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Calculators in Schools

My hon. Friend makes his point very eloquently. The debate is not just about the individual's success in life—there is much evidence that those with advanced mathematical skills secure better employment prospects and higher standards of living—but that as a country we need to get it right, which we have not yet done. As the Trends in International Mathematics and Science Study—or TIMMS—study of maths has shown, those pupils in Singapore and Hong Kong go on to outperform pupils in England in international league tables. As has been said, if we are to compete internationally, it is crucial that we equip our young people with such essential maths skills. The foundation for more advanced mathematical and scientific study is built in primary school, where pupils can develop a love of, and a fascination with, mathematics. Unfortunately, far too many children leave primary school convinced that they ““can't do”” maths. Provisional key stage 2 data for the 2011 test year shows that only 80% of pupils reached the expected level in maths, and an even lower proportion reached level 5. Without a solid grounding in arithmetic and early maths in primary school, children go on to struggle with basic mathematical skills throughout their school careers and their adult lives. We cannot allow children to fall behind at that early stage. It is vital that pupils are fluent and confident in calculation before they leave primary school. We cannot expect children to be able to cope with the demands of complicated quadratic equations if they do not have quick and accurate recall of multiplication tables. Indeed, it is not possible to do long division, without being fluent in them.