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The Williams Review Report

The Brief

“Through examination of the available evidence, including international best practice, and through engagement with the teaching profession, to consider and make recommendations in the following areas:

What is the most effective pedagogy of mathematics teaching in primary schools and early years settings. That consideration should include instructional methodologies, teaching and learning strategies, and lesson designs that are most effective in helping children to progress in their learning.
What range of provision best supports children across the full ability range, including the most gifted. The highest priority should be given to those who are not progressing fast enough to reach national expectations.
The review should specifically make recommendations to inform the development of an early intervention programme for children (aged five to seven) who are failing to master the basics of numeracy - Every Child Counts - as recently announced by the Prime Minister.
What conceptual and subject knowledge of mathematics should be expected of primary school teachers and early years practitioners, and how should Initial Teacher Training (ITT) and continuing professional development (CPD) be improved to secure that knowledge.
What is the most effective design and sequencing of the mathematics curriculum. Recommendations in this area should inform a future review of the primary curriculum as a whole.
How should parents and families best be helped to support young children’s mathematical development.

The review should build on the recent renewal of the Primary framework for mathematics and the Early Years Foundation Stage (EYFS).”

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The Recommendations

Recommendation 1

When GCSE mathematics I and II are firmly established, the Government should review whether attainment of a minimum of grade C GCSE in both subjects should become a requirement for entry into ITT. For students who have taken or will take GCSEs before then, a grade C in single award mathematics should remain the requirement.

Recommendation 2

Local authorities should upskill their field force of mathematics consultants. The National Strategies, in partnership with the National Centre for Excellence in the Teaching of Mathematics, should develop ‘refresher’ CPD for all local authority mathematics consultants.

Recommendation 3

There should be at least one Mathematics Specialist in each primary school, in post within 10 years, with deep mathematical subject and pedagogical knowledge, making appropriate arrangements for small and rural schools. Implementation should commence in 2009 and be targeted initially to maximise impact on standards and to narrow attainment gaps.

Recommendation 4

That the DCSF commissions a set of materials on mathematical mark making and children’s mathematical development which can be used to support early years practitioners’ CPD.

Recommendation 5

That the forthcoming review of the EYFS in 2010 considers the inclusion of time and capacity within the early learning goals.

Recommendation 6

That the DCSF continues to increase the proportion of graduate practitioners in early years settings, recognising the respective contributions of the Qualified Teacher (QTS) and the Graduate Early Years Practitioner (graduate EYP). The review supports the goals which are currently in place.

Recommendation 7

Before any intervention programme is implemented, it is important that the child is committed to it and that the parents or carers are involved and understand the nature of the programme. These issues, and the question of the integration of intervention teaching and classroom teaching, should be considered in the development phase of Every Child Counts

Recommendation 8

Intervention

The programme for intensive wave 3 intervention in ‘Every Child Counts’ should be based on the following characteristics:

It should be led by a qualified teacher and should generally involve one child
However, the development phase of Every Child Counts should give adequate attention to assessing the benefits of small group working, particularly in pairs
In assessing the child for intervention, the teacher with direct contact with the child must take the lead in shaping the decision to intervene; the use of video techniques in this and in training should be investigated further
Appropriate diagnostic tools should be developed to assist in assessment and in measuring progress on exit from intervention
Intervention in mathematics should be complete by the end of Key Stage 1; where a child needs intervention in both literacy and numeracy, both must be given equal priority over the course of Key Stage 1
A wide range of multi-sensory resources should be available to enable the child and the intervention specialist to select those appropriate to the specific circumstances
CPD programmes should be developed for both the intervention specialist and the LA intervention teacher leader
Consideration should be given to combining the roles of intervention specialist and Mathematics Specialist, depending on the size and circumstances of the school
Less intensive wave 3 and wave 2 interventions could be led by appropriately trained Teaching Assistants; consideration should be given to the training required and the use of interventions, with a robust evidence base of impact on learning and progress
A longitudinal study should be commissioned to assess the long term benefits of intervention both at Key Stage 2 and, eventually, at GCSE level

Recommendation 9

The Primary National Curriculum in Mathematics should continue as currently prescribed, subject to any changes which may result from Sir Jim Rose’s forthcoming review of the Primary Curriculum; the latter should examine the concept of ‘use and application’ more generally across subjects to assess whether mathematical or other aspects of the curriculum need amendment.

Recommendation 10

This review recommends a renewed focus by practitioners on ‘oral and mental mathematics’. Providers of ITT and CPD should ensure that this practice receives careful attention, both during ITT and in CPD programmes.