Maths standards in Wales are too low with wide variations in the quality of teaching, according to the schools watchdog.
A report by Estyn inspectors said there was a “concerning decline” in the support and training available for maths teachers and a lack of understanding of the new Curriculum for Wales.
Welsh teenagers’ performance in maths slumped in the last Pisa international tests, falling further behind other parts of the UK
Chief Inspector of Education Owen Evans said too many pupils were not reaching their full potential in the subject.
He said: “Strong mathematics education is fundamental not just to individual futures, but to Wales’s future prosperity.”
The report said inspectors saw “aspects of effective teaching and leadership of mathematics” but overall “the quality of teaching of mathematics was too variable and pupils’ standards in mathematics were too low”.
Problems included teachers planning tasks to keep pupils busy rather than focusing on what they wanted them to learn, and not challenging students enough.
It said education was most effective where teachers had high expectations and pupils were challenged but “in a majority of cases, pupils’ progress was limited by aspects of poor teaching”.
“Pupils who had positive attitudes and enjoyed learning mathematics generally made the best progress,” the report said.
Some schools involved parents, including arranging classes for them.
Estyn praised one school – Ysgol Uwchradd Aberteifi in Cardigan, Ceredigion – where all teachers in the department told pupils they were not allowed to say they were weak at maths and there was a policy that all teachers had to talk positively about the subject.
Other concerns in the report included “a lack of understanding of Curriculum for Wales requirements and guidance” and teachers often did not know who to approach to answer any questions.
Inspectors said the variation in the quality of teaching was “partly linked to a reduction in subject-specific support across Wales” adding there was “a lack of professional associations or groups in Wales from which teachers of mathematics could seek advice”.
School leaders told Estyn it was increasingly difficult to recruit maths specialists and “as a result there is a growing number of non-specialist teachers”.
The report said the quality of teacher training courses for maths was also “too variable”.
Estyn said Pisa results supported evidence that standards in maths were too low and the performance of girls in particular had “deteriorated considerably” since 2018-19.
“In 2023-2024, females on average performed about a third of a grade worse in mathematics and numeracy than in 2018-2019,” the report said.
The gap between pupils eligible for free school meals and their classmates had also widened.
The report looked at the teaching of maths for seven to 16-year-olds, and was based on inspection evidence and visits to a sample of schools.
It said weak skills in maths had “a significant effect on the economy” and “within an increasingly digital and technical age, the need for appropriate standards of numeracy is more important than ever”.
Chief Inspector Owen Evans added: “Too many pupils in Wales are not reaching their full potential in mathematics because the quality of teaching and leadership varies so widely between schools.
“We need to raise expectations for all learners and provide our teachers with the subject-specific training and support they need to help every pupil succeed.”
