Digital Education Resource Archive

Protected characteristics and separation by sex on school inspections

 
Progress 8 and 
Attainment 8 –  
an explanation  
of the proposed 
improved model  
 
November 2025 
2 
Table of contents 
 
Progress 8 and Attainment 8 3 
Introduction 3 
Slot 1 – English 3 
Slot 2 – Maths 4 
Slots 3 and 4 – Science 4 
Slots 5 and 6 – Breadth 4 
Slots 7 and 8 – Breadth 5 
Worked examples 6 
Qualifications included in improved Progress 8 and Attainment 8 8 
 
 
3 
Progress 8 and Attainment 8  
Introduction 
Reflecting the importance of a curriculum that supports high standards, we will develop 
and consult on an improved version of Progress 8 and Attainment 8 that balances a 
strong academic core with breadth and student choice.  
It is essential that all students retain this academic core, but we believe the current 
structure has hampered progress in subjects which strengthen our economy and society, 
for example the arts, and therefore should make changes which recognise the value of 
these subjects and the importance of a broad pre-16 curriculum.  
The government will consult in due course. We will publish our response in the summer 
term 2026 so that schools can take the revised measure into account when determining 
subject choices for pupils who will start their GCSEs in September 2027. 
Progress 8 and Attainment 8 will continue to be based on a calculation of pupils’ 
performance across eight qualifications. The following diagram and explanatory text 
below show our proposed model, including the qualifications that would be eligible to fill 
each of the eight slots. We will consult formally on this model. 
Figure 1: Progress 8 and Attainment 8 proposed model 
 
Slot 1 – English 
This slot will continue to follow the same rules as the current Progress 8 and Attainment 
8 English slot. That means it will be based on the higher point score of a pupil’s GCSE 
English language or GCSE English literature (or relevant AS level). It will be double-
weighted provided a pupil has taken both qualifications.  
The lower grade of English language or English literature can count in slots 7 or 8 of the 
‘breadth’ slots. The vast majority of pupils take both GCSE English literature and English 
language (in 2025, 94% of pupils in state-funded schools entered GCSEs in both English 
language and English literature). Therefore, one of the English GCSEs will likely fill a 
breadth slot for most pupils 
 nglis  at s  cience  readt 
       8
4 
If only one of GCSE English literature or English language is taken, this qualification will 
count in the English slot but will not be double-weighted. 
Slot 2 – Maths 
This slot will continue to follow the same rules as the current Progress 8 and Attainment 
8 maths slot. That means it will contain the point score of a pupils’ GC   mat s (or 
relevant AS level). It will be double-weighted.  
Slots 3 and 4 – Science 
These two slots are new. They will take the two highest point scores from GCSE (or 
relevant AS level) science qualifications. This includes combined science GCSE (double 
award), the single science GCSEs (biology, chemistry, and physics), and computer 
science or computing.  
The points for combined science are averaged, which means that, for example, a 
combined science grade of a grade 6 and a grade 5 would be averaged to two 5.5 points 
to fill either one or two of the science slots as appropriate (computer science could fill one 
of the slots if it was the higher grade). This averaging of points only applies to combined 
science as it is equivalent to two GCSEs – averaging is not applied to single sciences or 
computer science.  
Slots 5 and 6 – Breadth 
These two slots must be filled by GCSE (or relevant AS level) qualifications from two of 
the three categories below (the two slots cannot be filled by subjects from the same 
category). These slots will take the two highest point scores from qualifications that 
satisfy this requirement.  
• Category A – Humanities – geography, history, religious studies 
• Category B – Creative – art and design, music, drama, dance, design and 
technology 
• Category C – Languages – modern foreign languages and ancient languages 
We are interested in views and will consult on an additional category for science 
subjects. It would include GCSE (or relevant AS level) qualifications in biology, chemistry, 
physics, combined science and computer science. We also propose that design and 
technology could move from the creative category to the science category. The inclusion 
of a science category would not affect the rules relating to Slots 3 and 4 – the dedicated 
science slots.  
We recognise that a fourth category would allow more pupil choice and specialisation in 
science but are also mindful that it may weaken the incentives to study a broad 
5 
curriculum and subjects from the other three categories. We know that most pupils in 
state-funded schools studying three separate sciences already study more than eight 
GCSEs. 
We are interested in views on the impact of these breadth slots on pupil subject choices 
for both GCSEs and technical qualifications.  
We have provided worked examples below. including one that shows the impact of a 
fourth science category on different subject combinations.  
Slots 7 and 8 – Breadth 
These two slots will take the two highest point scores in any two other subjects,  
including English language or literature (if not counted in the English slot), other GCSE 
qualifications (including those eligible for Slots 3, 4, 5 and 6), or any technical awards 
from the Department for Education (DfE) approved list. For more information, refer to the 
list of qualifications included in the key stage 4 performance measures.  
If a pupil has not taken the necessary qualification to fill each slot, then they will receive a 
point score of zero where a slot is empty.  
Discounting rules will remain the same so that where a pupil has taken two or more 
qualifications with a significant overlap in content, performance measures only give credit 
once for teaching a single course of study. For more information, refer to the Key Stage 4 
discounting and early entry guidance. 
 
