mathematical education
A new Prime Minister inevitably brings a renewed sense of possibility. New ministers, new priorities and, over time, new policy announcements will shape the direction of education over the coming years.
For those of us working in mathematical education, one thing remains clear: while the faces in Westminster may change, the challenges facing maths education do not. Lucy Powell inherits a role which has been held by Bridget Phillipson since Labour were in opposition and this change over of role should not distract from the persistent challenges facing young people in maths education. As new policies emerge, it is vital that we build an evidence base to inform future improvements in mathematical education for all nine million young learners in England.
Curriculum matters. It shapes what children learn and how mathematical knowledge develops throughout school. A stronger curriculum alone will not address the persistent inequalities in mathematical outcomes or ensure every young person develops the mathematical understanding they need, however. To achieve lasting improvement, curriculum reform must sit alongside action on the wider system-level changes that influence learning.
The evidence tells us where the greatest challenges lie
Differences in attainment, confidence and progression emerge early and often widen as learners move through school. The Observatory's Reviews of Mathematics Education (RoME), themed reports, and Insights bring together evidence from across the education system, highlighting that many of the barriers to improving mathematical outcomes are persistent, interconnected and extend far beyond the curriculum. For example:
These findings point to a common conclusion: improving mathematical education requires a whole-system approach. Curriculum reform has an important role to play, but so too do early years, teacher recruitment and retention, tackling disadvantage and ensuring all young people are inspired to continue studying mathematics. Future reforms should be guided by evidence about where the greatest barriers exist and where interventions can have the greatest impact.
Mathematics is essential for opportunity and economic growth
The recent inquiry led by Alan Milburn, highlighted that more than one million young people are not in education, employment or training. The report serves as a reminder that giving young people the knowledge and skills that they need to thrive must remain a national priority. Mathematical skills are central to that ambition.
Every young person deserves to leave education with the confidence needed to navigate everyday life, participate fully in society and access employment. At the same time, the UK must continue to nurture the next generation of frontier mathematicians, scientists, engineers, economists and data specialists who will drive innovation and economic growth.
These ambitions are complementary, not competing. A strong mathematics education system will support both.
Long-term evidence for long-term challenges
The Observatory for Mathematical Education was established with the long term in mind, supporting improvements in both foundational skills and excellence in advanced maths. Through our longitudinal research, we are following tens of thousands of young people, initially over seven years, building an evidence base that extends beyond ministerial reshuffles or changes in Government.
The factors influencing children's mathematical learning develop over many years, and meaningful change takes time to understand. By following learners long-term, we can identify where and why inequalities emerge, how experiences change over time, and which interventions have the greatest potential to improve outcomes.
Our role is to provide the robust, independent evidence that helps ensure decisions are informed not only by today's challenges, but by a deeper understanding of how mathematics education evolves over time. That perspective remains important regardless of who occupies Number 10.