Shortage of maths teachers in schools

EDUCATION: Secondary pupils in the most disadvantaged schools are being hit hardest by maths teacher shortages in England, according to research.

Students across all year groups in those schools are much more likely to be taught by an inexperienced teacher, the Nuffield Foundation said yesterday.

SECONDARY SCHOOL pupils in the most disadvantaged schools are being hit hardest by maths teacher shortages in England, according to research.

Students across all year groups in those schools are much more likely to be taught by an inexperienced teacher, the Nuffield Foundation found.

Their report said Key Stage 5 maths students in the most disadvantaged schools are almost twice as likely to have an inexperienced teacher as in the least disadvantaged schools – 9.5 per cent versus 5.3 per cent.

The foundation said there is a shortage of maths teachers in England as a result of departments losing 40 per cent of teachers during their first six years in the profession, moves to increase participation in maths for 16-18 year olds and higher private-sector wages for maths graduates.

It commissioned researchers from FFT Education Datalab to examine how secondary schools have responded to this shortage of maths teachers and the impact it has on students.

Using data from England’s School Workforce Census, researchers found that schools are deploying their most experienced and well-qualified maths teachers for year groups where the external stakes are high – in GCSE, A-level and GCSE retakes.

This is partly because, in addition to low retention rates, only 44 per cent of practising maths teachers have a degree in maths, compared with 65 per cent of English teachers with an English degree.

This means teachers who are inexperienced or do not have a degree in maths are much more likely to be allocated to Key Stage 3 than Key Stages 4 and 5, particularly in schools with higher proportions of disadvantaged pupils.

Josh Hillman, director of Education at the Nuffield Foundation, said: “This research shows that many schools are struggling to allocate specialist or experienced maths teachers to younger pupils, particularly in disadvantaged areas, which could have an adverse effect on their progression in the subject and their attitudes to it.

“This is a systemic problem and not one that can be solved by individual schools where they are trying to increase the amount of maths teaching in a time of a critical shortage of maths teachers.

“The Nuffield Foundation welcomes new financial incentives to both schools and trainee teachers, but the Government should also consider other aspects of teacher recruitment and retention, such as workload, working hours and the lack of options for flexible and part-time working.”

Sam Sims, research fellow at FFT Education Datalab, said: “Ofsted have questioned whether the first half of secondary school are ‘wasted years’ for pupils.

“Our research shows that teacher shortages mean schools are increasingly saving their experienced, appropriately qualified maths teachers for the crucial GCSE years.

“This leaves pupils in Year 7, 8 and 9 to be taught by whoever is left. The problem is particularly stark in disadvantaged areas.”

Meanwhile more than 40 per cent of parents with primary school children have had to forgo basic hygiene or cleaning products because they cannot afford them, according to a study.

A survey of 2,000 parents by charity In Kind Direct also found some 18 per cent admitted their child wears the same underwear for at least two days in a row.

The charity, which was founded by the Prince of Wales, said teachers are seeing soaring numbers of young children who turn up to school unwashed and in dirty clothes.

The problem is particularly stark in disadvantaged areas. Sam Sims, research fellow at FFT Education Datalab.