  
6 
Worked examples 
Worked examples of the subjects that could count under each slot in the new 
proposed Progress 8 and Attainment 8 model 
The number of qualifications each pupil should enter remains a professional judgement 
for schools led by what best meets the needs of an individual. Where more than eight 
subjects approved to count in performance tables are taken, the Progress 8 and 
Attainment 8 score for t e pupil will be determined by assigning points to t e pupils’ 
highest grades in each slot.  
Table 1: Pupil A enjoys humanities and modern foreign languages 
English  
Slot 1 
Maths 
Slot 2 
Science  
Slot 3 
Science 
Slot 4 
Breadth 
Slot 5 
Breadth 
Slot 6 
Breadth 
Slot 7 
Breadth 
Slot 8 
English 
literature 
Maths Combined 
science 
Combined 
science 
French History Computer 
science 
English 
language 
 
Table 2: Pupil B enjoys creative subjects 
English  
Slot 1 
Maths 
Slot 2 
Science  
Slot 3 
Science 
Slot 4 
Breadth 
Slot 5 
Breadth 
Slot 6 
Breadth 
Slot 7 
Breadth 
Slot 8 
English 
literature 
Maths Combined 
science 
Combined 
science 
Religious 
studies 
Music Performing 
arts 
Technical 
Award 
English 
language 
 
Table 3: Pupil C enjoys science subjects 
English  
Slot 1 
Maths 
Slot 2 
Science  
Slot 3 
Science 
Slot 4 
Breadth 
Slot 5 
Breadth 
Slot 6 
Breadth 
Slot 7 
Breadth 
Slot 8 
English 
language 
Maths Biology Chemistry Geography Art and 
design 
Physics English 
literature 
 
Table 4: Pupil D enjoys physical activity 
English  
Slot 1 
Maths 
Slot 2 
Science  
Slot 3 
Science 
Slot 4 
Breadth 
Slot 5 
Breadth 
Slot 6 
Breadth 
Slot 7 
Breadth 
Slot 8 
English 
language 
Maths Combined 
science 
Combined 
science 
Spanish Drama Physical 
education 
English 
literature 
  
7 
Set out below is a worked example of the subjects that would count under each slot in 
the new proposed Progress 8 and Attainment 8 model, but only if category D (science) is 
included for Breadth Slots 5 and 6. 
Table 5: Pupil E enjoys science, technology, engineering and mathematics (STEM) 
English  
Slot 1 
Maths 
Slot 2 
Science  
Slot 3 
Science 
Slot 4 
Breadth 
Slot 5 
Breadth 
Slot 6 
Breadth 
Slot 7 
Breadth 
Slot 8 
English 
language 
Maths Physics Biology Chemistry Spanish Computer 
science 
English 
literature 
  
8 
Qualifications included in improved Progress 8 and 
Attainment 81 
Table 6: Qualifications included in improved Progress 8 and Attainment 8 
Slot 1 English 
GCSE and equivalent AS levels: English language, English 
literature2. 
Slot 2 Maths 
GCSE and equivalent AS level maths3. 
Slot 3  
and  
Slot 4 
Science 
GCSE: combined science. GCSE and equivalent AS levels: 
biology, chemistry, physics, computer science. 
Slot 5  
and  
Slot 6 
 
Breadth 
Category A (Humanities): GCSE and equivalent AS levels: 
history, geography, religious studies, ancient history. 
Category B (Creative): GCSE and equivalent AS levels:  
art and design (all variants), music, dance, drama, drama 
and theatre, design and technology4. 
Category C (Languages): GCSE and equivalent AS levels: 
French, Spanish, German, Italian, Chinese (spoken 
Mandarin and spoken Cantonese), Panjabi, Japanese,  
Urdu, Bengali, Arabic, Modern Hebrew, Modern Greek, 
Russian, Gujarati, Persian, Turkish, Biblical Hebrew,  
Polish, Portuguese, Latin, Classical Greek. 
[Category D (Science) GCSE combined science. GCSE and 
equivalent AS levels: biology, chemistry, physics, computer 
science5].   
 
1 Many (although not all) GCSEs have an equivalent AS level which could be taken. AS levels can count in 
the appropriate slot of Progress 8 for their subject (e.g. maths AS levels count in the maths slot, or a 
French AS level in the breadth slot). If a GCSE in the same subject has been taken the AS level will count 
in Progress 8 and the GCSE will not count. Please see the full list of qualifications included in Key Stage 4 
performance measures for more information.  
2 AS level English language and literature is also included, this does not have an equivalent GCSE. 
3 AS level further maths is also included, this does not have an equivalent GCSE. 
4 If we have category D for Science, it is proposed design technology will count in category D.  
5 We will seek views on the need for a fourth category of science subjects, including computer science. 
9 
Slot 7  
and  
Slot 8  
 
Breadth 
GCSE and equivalent AS levels: physical education, 
sociology, economics, business, psychology, geology, 
engineering, film studies, statistics, media studies, 
electronics, classical civilisation. 
AS level6: law, music technology, politics. 
GCSE: citizenship studies, food preparation and nutrition, 
astronomy7.  
Level 3 free standing maths qualifications (FSMQ): 
additional mathematics. 
Vocational8: performing arts (all variants), including: 
performing arts, performing arts with dance, performing arts 
with production. Music practice, music technology, creative 
design and production, graphic design, art and design 
practice, finance, enterprise, enterprise and marketing, 
business and enterprise, retail business, digital information 
technology, information technology (IT), information 
communication technology (ICT), study of hair and beauty, 
hair and beauty studies, interactive media, creative media 
production, creative iMedia, health and fitness, sport, sports 
studies (all variants), sports science, sport and coaching 
principles, hospitality and catering, food and cookery, travel 
and tourism, health and social care (all variants), child 
development and care in the early years, child development 
(all variants), animal care, land based studies, constructing 
and maintaining the built environment, construction and the 
built environment (all variants), engineering manufacture, 
engineering, engineering design, engineering programmable 
systems. 
Any graded music: music performance, practical music, 
theory of music, popular music theory, rock and pop. 
GCSE and equivalent AS levels: English language, English 
literature 
All subjects approved to count in Slots 3, 4, 5 and 6 also 
count in Slots 7 and 8. 
 
