Maths: Contribution to the UK

Helen Hayes Excerpts

Thursday 5th June 2025 Westminster Hall

[Helen Hayes (Dulwich and West Norwood) (Lab)]

It is a pleasure to serve under your chairmanship this afternoon, Mr Vickers. I congratulate the hon. Member for St Neots and Mid Cambridgeshire (Ian Sollom) on securing this debate. It is heartening to hear about his love of maths as well as the enthusiasm of my hon. Friend the Member for Harlow (Chris Vince).

I have to confess that was not my experience of school. I was at a school which had a quirk: we had to sit maths GCSE twice—once in year 10 and in year 11. Although I can report to the House that I achieved a good grade in both exams, there was a clear narrative: that maths was a difficult subject, and definitely not for everyone. A lack of enthusiasm for the subject certainly pervaded among many of my peers and was allowed to go unchecked within the education system at large. I do not blame only my school for that; I think it was a common thing. As my hon. Friend the Member for Harlow said, we need to challenge that. I have done the best to challenge it with my daughters, the youngest of whom sat her maths GCSE paper yesterday, so we will see whether I have been successful.

We must have an approach that emphasises the critical importance of maths in our primary and secondary education systems and its foundational nature for so many aspects of education and life, and that also encourages a love of maths as part of a love of learning. Maths is key to problem solving and supports logistical reasoning and analytical thinking. It develops flexible thinking and creativity. Mathematical problems often require trying different approaches and tackling a question from multiple angles. Those skills equally apply in arts and the humanities subjects as they do in the maths and sciences. Maths is therefore foundational in building those essential critical skills.

The practical applications of maths matter too. Financial literacy is important for us all. The Education Committee undertook an inquiry into financial literacy in May last year, in the previous Parliament, and recommended expanding financial education at primary level, the appointment of financial education co-ordinators in secondary schools and the provision of high-quality independently provided learning materials in all schools. Budgeting and saving, planning finances for the future, understanding how loans and interest work, and contributing to a pension pot are all skills that every young person should have when they leave school.

Maths is a specialist subject, and we need skilled teachers to deliver interesting and inspiring lessons from reception all the way through to A-levels and on to higher education. There have been real challenges with the recruitment of new maths teachers for a number of years, with just under three quarters of the target of 3,000 teachers recruited for the current academic year. There are so many career opportunities open to graduates with degrees with a strong mathematical component, so it is important that the Department for Education offers strong incentives to train, recruit and retain maths teachers. I welcome the Government’s commitment to delivering an extra 6,500 teachers in England. It is critical that that target includes a good level of new maths teachers, appropriately supported to be recruited and retained within our education system.

I turn briefly to the question of attainment in mathematics. Last year, 65% of pupils achieved a standard pass at grade 4 or above at GCSE in English and maths, but disadvantaged pupils were less likely to meet the expected standard—only 59% of them did so, compared with non-disadvantaged pupils. That means that 35% of young people are routinely not getting a qualification in maths while they are school. That should be a concern to us all. We want every young person to fulfil their potential in maths.

Currently, those who do not achieve a grade 4 or above are expected to resit GCSE maths during their post-16 education. For some students, that means multiple resits of a subject that they have already found challenging for several years at school, and it traps them in a cycle of failure, just at the point where they should be discovering a love of learning and finding their vocation. The Education Committee has been looking at this policy as part of our inquiry on further education and skills, and asking whether that really is the best approach for all young people who do not achieve a grade 4 or above.

For some students who achieve grade 3, the extra work in a new environment that is different from school may help them to successfully resit their maths GCSE, but for others repeated, unsuccessful resits can be demoralising and counterproductive. We have yet to report, so I cannot draw conclusions on behalf of the whole Committee, but we have received quite compelling evidence that embedding practical maths content into the curriculum for the particular subjects needed for the student’s chosen course of study may be a better way to support students on vocational pathways to achieve the level of both English and maths that they will need to apply later on in life, rather than the endless cycle of GCSE maths resits.

Moving beyond GCSEs, it is good to see that maths is the most popular A-level subject, with more than 100,000 entries for A-level maths last year, as well more than 17,000 for further maths. But within those statistics, more work is needed to tackle the gender gap, because just 37% of last year’s maths A-levels were taken by young women, and a mere 27% of last year’s further maths A-levels.

Increasing the number of girls taking maths will help to tackle the gender gap in science, engineering and maths at university and beyond. Having positive role models, and improving understanding of just how many well-paid and rewarding careers are out there, for which maths can help, are definitely two important approaches, but we need to do more. There should be more practical support available in our schools to overcome that gender gap in maths.

Maths is an important component of many STEM degrees and myriad careers. To underpin a high-skill, high-wage economy, we need more young people with a good training in maths. I will end there, but I will just say that the Education Committee looks forward to scrutinising the curriculum and assessment review, and to scrutinising the Government’s recruitment of teachers, and we hope to see good progress in improving maths education and attainment for all pupils, across all our demographics, in every part of the country.