Yorkshire schools given minus score for poor maths teaching

The education watchdog also warns that pupils who are in the lowest ability sets often receive the weakest standards of teaching.

Analysis of national league tables by the Yorkshire Post shows that the region’s secondary schools score worse than the rest of the country.

The level of pupils making the expected progress in maths is lower than the national average in 13 out of 15 education authorities in Yorkshire.

The picture is even worse for pupils who struggled at maths in primary school in Yorkshire.

Nationally just over a quarter of these students make the expected progress in maths during their secondary school life.

However in Yorkshire only one of the 15 education authorities matched the national average with the other 14 having a lower level of pupils making the expected progress.

The region also lags behind the rest of the country when measuring the progress of high attaining pupils in maths with 13 out of 15 authorities performing below the national average.

The new Ofsted report, Mathematics: Made to Measure, says more must be done to help both weaker and stronger pupils in maths. However it also highlighted a dramatic increase in the take-up of the subject and further maths at A-level.

The report found that GCSE and A-level results continue to improve thanks to the sustained efforts of teachers and students.

Between January 2008 and July 2011, inspectors visited 160 primary and 160 secondary schools and observed more than 470 primary and 1,200 secondary mathematics lessons. They judged that more than half the schools were outstanding or good in maths.

However the report identified three key areas where maths teaching at English primary and secondary schools must be improved.

The survey found not enough is being done to help pupils who fall behind early to catch up.

The 10 per cent who do not reach the expected standard at age seven doubles to 20 per cent by age 11, and nearly doubles again by 16.

Secondly, the inspectors found pupils in lower ability sets and younger pupils received the weakest teaching within a school.

They saw outstanding and satisfactory teaching, and sometimes inadequate too, within an individual school.

Lastly, many of the brightest pupils do not fulfil their potential when they get to secondary school.

Figures showed that 37,000 of the highest attaining primary school pupils went on to achieve no better than a grade C at GCSE in maths last year.

The Ofsted survey also warned that schools which routinely enter students early for GCSE maths are hindering their ability to reach the highest grades.

Her Majesty’s Chief Inspector, Sir Michael Wilshaw said: “I want all children to have the best education they can and mathematics is a fundamental part of that.

“It is essential for everyday life and understanding of our world.

“Too many pupils do not fulfil their potential, including many of the most able, and those who get off to a poor mathematical start or fall behind in their learning never catch up.

“We know it can be done. Over half of the schools visited in the survey were judged to be good or outstanding in mathematics, although even in these schools some inconsistencies in the quality of teaching need to be tackled.”

He vowed that Ofsted would help schools improve maths teaching and said more able pupils should be pushed to be ambitious.

Mike Ellicock, chief executive of the charity National Numeracy, which helps adults and children with maths, said: “We believe every child can become a numerate adult – with skilful teaching in school and encouragement at home.

“This impressive report draws attention to the vital importance of numeracy and we hope its findings will be acted upon.”