6 Law, music technology and politics are available as AS levels and do not have an equivalent GCSE.  
7 Citizenship, food preparation and nutrition, and astronomy are available as GCSEs and do not have an 
equivalent AS level.  
8 There are 46 technical awards currently approved to count towards Key Stage 4 performance measures 
across these subject areas. There are variations of performing arts Technical Awards with the same 
qualification number which have been counted as one qualification in the total.  
10 
 
 
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Government response to the Curriculum and Assessment Review : November 2025

Early years foundation stage statutory framework : For group and school-based providers : Setting the standards for learning, development and care for children from birth to five : 1 September 2025

Guidance
Partnerships for inclusion of
neurodiversity in schools (PINS)
programme
Published 4 June 2025
Applies to England
Menu
Home Education, training and skills Special educational needs and disability (SEND) and high needs
Support for special educational needs and disability (SEND) Partnerships for inclusion of neurodiversity in schools (PINS)
Department 
for Education
This information is for those taking part in the partnerships for inclusion of
neurodiversity in schools (PINS) programme, including:
integrated care boards (ICBs)
local authorities
schools
parent carer forums (PCFs) or other parent carer-led groups
It sets out:
the expectations for the delivery of PINS projects in the 2025 to 2026 financial
year
where guidance on elements of the PINS programme has changed from the
expectations set out in the previous financial year
References to the ‘PINS programme’ mean the national programme across all
ICBs.
References to the ‘PINS project’ mean the local arrangements that are being
funded by PINS in each ICB.  
The Department for Education (DfE) and NHS England (NHSE) use the term
‘neurodiversity’ to encompass children of all neurotypes, including those who are
neurotypical. [footnote 1]
We use the term ‘neurodivergent’ to describe those children who have a
neurodevelopmental difference. [footnote 2]
Overview of the PINS programme 
Partnerships for inclusion of neurodiversity in schools (PINS) is a national
programme that brings specialist health and education professionals and expert
parent carers into mainstream primary schools to: 
help shape whole-school special educational needs and disabilities (SEND)
provision
provide early interventions at a school level
upskill school staff
support the strengthening of partnerships between schools and parent carers
Programme aims
Contents
Overview of the PINS
programme
PINS projects for the 2025 to
2026 financial year
Local partnerships
Governance
Co-producing the PINS
delivery plan
School selection for the 2025
to 2026 financial year
The PINS programme offer
Tailored support for new
schools
Continuing support for existing
schools
Commissioning of tailored
support
Working with PCFs or other
parent carer-led groups
Evaluating the PINS
programme
Contact
The PINS programme aims to leave a sustainable impact after the funded period
and establish closer collaboration between education and health organisations,
including by:
working collaboratively across professional boundaries
offering training for non-health staff
creating environments that facilitate the best outcomes for children and young
people
It will support a shift away from the need for diagnosis and more intensive levels
of support for individual pupils to focus instead on:
strengthening knowledge and skills
improving environments to better meet the needs of all children, but with a
particular focus on neurodivergence
This will demonstrate how a supportive learning environment and well-equipped
school can improve positive outcomes for neurodivergent children, helping them
achieve and thrive.  
The PINS programme tests an innovative model for the effective and efficient
deployment of specialist health and education professionals, focusing on
supporting neurodivergent pupils. This cohort is a fast-growing group likely to
benefit from more inclusive mainstream environments. An equally important strand
of the PINS programme is to strengthen parent carer and school partnerships in
mainstream education settings. 
Programme funding and eligibility
The PINS programme will run until March 2026 and every ICB in England has the
opportunity to take part. It is funded by DfE and supported by the Department for
Health and Social Care (DHSC) and NHSE. 
PINS projects for the 2025 to 2026
financial year
In the 2025 to 2026 financial year, the PINS programme will deliver 2 types of
local project:
continuing PINS projects – for ICBs which delivered a PINS project in the 2024
to 2025 financial year
new PINS projects – for ICBs which did not deliver a PINS project in the 2024
to 2025 financial year
PINS  local projects will support mainstream primary schools. Whilst DfE and
NHSE recognises that support for neurodivergent children during transition from
primary to secondary school is a particular need for many, the PINS programme
has been tailored to provide bespoke, hands-on support to school staff and
parent carers within primary settings.
Continuing PINS projects
ICBs that delivered a PINS project in the 2024 to 2025 financial year will expand
the offer to 30 additional schools in their area.
In addition, support will be offered by ICBs to existing schools involved in PINS
projects from the previous financial year to help them embed their learning and
practice improvements. 
New PINS projects
ICBs that did not deliver a PINS project in the 2024 to 2025 financial year will work
with 40 schools in their area.  
Local partnerships 
Funding for PINS local projects is discrete, non-recurrent DfE funding and should
be allocated exclusively to PINS activity. Funding will be routed via the ICB, but
each local project will be delivered by a partnership that must include:
the ICB
local authorities that have schools where the project will be delivered
schools
PCFs or other parent carer-led groups
The partnership will be responsible for the oversight of the project and involved in
all key decisions. There are several specific functions it should complete,
including: 
providing suitable governance for the project, working strategically with parent
carers and wider system partners
completing the delivery plan and ensuring sign-off by all relevant partners
agreeing the process for selecting schools to be part of the project and working
with those schools to deliver the support offer
agreeing the priorities for commissioning the support offer, in line with the
analysis of school self-assessments – this should incorporate themes identified
through children’s voice and parent carer surveys, where possible
supporting the local PCF or other parent carer-led group to develop parent
carer engagement activity in all participating schools
engaging in national monitoring and evaluation activity
Governance 
A local partnership governance group must oversee each PINS local project and
include:
the ICB
local authorities that have schools where the project will be delivered
parent carer representation – this may be via one or multiple PCFs, depending
on the local authority areas involved and their capacity
DfE and NHSE recommend using an existing multi-agency partnership group with
a SEND focus wherever possible.  
The ICB must complete a quarterly written report for the PINS national delivery
support team, which is made up of representatives from DfE and NHSE, in line
with deadlines provided in advance. The partnership should ensure that all
strategic partners – including local authorities, schools and PCFs or other parent
carer-led groups – co-operate with the ICB and provide updates when requested. 
Co-producing the PINS delivery plan 
ICBs are the lead delivery partner of PINS and are being asked to complete a
delivery plan that will set out how they will bring together the local area partners
across:
health
local authorities
schools
PCFs or other parent carer-led groups
The plan should set out:
what support may need to be commissioned
