TO BE PUBLISHED January 2027
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This conference will examine next steps for the maths curriculum, assessment and accountability in schools in England.
Planned areas for discussion include the sequencing and content of mathematics across key stages 1-4, assessment and progression, reform of GCSE mathematics and performance measures, support for pupils with low prior attainment, SEND and disadvantage, and priorities for equitable and effective implementation.
Reform direction, accountability & Progress 8
It will bring together stakeholders and policymakers to assess priorities for taking forward curriculum, assessment and accountability reform following the Curriculum and Assessment Review and the Government’s response. Delegates will consider how the direction of reform can effectively support a coherent mathematics entitlement, including the relationship between curriculum, qualifications and accountability, and the implications of proposed changes to Progress 8 and Attainment 8 for curriculum breadth, school improvement and pupils with different starting points.
Curriculum sequencing, qualifications & assessing progress
Discussion will assess priorities for sequencing mathematical knowledge from primary education through KS3 and into GCSE, and approaches for strengthening number fluency, reasoning and problem-solving. Delegates will examine how revised curriculum content can support greater depth of understanding while reducing unnecessary repetition, and how the balance between recall, procedural fluency, reasoning and application should be reflected in future qualifications.
The agenda will also consider approaches for assessing progress, future changes to primary assessment, the treatment of formulae in reformed GCSEs following confirmation that formula sheets will continue for the remaining lifetime of the current specifications, and the role of diagnostic information to support improvement without creating additional high-stakes pressures or unintended incentives.
Implementation, inclusion & progression beyond 16
Further sessions will examine practical requirements for implementation across schools, trusts and post-16 providers, including workforce capacity, subject leadership, professional development, resources and workload. Delegates will consider approaches to adaptive teaching and targeted intervention for disadvantaged pupils, learners with SEND and those with low prior attainment, together with the use of inclusion funding and school inclusion strategies to maintain ambitious expectations and widen participation.
Discussion will also assess progression after age 16 and the place of mathematics in preparing pupils for further study, technical and vocational pathways, employment and everyday life.
Overview of areas for discussion
- developing the revised curriculum & KS1-KS3 assessment:
- sequencing maths across KS1-KS3 - number, fractions, ratio, algebra and reasoning - coherent progression without unnecessary repetition
- school-level Year 8 maths progress assessment and changes to KS2 assessment - diagnostic use, teacher judgement and progress measures - avoiding additional high-stakes pressures
- GCSE mathematics reform:
- revised content and assessment - balancing recall, fluency, reasoning and application
- reduced overall GCSE exam time and implications for maths assessment - future treatment of formulae
- challenge, accessibility and tiering - transition to reformed GCSEs - implications for planning, resources and teacher development
- accountability, inspection & school improvement:
- Progress 8 and Attainment 8 reform - proposed revised subject model and continued weighting of maths - approaches to recognising progress among pupils with low prior attainment
- subject choice and curriculum access - use of attainment and progress data - roles for Ofsted, RISE, trusts, Maths Hubs and subject networks
- equity, inclusion & participation:
- narrowing gaps linked to disadvantage, SEND and low prior attainment - maintaining ambitious expectations - adaptive teaching and targeted intervention
- accessible assessment and assistive technology - support for high attainers including the Higher Level Maths Achievement Programme - widening progression to advanced mathematics
- the Inclusive Mainstream Fund and school inclusion strategies
- post-16 mathematics & progression:
- GCSE resits and the condition of funding - development of new Level 1 progression-to-GCSE qualifications - reducing repeated resit cycles that do not secure understanding
- 16-19 accountability and progress measures - roles for GCSE mathematics, Functional Skills and Core Maths - widening participation beyond age 16
- workforce, programmes & wider mathematical skills:
- specialist recruitment and retention, non-specialist teaching and subject leadership - professional development, resources and support through Maths Hubs and wider networks
- curriculum and programme development - Securing Foundations at Year 7
- quantitative, data and financial literacy - links with AI, computing and technical education
