Morning, Monday, 18th January 2027
Online
This conference will examine next steps for the maths curriculum, assessment and accountability in schools and colleges in England. Areas for discussion include curriculum sequencing and transition between phases, the future of GCSE maths and secondary accountability, attainment gaps and inclusion, post-16 resits and progression, and the teaching capacity needed for effective implementation.
With the revised national curriculum anticipated to be finalised ahead of first teaching from September 2028 following the Curriculum and Assessment Review, delegates will assess the direction of reform and priorities for progression in maths from primary through to GCSE and post-16. With the emphasis for maths falling less on new content, sessions will examine the sequencing of content, priorities for strengthening KS3 provision, reform to how GCSE maths is assessed, including exam structure and support materials, and implications for how the broader curriculum is planned.
Changes to accountability will be discussed, including the removal of EBacc performance measures, proposals for a revised Progress 8 model retaining double weighting for maths, and the new expectation that schools assess pupils’ progress in maths in Year 8. Discussion will examine what these changes, arriving on different timetables, mean in practice for schools, trusts and colleges. This includes preparation and workload, whether curriculum, qualifications and performance measures pull in the same direction, and implications for progression between phases, subject choice and curriculum access.
Further sessions will assess practicalities for delivery across schools, trusts and colleges. With schools in some areas still reliant on non-specialist teaching, the agenda includes discussion on workforce capacity, maths trainees and teacher development, specialist teacher recruitment and retention, strengthening subject leadership and expertise, and support from Maths Hubs and wider subject networks.
Delegates will assess how effectively current provision meets the needs of pupils with different starting points and levels of prior maths attainment, addressing gaps in attainment at the end of primary school linked to disadvantage, as well as plans in the Schools White Paper to support more pupils with SEND in mainstream schools. With resit entries rising while pass rates remain low, we expect discussion on measures such as the role and working of the proposed new level 1 maths qualification intended as a stepping stone to GCSE.
Curriculum sequencing, transition & implementation readiness
Discussion will examine what the revised programmes of study mean for maths teaching from KS1 to KS3, and how progress will be assessed as pupils move between phases. Delegates will also consider how far current arrangements support pupils moving from primary to secondary school, particularly those who leave Year 6 without secure foundations in maths.
Areas for discussion include:
- sequencing: number, fractions, ratio, algebra and reasoning across KS1-KS3 - strengthening mathematical knowledge, recall, fluency and problem-solving - greater depth with less repetition
- KS3: expectation of a full three-year KS3 - implications for schools starting GCSE content in Year 9 - continuity of maths teaching across phases
- transition: use of KS2 outcomes in secondary planning - support for pupils below the expected standard - learning from the Securing Foundations at Year 7 programme
- assessing progress: expectations for assessing maths progress in Year 8 - school flexibility over method - diagnostic use and teacher judgement - risks of additional high-stakes pressures
Teacher capacity, implementation readiness & attainment gaps
Sessions will examine what schools, trusts and teachers need in place before first teaching, and whether the supply of specialist maths teachers matches where need is greatest. Delegates will consider approaches to improving access and participation, addressing persistent gaps in maths attainment linked to disadvantage, SEND and low prior attainment, as well as key issues for supporting high attainers.
Areas for discussion include:
- implementation readiness: timing of the final programmes of study - curriculum planning, resources and workload - professional development - utilising Maths Hubs and subject networks
- teaching workforce: reducing reliance on non-specialist teaching - whether improved trainee recruitment reaches schools with the greatest shortages - retention - subject leadership
- disadvantage:
- gaps evident by the end of KS2 and carried through secondary - adaptive teaching and targeted intervention
- those with high prior attainment remaining less likely to reach top GCSE grades or continue maths after 16
- SEND & inclusion: the Inclusive Mainstream Fund and school inclusion strategies - National Inclusion Standards - implications for maths departments
- accessible assessment: reasonable adjustments - assistive technology - test design for pupils with SEND
- high attainment: Higher Level Maths Achievement Programme - access to level 2 further maths - supporting progression to advanced mathematics - gender gaps in participation
GCSE reform direction, accountability & school improvement
Sessions will look at the future for GCSE maths as subject content for reformed qualifications is developed, alongside changes to secondary performance measures. Discussion is expected on proposed changes to Progress 8 and Attainment 8, and whether accountability and inspection recognise progress across the full range of prior attainment without narrowing curriculum access.
Areas for discussion include:
- GCSE: revised subject content and assessment - weighting of recall, procedural fluency, reasoning and application - challenge, accessibility and tiering
- exam arrangements:
- proposals for reducing overall GCSE exam time and implications for maths papers - future requirements for formulae sheets in reformed GCSEs
- transition timetable and resits on current specifications
- performance measures:
- proposed revisions to Progress 8 and Attainment 8, including the continued double weighting of maths
- recognition of additional maths qualifications - proposed best-fit measure for low prior attainment
- subject choice: curriculum access under the revised measures - risks of narrowing for lower attainers - entry patterns in maths and statistics
- school improvement:
- utilisation of attainment and progress data - extension of Targeted RISE support to schools with low achievement
- roles for Ofsted, RISE, trusts, Maths Hubs and subject networks
Post-16 maths, resits & wider mathematical skills
Further discussion will assess arrangements for students who reach 16 without a grade 4 in maths - with resit entries rising and pass rates remaining low. Delegates will also consider the place of maths in preparing young people for further study, technical pathways, employment and everyday life.
Areas for discussion include:
- resits: the condition of funding - outcomes of repeated resit cycles - impact on college capacity, staffing and students' wider programmes of study - student motivation
- level 1: proposed ‘preparation for GCSE’ qualifications for students with grade 2 or below - modular assessment and monitoring progress - continuing role for Functional Skills
- post-16 participation: Core Maths take-up - routes to A level and further maths - maths within technical routes - 16-19 English and maths progress measures
- wider skills: integrating quantitative, data and financial literacy across phases - links with AI, computing and technical education - proposed level 3 data science and AI qualification
All delegates will be able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates.