how it will be commissioned
how the funding will be allocated  
It will be reviewed by the PINS national delivery support team to ensure that local
partnership arrangements and the delivery steps set out will support successful
delivery of the project.
Completion of the plan will enable the:
agreement of a memorandum of understanding between the ICB, DfE and
NHSE
release of funding following the set-up phase 
School selection for the 2025 to
2026 financial year
PINS projects in areas that participated in a PINS project during the 2024 to 2025
financial year will be expected to expand the project to work with 30 new schools
per ICB area. ICBs will be responsible for deciding which schools to work with, in
collaboration with local authorities and PCFs.
Based on learning from how systems identified schools in the 2024 to 2025
financial year, DfE will not provide ICBs with updated long lists of schools in their
area. ICBs will instead need to use locally available data and intelligence to
support their decision-making around school selection. As in the previous year,
ICBs will decide whether to work with schools across multiple local authorities or
in just one local authority.  
PINS projects in areas that did not participate in a PINS project during the 2024 to
2025 financial year will be expected to work with 40 schools to deliver their
project. 
The PINS programme offer
PINS projects will provide 2 parallel and complementary strands of work for each
participating school. These consist of:
delivery of a package of tailored support by specialist health and education
professionals, which could include training, resources, audits and reviews of
provision
a programme of parent carer engagement activity, which will include forming or
developing a parent carer group, and regular meetings between its
representatives and the senior management team
Tailored support for new schools
The process for providing tailored support to new schools will mirror the approach
taken in the 2024 to 2025 financial year. ICBs will require schools to use the same
nationally agreed self-assessment tool to identify priority areas for support. This
activity can begin as soon as school selection has been completed. 
Schools will collate their findings and use them to assess themselves against
high-level domains, including:
leadership culture and values
mental health
readiness to learn
teaching and learning
environment
communication
The local PINS project delivery team will help schools to:
complete their assessment
consider which support and interventions will most benefit them
Where it is possible to complete the parent carer survey and children’s voice
activity ahead of the support offer being agreed, the themes from these sources
should also be considered. 
In discussion with schools, local partners will decide on the most appropriate type,
length and content of support. They will do this by matching the feedback from
self-assessment responses to a range of interventions set out in the national
menu of support. This menu of support has been mapped against the support
available locally.
In parallel, local projects will also fund the PCF or other parent carer-led group to
support schools in establishing parent carer engagement activity. 
Continuing support for existing schools
Around 1,650 schools have been part of a local PINS project during the 2024 to
2025 financial year.
Funding will be made available to ICBs to continue supporting these schools in
embedding the learning and approaches put in place to support neurodivergent
children and young people.
This will enable schools to continue strengthening ways of working to:
create a culture of inclusivity
increase engagement with parent carers
ensure that parental views are heard
Commissioning of tailored support
The menu of support is made up of evidence-informed approaches. It was
developed in collaboration with education and health professionals, parent carers
and young people. It should be used by ICBs and their partners to inform
decisions about which interventions to commission to meet the needs and
priorities of each school. 
DfE and NHSE expect the governance structure – that is, the local partnership – in
each ICB area to use evidence when making choices about which support to
invest in and how best to implement the support offer to schools.
It is not mandatory to deliver everything on the menu of support, but projects
should not commission interventions that are not part of the menu. 
It is important that each PINS project builds on existing local resources and
structures. This will maximise efficiency by expanding access to approaches with
which schools are already familiar.
It will also support the legacy of the programme by increasing the reach and
impact of existing offers. PINS funding will bring in additional resource, so if an
area has already commissioned access to specific resources – for example,
training – the PINS support should build on this by adding value or extending
access. It should not duplicate or replace existing support with a wholly new offer. 
Working with PCFs or other parent
carer-led groups 
Collaboration with parents and carers is critical to the success of the PINS
programme. PCFs or other parent carer-led groups are key to the delivery of
PINS at a strategic level, through their involvement in the local partnership and
support of the project delivery team. The PCF or other parent carer-led group is
also responsible for delivery of the parent carer engagement activity in
participating schools. 
Evaluating the PINS programme 
DfE commissioned a high-quality mixed-method independent evaluation at the
beginning of the programme. It will run from March 2024 to September 2025. 
The evaluation will continue to be conducted alongside the programme in the
2025 to 2026 financial year. It will be extended to run from March 2024 to
September 2026, subject to approvals.
Year 1 runs from March 2024 to September 2025 and seeks to:
understand how the PINS programme was implemented
assess the suitability of PINS being rolled out more widely
Year 2 will focus on the embedding offer for schools and seeks to:   
understand how PINS was extended and embedded in different locations,
identifying any barriers and enablers to delivery
determine whether and to what extent the benefits of PINS can be sustained
through a ‘lighter touch’ embedding offer for the existing schools cohort
determine whether and to what extent PINS improved schools’ ability to support
neurodiverse pupils
To evaluate the project, ICBs and their strategic partners will be expected to co-
operate with the appointed evaluator and provide information when requested.
This is a requirement within the specification attached to the MoU between ICBs,
DfE and NHSE. It is possible that some evaluation activity will take place after the
programme delivery period ends on 31 March 2026.
Contact
If you are interested in participating in your local PINS project, contact your local
authority SEND service for further information.
If you are unsure whether PINS is being delivered in your local authority, contact
the DfE PINS team at: PINS.Mailbox@education.gov.uk.
1. Neurodiversity is the concept that everyone’s brain is unique. It recognises the
biological fact that we are all diverse – we all think, learn and act differently, and
have different strengths. Neurodiversity recognises and celebrates the value
that these different strengths can bring.  ↩
2. Neurodivergent children may have a formal diagnosis such as autism, ADHD,
dyslexia, etc. However, we recognise that many neurodivergent children do not
have a formal diagnosis. Many of the approaches and interventions promoted
through the PINS programme will be of benefit to all children, including those
who may have other types of SEND, mental health needs or learning difficulties.
Access to support provided through the PINS programme is not dependent on
any formal diagnosis or assessment, and the list of conditions that may be
supported is not exhaustive. ↩
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Partnerships for inclusion of neurodiversity in schools (PINS) programme : Published 4 June 2025

