Two new practice reviews, published today by the Education Endowment Foundation (EEF), highlight some of the key challenges for schools in teaching secondary maths and writing. Based on data from school survey responses, a mixture of in-depth interviews and focus groups and a review of existing evidence in secondary maths, the exploratory reviews also give an overview of current practice in these areas.

Secondary maths

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 GSCE 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.

Writing in primary and secondary schools

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%) 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.

Importance of professional development

One issue highlighted by both practice reviews is access to professional development (CPD). For maths, the practice review finds that general learning is often prioritised by school leaders over specific priorities like subject-specific coaching. This could contribute to dissatisfaction amongst teachers, especially in the lack of importance placed on maths in early career development.

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. 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.

The two new reviews help to build a picture of the current practices and challenges across writing and maths. They will help to inform future EEF research to find evidence-based approaches to support professional development and level up teaching in these areas. New projects in both secondary maths and writing are expected to launch in autumn 2024.

Commenting on the reviews, Professor Becky Francis CBE, Chief Executive of the Education Endowment Foundation, said:

Sharon Hague, Managing Director, Pearson School Qualifications said:

Mark Boylan, Professor of Education at Sheffield Hallam University, said