Power Maths: Implementation, response and learning by Summer 2021

This report builds on the first interim report and focuses on the second year of a three-year study of the early implementation and effectiveness of the DfE-endorsed ‘Power Mathematics’ materials, being carried out in 2019-2022. Teaching and learning from mid-March 2020 onward were affected by the home learning period, so the practice and impact developed in unanticipated ways through Summer 2020 and into the Autumn when there was a mass return to schools. In 2019-20 we made in-depth study of Power Mathematics use and impact in years 1, 3 and 5 classes in 20 reasonably representative primary schools, drawing on teacher voice through 2020-21, and in the Spring term 2020 complemented with lesson observations as well as teacher and learner voice, together with some small-scale parental involvement. The intention for the whole study is to draw also on quantitative indicators of children’s progression in attainment, although the focus of the Power Mathematics approach is on building up children’s long-term attainment, motivation, confidence and participation. Autumn term 2020 was widely described as a ‘recovery’ period, although there was continuing interruption to normal learning for many teachers and children. We were able to continue working remotely with 17 of the original 21 schools through the year. We evidenced experiences of mathematics teaching and learning in year 2,4, and 6 classes, and associated impacts of the pandemic, through that period. This report updates that data with analysis of schools’ approaches to teaching and learning, their resource use, and the impact on children’s learning, particularly during Summer 2021. Altogether for Summer 2021 we draw on data from 27 detailed Google Surveys and 8 interviews from mathematics coordinators and year 2,4 or 6 teachers in these 17 schools. We synthesise the year’s findings to provide an overview of progress in embedding Power Mathematics aspirations in our sample schools, and in realising the planned benefits to children’s learning, and we suggest implications for schools, Pearson and policy