Slaughter, Rohan

Griffiths, Tom

Developing a competency framework for effective assistive technology training : May 2025

Student route evaluation (wave 2) : Published 12 May 2025

Burnett, Hannah

Lewis, Joe

Maisuria, Alpesh

Roberts, Nerys

 
 
1 Background 2 
2 Parliamentary materials 6 
3 Press and stakeholder materials 9 
4 Press releases and government publications 11 
Summary 
A debate is taking place in Westminster Hall on Thursday 5 June 2025, on the 
contribution of maths to the UK. The debate is being led by Ian Sollom (Liberal 
Democrat, St Neots and Mid Cambridgeshire).  
 
 
Debate Pack 
4 June 2025 
Number CDP-0109 (2025) 
 
By Hannah Burnett, 
Joe Lewis, 
Alpesh Maisuria, 
Nerys Roberts 
The contribution of maths to the UK 
 
 
 
 
The contribution of maths to the UK 
2 Commons Library Debate Pack, 4 June 2025 
1 Background 
1.1 Maths education 
Education is devolved in the UK.  
The approach of the previous Conservative government to supporting maths 
provision in education up to age 18 is covered in the Commons Library 
research briefing 'Maths to 18' in England. Some of these policies, for example 
the Advanced British Standard, which would have seen all students study 
some level of maths at age 16 to 18, have been dropped by the current Labour 
government. 
Schools 
In July 2014, Maths Hubs were launched across England by the Coalition 
Government. The current network of 40 Maths Hubs supports all state-funded 
schools and colleges to improve maths education. It is coordinated by 
the National Centre for Excellence in the Teaching of Mathematics. 
The approach to maths across Maths Hubs is ‘teaching for mastery’. There 
are several principles that underpin this approach, including ensuring 
teachers can continually develop their specialist knowledge for teaching 
maths and designing a curriculum with coherent and detailed content that 
supports sustained progression over time. 
Maths attainment 
In summer 2024, 73% of pupils at the end of primary education in England 
(key stage two) met the government’s expected standard in maths – the same 
proportion as in the previous year. However, pupils who were eligible for pupil 
premium funding (disadvantaged pupils) were less likely to meet the 
expected standard (59%) than their non-disadvantaged peers (79%).1  
At GCSE level, in summer 2024, 65% of all pupils achieved a standard pass 
(grade 4 or above) in English and Maths. Again, disadvantaged pupils were 
less likely to meet this threshold (43%) than their non-disadvantaged peers 
(73%).2  
 
1  Department for Education, Academic year 2023/24, Key stage 2 attainment, 27 February 2025, 
custom table 
2  Department for Education, Academic year 2023/24, Key stage 4 performance 27 February 2025, 
custom table 
 
 
 
 
The contribution of maths to the UK 
3 Commons Library Debate Pack, 4 June 2025 
Further education 
Current post-16 options for studying maths in England include: 
• A Levels in maths, further maths, and statistics 
• Core maths qualifications, which are level 3 courses equivalent to an AS 
Level. They are studied alongside other level 3 qualifications and are 
designed to prepare students for the mathematical demands of 
university study, employment, and life by strengthening students’ 
existing skills with a focus on using and applying maths.  
• International Baccalaureate Diploma Programme (IBDP) maths 
certificate 
Maths has been the most popular A Level subject for several years. In summer 
2024, there were around 100,000 entries for A Level maths and just over 
17,000 for further maths in England, across all types of schools and colleges. 
Entries in maths A Level made up 12.2% of all A Level entries (11.3% in 2023). 
Both maths and further maths are majority male entry subjects – only 37% of 
maths A Level entries, and 27% of further maths entries were from females.3  
Government policy in England requires full-time students aged 16 to 18 who 
have not achieved grade 4 or higher in GCSE Mathematics to continue 
studying the subject. This is a condition of school and college funding for 
students aged 16 to 19. As an alternative to resitting GCSE maths, or 
alongside an apprenticeship, some pupils will take a functional maths 
qualification, which aims to teach the numeracy skills needed in daily life and 
the workplace. 
The advanced mathematics support programme (AMSP) provides resources 
and support to improve the teaching of post-16 maths and increase 
participation among under-represented groups, especially female pupils. 
Since the 2024/25 academic year, there has been a core maths premium of 
£900 to support participation in programmes with core mathematics 
qualifications. Schools and colleges may also receive the advanced maths 
premium for students undertaking an A Level in maths or other eligible level 3 
qualification. 
The Multiply programme was a £560 million initiative that ran from 2022 to 
2025. It offered free numeracy courses to adults over the age of 19 who didn’t 
have a grade four or above in GCSE maths. Its aim was to improve functional 
maths skills for daily life, home, and work. The programme officially closed on 
31 March 2025. 
 
