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16-to-18 Mathematics Education

I thank my hon. Friend for that contribution. Our massive problem with maths causes a lack of social mobility and problems with university access. Students who attend comprehensive schools are half as likely to study maths as their private school counterparts and one third as likely to study further maths, but they are equally as likely to study history or English. The problems of social mobility in mathematics and science do not exist in arts subjects, and the Government should consider that when looking at how to improve social mobility and access to university. Many students do not have the choice to study further maths, because only 50% of comprehensive schools offer that option. Given that further maths is needed to study maths or physics at top universities, many people are therefore put out of contention for the opportunities that we would wish them to have. I am pleased that the Government are taking action. In the autumn statement, the Chancellor recognised the existing problems with maths education for 16 to 18-year-olds and announced that new free maths schools would be set up across the country. I am pleased to be backing one of those schools, the proposed Sir Isaac Newton school in Norfolk, which will take those students who are most talented in maths and science and educate them not only in A-level maths and further maths, but beyond that to pre-U level. Academics will support that school and ensure that students learn the cutting-edge mathematic and scientific techniques that will help them get to the top universities. My county of Norfolk has a particular problem with maths. Nationwide, 33% of students who obtain a grade of A* to B at GCSE maths go on to study the subject at A-level. In Norfolk, that figure is 25%—a massive gap. We want to improve that situation and get more people studying A-level maths. The development of the new maths schools is positive, and I applaud the Government for that innovation, which has already been seen in many other countries. However, we need further reform in two key areas. First, we must overhaul the sixth-form funding regime, and secondly—one of my hon. Friends alluded to this—we need more varied maths qualifications post-16. Unbelievably, for post-16-year-olds, the Young People's Learning Agency currently awards more money per capita for students studying psychology and media studies than to those studying mathematics. It also awards more money to science subjects—there is a 12% funding premium for all those subjects on top of the amount that is given to the school for maths. The justification for that 12% funding premium is that those other subjects need additional equipment. However, as anyone who has been involved with schools will know, the greatest cost is in teaching resources, rather than equipment. At the moment, our funding formula is based purely on the amount of equipment needed, rather than the cost of recruiting teachers. Maths is the most difficult subject for which to recruit teachers; there are more vacancies for high-school maths teachers than for any other subject, and schools often end up paying a premium. One school in my constituency advertised for a newly-qualified maths teacher. It offered £44,000, but received just one application. Another school has flown in maths teachers from Canada to fill the shortfall in available teachers. Fewer than half of secondary maths teachers in this country hold a maths degree. We have a massive problem with the recruitment of maths teachers, yet the funding formula means that maths is disadvantaged when compared with science subjects and courses such as media studies, psychology and film studies. Furthermore, because the funding system is weighted towards deprived students, there is an even greater funding differential for deprived students doing media studies, as opposed to deprived students doing maths. We have a completely topsy-turvy system in which the underlying financial incentives are asking schools to get lower-income students to do subjects such as psychology and media studies, rather than subjects such as maths, which has the highest earnings premiums and is known to result in greater lifetime earnings. We need to turn that system upside down. We need a subject premium based on the value of mathematics. I have illustrated why mathematics is a particular case and why reform is needed urgently. We are seriously suffering in terms of international competitiveness because we are not delivering enough mathematics capability. I suggest that through the YPLA mechanism that I mentioned, mathematics should be given a 30% uplift. That would deal with some of the teacher recruitment issues. I would like further mathematics to receive a 50% premium, so that we can increase the number of state schools that offer further maths from the currently very low 50% and so that all sixth forms eventually offer that important option. That will ensure that every child in this country has the chance to go on to study maths or physics at a top university or, indeed, subjects such as computer science—we also need more people in those areas. What I have suggested would give schools a strong incentive to offer those subjects, and I do not think that it would cost anything additional from the education budget. At the moment, under the YPLA funding regime, we have a huge range of weightings. Some subjects are rated up to 1.7. Those are not A-level subjects but some of the vocational subjects. We are talking about rebalancing the incentives in the system, so that those subjects that will deliver most for our economy and for the students and in which teacher recruitment is hardest get a premium. At the moment, we have the opposite situation. I would also like to see a greater number of maths options post-16. Current participation in A-level maths and further maths is heavily weighted towards those gaining an A* at GCSE: 73% of students who get an A* in maths take an A-level in it, but only 6% of those who get a B do so. The number is much lower than for other subjects. One quarter of those who get a B in English and one fifth of those who get a B in history go on to do those subjects at A-level. The reason is that we have a one-size-fits-all maths and further maths course, rather than having different options for young people who will go on to study different subjects.