Researchers voice concerns over maths teacher shortages
A new report from the Nuffield Foundation has examined how schools are dealing with the shortage of Maths teachers. Authored by Rebecca Allen & Sam Sims of
FFT Education Datalab, it found:
- The economic recovery has reduced maths teacher supply as employment opportunities have improved in the private sector.
- At the same time, demand for maths teachers has increased thanks to the requirement for all pupils without an A*–C grade in GCSE maths to continue studying the qualification until the age of 18.
- The report found that maths departments manage the shortages by deploying the least experienced teachers in Key Stage 3 classes. Experienced teachers with the most relevant qualifications are used to teach year groups where the external stakes are high: GCSE, A-Level and GCSE retakes (Key Stages 4 and 5).
- This pattern is consistent across all schools, although those in disadvantaged areas are less likely to have teachers who fit this criteria, meaning that teacher shortages are having the biggest impact on pupils from disadvantaged backgrounds.
- This means that the shortage of maths teachers is being felt most keenly at Key Stage 3 (and to some degree Key Stage 4). The report expresses concern that at this age young people’s attitudes to subjects and future study are still crystallising and if maths teaching and learning is not as engaging or tuned to individual needs as might be desired there are significant risks of adverse effects on pupil outcomes and progression.
- It welcomes the Government’s “advanced maths premium”, which aims to increase post-16 participations by offering financial incentives to schools. However, it expresses concern about the potential impact on teacher retention of putting more pressure on those teaching maths at Key Stage.
Read the full report here.