3  Joint Council for Qualifications, GCE AS and A Level Results Summer 2024, Thursday 15 August 2024, 
published 15 August 2024, p17 
 
 
 
 
The contribution of maths to the UK 
4 Commons Library Debate Pack, 4 June 2025 
Higher education 
A report on maths in UK higher education, published in 2024 for the London 
Mathematical Society (PDF), found:  
• The proportion of total first-year first-degree enrolments in maths fell 
from 34 in every 1,000 full-time equivalent first-degree students in 
2012/13 to 29 in every 1,000 by 2021/22. 
• There has been a “striking shift” of maths first-degree first-year 
enrolments towards high tariff universities, which require a high number 
of UCAS points for entry, and away from low and medium tariff 
institutions. In 2021/22, 58% of maths first-year undergraduate 
enrolments were in the research-intensive Russell Group universities. This 
contrasts with the distribution of students across all subjects, where the 
majority are in post-1992 universities. 
• Relative to the overall higher education market, maths students are 
more likely to be men, of Chinese and Indian ethnicity, younger in age, 
and from advantaged socioeconomic backgrounds. 
Higher education providers are independent, autonomous institutions free to 
determine which courses they run and how they are taught. In 2023/24, there 
were just over 45,000 students enrolled on mathematical sciences courses in 
the UK. There were a further 436,000 students enrolled on courses related to 
maths, including computing (192,140), engineering and technology (179,015), 
and physical sciences (65,100).4 
Higher education students training to be teachers in England can choose to 
specialise in maths teaching, which may make them eligible for bursaries and 
scholarships in addition to the standard student support available. For 2025 
to 2026, the Department for Education is offering: 
• A bursary of £29,000 or scholarship of £31,000 for postgraduate 
courses in maths. Scholarships have additional benefits and are 
awarded based on merit.  
• A bursary of £9,000 for undergraduate courses in secondary maths. 
UKRI’s Engineering & Physical Sciences Research Council funding is between 
£25-30million per annum per annum for grants, fellowships, and studentships 
for mathematical sciences.  
 
4  Higher Education Statistics Authority, What do HE students study?, 3 April 2025 
 
 
 
 
The contribution of maths to the UK 
5 Commons Library Debate Pack, 4 June 2025 
1.2 Campaigning and commentary on 
mathematics 
Value of maths to the UK economy 
In October 2024, the Academy of Mathematical Sciences estimated that 
mathematical sciences contributed £495 billion to the UK economy in 2023—
about 20% of the total UK Gross Value Added (GVA). 
Campaign for Mathematical Sciences 
The Campaign for Mathematical Sciences (CaMS), which is managed by the 
London Mathematical Society, “aims to advance the mathematical sciences 
for discovery, innovation and the economy… by supporting engagement and 
providing specialist advice in maths policy.” The campaign has argued that 
advanced maths skills boost productivity and command a significant wage 
premium. It has called for the government to adopt a five-step plan to 
maximise the value maths skills bring to the UK: 
• Create a National Mathematics Strategy to boost UK leadership across 
teaching, research, and innovation. 
• Increase mathematical sciences research funding to support early/mid-
career researchers and grow the talent pipeline. 
• Support universities to prioritise maths teaching, preventing course 
closures and ensuring widespread provision. 
• Invest in recruiting and retaining maths teachers, making it a top priority 
in the government’s strategy to recruit 6,500 new teachers. 
• Foster academia-industry collaboration to accelerate R&D and maximize 
the UK's mathematical potential. 
In June 2025, CaMS highlights the contribution that mathematical sciences 
research is currently making to innovations in artificial intelligence, cyber 
security, and defence.  
 
 
 
 
The contribution of maths to the UK 
6 Commons Library Debate Pack, 4 June 2025 
2 Parliamentary materials 
2.1 Parliamentary questions 
Mathematics 
20 May 2025 | UIN 51581 
Asked by: Ian Sollom 
To ask the Secretary of State for Education, what changes her Department 
has made to the Advanced Maths Support Programme. 
Answering member: Catherine McKinnell | Department for Education 
From September 2025, the focus of the Advanced Mathematics Support 
Programme (AMSP) will be tilted towards the following areas: supporting 
schools with low girls’ progression to level 3 mathematics to implement 
evidence-driven strategies to encourage more girls into post-16 mathematics, 
supporting high-attaining KS2 disadvantaged students to progress to higher 
grades at GCSE and into level 3 mathematics, and courses to improve 
knowledge and skills on the key mathematical concepts and skills needed for 
artificial intelligence advancement and machine learning. 
The AMSP will continue to deliver teacher professional development in level 3 
mathematics (core maths, A level Maths and A level Further Maths) and 
higher-level problem solving and university entrance tests, and deliver online 
student tuition in A level Further Maths for 16-19 students in institutions that 
cannot offer the qualification. 
Mathematics: Secondary Education 
11 March 2025 | UIN 33285 
Asked by: Connor Naismith 
To ask the Secretary of State for Education, what steps she is taking to ensure 
students who would have benefitted from the Advanced Mathematics Support 
Programme are still provided with the same opportunities they may have 
otherwise had. 
Answering member: Catherine McKinnell | Department for Education 
The department is committed to ensuring all children and young people have 
a strong foundation in mathematics, both so they can thrive in the modern 
economy, and also so that they can understand and participate in modern 
society to the greatest extent, regardless of background and socioeconomic 
status. Additionally, advanced mathematics underpins the development of 
cutting edge artificial intelligence, which my right hon. Friend, the Prime 
 
 
 
 
The contribution of maths to the UK 
7 Commons Library Debate Pack, 4 June 2025 
Minister has set out as a key driver in the Plan for Change, helping to 
turbocharge growth and boost living standards. 
The Advanced Maths Support programme (AMSP) is a government funded 
programme that has a positive impact on mathematics education across 
England. The department is currently examining additional and alternative 
options which would support provision for advanced mathematics. 
The department continues to work closely with the AMSP supplier, 
Mathematics in Education and Industry, to ensure high quality professional 
development and support remains available to schools and colleges so that 
all students, regardless of background, can access high-quality level 3 
mathematics education. This includes improving level 3 mathematics 
teaching and providing alternative tuition for level 3 further mathematics 
students, to increase participation and attainment in advanced mathematics 
and removing barriers of social injustice. 
Higher Education: Mathematics 
11 February 2025 | UIN 28208 
Asked by: Ian Sollom 
To ask the Secretary of State for Education, what recent discussions she has 
had with universities on the importance maintaining the provision of maths. 
Answering member: Janet Daby | Department for Education 
My right hon. Friend, the Secretary of State for Education, recognises the 
critical importance of mathematics provision at universities. English 
universities are independent, autonomous institutions and are therefore free 
to choose which courses they run. The quality of these courses is assessed by 
the Office for Students, the regulator of higher education providers in 
England. The government acknowledges that robust mathematics education 
is essential for developing the skills needed in various sectors and for 
maintaining the UK's competitive edge in science, technology, engineering, 
and mathematics fields. 
The government is committed to ensuring the provision of high-quality 
mathematics education across universities of all tariff levels. Measures 
include financial incentives to attract talented individuals into teaching key 
shortage subjects, such as mathematics. 
 
