Standards and quality report
Her Majesty's Inspectors of Education published the above report in 2001. It looks at the mathematics findings gleaned from inspectorate visits to educational establishments over the period from 1998 to 2001. The report considers mathematics within the context of the following five sections.
- Curriculum
- Standards of Attainment
- Quality of Learning and Teaching
- Resources
- Management and Quality Assurance
1. Curriculum
One of the aspects that this section deals with is the quality and comprehensiveness of the mathematics programmes that were in existence within schools. It was noted that frequently the weakest area within a school's programme was the area of problem solving and enquiry. However schools were making efforts to update their programmes. A number of secondary schools have reassessed their S1/S2 programmes and have made great efforts to link this with their associated primary schools. The following case study from Forrester's High School in Edinburgh shows how one mathematics department is going about this.
2. Standards of attainment
The comments regarding attainments in the schools indicated that the vast majority of children were performing to an acceptable standard, but that, once again, weaknesses were apparent in problem solving.
This showed up in various aspects of problem solving, particularly in these areas.
- Discussing different ways of solving a problem
- Evaluating their work
- Seeing the possibilities of using different strategies
- Using contexts that were unfamiliar
- Recording
- Reporting
The two following exemplars from Galashiels Academy, Scottish Borders, and Leith Academy, Edinburgh indicate how problem solving can be set in a motivating context with clusters of schools working together to prepare and run events for the children.
3. Quality of learning and teaching
This area comments on the use of commercial course material and records how over-reliance on textbook-type course material has a detrimental effect on how well children perform. In particular, interactive teaching, appropriate questioning, relevant homework and appropriate direct teaching are considered major approaches in the effort to improve children's mathematics learning.
The following two clips from the HMIE video 'Interact' give examples of direct, interactive teaching.
Explaining4. Resources
The report was generally complimentary about the range and use of resources for mathematics. For example, it noted the increased use of materials for mental mathematics, but also remarked on the need for ICT to be more available for mathematics work.
For a list of materials suitable for mental work please click below. The following is an excerpt from 'Thinking Numbers', published by Learning and Teaching Scotland. This indicates some of the resources that are available in print and in practical form for numeracy work. Other lists are generally available through local authority and commercial publications.
5. Management and quality assurance
The success or failure of a curricular programme in a school can rest on the effectiveness of the management strategies employed within the school in relation to organising the teaching of a curricular area. The report highlights particular aspects of management that contribute to a successful teaching programme.
- Use of early intervention
- Raising expectations
- Agreeing appropriately high targets
- Monitor:
- pace of learning
- teaching
- resources
- staff deployment
- support required
The following exemplar from Davidson's Mains Primary School, Edinburgh shows how one primary school manages its mathematics.
Davidson's Mains Primary School
Standards and Quality in Primary Schools: Mathematics 1998-2001
If you wish to read in more detail the document - 'Standards and Quality in Primary Schools: Mathematics 1998-2001', please click here.