 
 
 
 
 
The contribution of maths to the UK 
8 Commons Library Debate Pack, 4 June 2025 
2.2 Select committee inquiries 
Maths Education 
Select Committee oral evidence 
4 March 2025 | Science and Technology Committee | House of Lords 
Government plans for Maths to 18 and Schools Funding 
Select Committee oral evidence 
18 July 2023 | Education Committee | HC 1745 2022-23 
 
 
 
 
The contribution of maths to the UK 
9 Commons Library Debate Pack, 4 June 2025 
3 Press and stakeholder materials 
The following is a selection of news and media articles relevant to this 
debate. Please note: the Library is not responsible for either the views or 
the accuracy of external content. 
How England Should Reform Maths Education for the Age of AI 
Maths Horizons 
2 June 2025 
UK government to encourage more girls to study maths for AI-related careers 
National Technology News 
6 May 2025 
English and maths rule scrapped for adult apprentices, DfE confirms 
FE Week  
11 February 2025 
Boys in England significantly outperforming girls in maths and science 
University College London 
10 March 2025 
Cuts to advanced maths scheme ‘short-sighted’ 
Schools Week 
30 January 2025 
GCSE English and maths reform: what are the options? 
Association of Colleges 
16 January 2025 
Maths homework doesn’t have to end in tears: There is another way 
British Education Research Association  
10 January 2025 
Labour scraps UK’s planned national academy for mathematics 
Times Higher Education 
26 September 2024 
The Royal Society calls for a radical reform of maths education 
The Royal Society 
3 September 2024 
Maths degrees are becoming less accessible – and this is a problem for 
business, government and innovation 
The Conversation 
2 May 2024 
 
 
 
 
 
The contribution of maths to the UK 
10 Commons Library Debate Pack, 4 June 2025 
UK pupils’ science and maths scores lowest since 2006 in international tests 
The Guardian 
5 December 2023 
9 key findings from Ofsted’s maths subject report 
Schools Week 
13 July 2023 
 
 
 
 
The contribution of maths to the UK 
11 Commons Library Debate Pack, 4 June 2025 
4 Press releases and government 
publications 
More girls to study maths under plans to improve pathway into AI careers 
Department for Education 
6 May 2025 
International comparisons of education 
Department for Education 
17 January 2025 
Engagement with the Maths Hubs Programme 
Department for Education 
4 December 2024 
Coordinating mathematical success: the mathematics subject report 
Ofsted 
13 July 2023 
 
 
 
 
 
 
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The contribution of maths to the UK

Introduction
This commentary discusses the findings from Ofsted’s work investigating
suspected unregistered schools since 2016.
The statistics show the latest published data as at 31 March 2025 from our
Unregistered schools management information - GOV.UK.
It is a criminal offence to run an independent school in England that is not
registered with the Department for Education (DfE).[footnote 1] Children attending
unregistered schools are at risk because there is no formal external oversight of
safeguarding, health and safety, or the quality of education. In January 2016, we
set up an unregistered schools team, funded by the DfE, to investigate settings
that are suspected of operating as unregistered schools.
Identifying potential unregistered
Research and analysis
Insight from Ofsted’s investigations
of unregistered schools
Published 24 June 2025
Applies to England
Menu
Home Education, training and skills Inspections and performance of education providers
Inspection and performance of schools Unregistered schools investigations: statistical commentaries
Contents
Introduction
Identifying potential
unregistered schools
Investigating suspected
unregistered schools
Looking ahead
Annex: data tables for figures
schools
Illegal schools operate under the radar. We first become aware of a suspected
illegal school through a referral.[footnote 2]
Between 1 January 2012 and 31 March 2025, Ofsted received 1,661
referrals from a variety of sources.[footnote 3]
Over half of these referrals come from within Ofsted itself (55%). We often
identify suspected illegal schools through our inspections of other schools and
providers. For example, we may inspect a state-funded secondary school and
discover they have commissioned alternative provision from an unregistered
provider.
Referrals are also received from local authorities, the DfE, members of the public,
other government agencies and the police. Referrals can be made anonymously,
and we can receive more than one referral for the same setting.
Figure 1: Proportion of all referrals received, by source, between 1
January 2012 and 31 March 2025
View data in an accessible table format.
In the last 3 academic years, the number of referrals we have received has
increased. Since 2022/23, the number of referrals received each year has been
over 200, and we have already received 200 referrals so far this academic year (1
September 2024 to 31 March 2025). However, in the years before this (2015/16
to 2021/2022), the average was under 150 per year.
We review all referrals we receive to decide whether to open a criminal
investigation. We risk-assess all referrals and deal with any safeguarding or other
concerns that may arise from them, regardless of whether we open a full criminal
investigation.
Investigating suspected unregistered
schools
Between 1 January 2016 and 31 March 2025, we opened 1,574
investigations into 1,414 settings.[footnote 4]
Once a criminal investigation is opened, Ofsted’s unregistered schools team will
gather evidence to establish whether we believe the setting to be operating
illegally. Some types of settings do not need to be registered as a school in order
to operate. In such a case, the investigation may end and not lead to an
inspection.
Some settings have been investigated more than once. This can happen if
additional evidence comes to light after a previous investigation has ended.
Inspections
We may decide to inspect a setting if there is reasonable cause to believe it is
operating illegally. During an inspection, inspectors gather evidence. This can
include taking copies of documents and records, taking photographs, and
recording footage of the inspection using body-worn video cameras.[footnote 5]
Between 1 January 2016 and 31 March 2025, we carried out 945
inspections of 669 settings.
Unregistered settings can vary considerably in their purpose and provision. They
may be classed as general educational settings, religious instruction settings,
alternative provision, tuition centres, care farms, language academies, sports
clubs/academies or other provision types. Until sufficient evidence is gathered,
some setting types may remain unclear, even after inspection.
If there is enough evidence, inspectors may determine that a setting has a
particular faith ethos. There are also settings whose core purpose is to provide
religious instruction.
Of the 669 settings inspected since 1 January 2016, 18% were
determined to have a faith ethos.
Inspectors will also determine whether, in addition to the possibility of a setting
being run illegally, there are specific areas of concern for children attending the
setting. Since 2016, we have identified 205 settings as having health and safety
concerns such as unsafe electrical fittings, unsanitary conditions, blocked or
unsuitable fire exits and missing fire equipment.[footnote 6] We have also found 203
settings with safeguarding concerns. For example, some had not completed
Disclosure and Barring Service checks for all adults or did not have a
safeguarding policy in place. In some settings, unsuitable adults had access to
the premises. In some settings, we identified both safeguarding and health and
safety concerns. Inspectors refer all health and safety and safeguarding concerns
to relevant agencies to take action.
We carry out unregistered school inspections as part of a criminal investigation.
These inspections are not equivalent to routine inspections of state-funded or
independent schools. Inspectors do not make any graded judgements, and the
visit does not result in a published inspection report.
Warning notices
During the inspection, if the inspectors find evidence that leads them to believe
that a setting is operating as an illegal school, they will issue those responsible
with a warning notice.
It is not always possible to issue a warning notice after an inspection, even if the
inspector suspects the provider is operating an unregistered school. This is
usually because the team does not yet have sufficient evidence and needs to
investigate further.
As at 31 March 2025, Ofsted had issued 212 warning notices to 184
settings.[footnote 7]
The following chart shows the most recent status of all settings that have been
issued with a warning notice. The status of a setting may change over time. For
example, we may close the investigation of a setting and then open a new one if
further evidence comes to light.
Figure 2: Most recent status of settings issued with a warning notice, as at
31 March 2025
View data in an accessible table format.
The majority (64%) of the settings issued with a warning notice changed the
service they offered to comply with the current legislation, usually by reducing their
hours of operation or the number of children attending. A fifth (20%) of the
settings stopped operating completely, and 8% chose to register with the DfE as
an independent school.
We have taken no further action towards 2% of the settings. We may do this for
several reasons; for example, there are limitations in current legislation and in our
powers to investigate. The remaining 7% of settings are still actively under
investigation.
Prosecutions
The vast majority of settings take action to comply with the law once we have
issued them with a warning notice. However, people and organisations that
continue to operate outside the law might be prosecuted for the offence of
running an unregistered school.
Since the unregistered schools team was created, there have been 7
unregistered school prosecutions, resulting in 21 convictions of individuals
or organisations.[footnote 8]
Looking ahead
We will continue to draw attention to the dangers posed by illegal schools. We will
work in partnership with the DfE, the Crown Prosecution Service and other
agencies to hold wrongdoers to account. The Children’s Wellbeing and Schools
Bill, which is currently making its way through Parliament, is designed to give us
stronger powers of entry and investigation to tackle illegal schools. It also aims to
close legal loopholes that enable them to operate.[footnote 9] This legislation will
help us to investigate suspected illegal schools and protect children from
inadequate education in unsafe settings.
Annex: data tables for figures
This section contains the underlying data in an accessible table format for all
figures.
Data for Figure 1: Proportion of all referrals received, by source, between
1 January 2012 and 31 March 2025
Source % referrals
Ofsted 55
Local authority 15
Members of the public 14
DfE 12
Other 4
See Figure 1.
Data for Figure 2: Most recent status of settings issued with a warning
notice, as at 31 March 2025
Setting status % of settings issued a warning
notice
Changed service to comply with the current
legislation
64
Setting closed 20
Registered as a school 8
Under investigation 7
No further action 2
See Figure 2.
1. Section 463 of the Education Act 1996 defines an independent school as a
school that: is not maintained by a local authority; is not a non-maintained
special school; provides full-time education for either 5 or more pupils of
compulsory school age, or at least 1 pupil of compulsory school age who has
an education, health and care plan or is looked after by a local authority (within
the meaning of section 22 of the Children Act 1989). ↩
2. If you wish to tell us about a possible unregistered school, please see the
Report an unregistered school guidance. ↩
3. A number of referrals were received from January 2012 onwards, before
Ofsted set up its unregistered schools team in January 2016.
Refers to referrals that have led to an investigation by the unregistered schools
team. ↩
4. A single setting may refer to a provider operating across multiple locations or
premises. ↩
5. For more detail about what happens during an unregistered school inspection,
see the following interview with Victor Shafiee and Sue Will, members of
Ofsted’s unregistered schools team: ‘What we see are wasted lives’ – meet the
Ofsted illegal schools team. ↩
6. Most health and safety concerns and safeguarding concerns relate to settings
we have inspected. However, a small number relate to settings we have
investigated but have not inspected. ↩
7. As settings may have more than one inspection, or have inspections of multiple
locations, it is possible for a provider to be served with more than one warning
notice. ↩
8. A person or organisation may also be convicted of more than one offence. Two
individuals have been convicted twice between 1 January 2016 and 31 March
2025. ↩
9. For a summary of the bill and its progress through parliament, see Children’s
Wellbeing and Schools Bill - Parliamentary Bills - UK Parliament. For
supplementary evidence submitted by Ofsted on the bill, see Ofsted’s
Children’s Wellbeing and Schools Bill (3rd February 2025). ↩
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