- The majority of pupils in the survey have an appropriate understanding of times-tables, the four rules of number, place value and fractions
- However, pupils’ numerical reasoning skills are not strong enough
- Too many pupils lack confidence with division and percentages, impeding their ability to interpret results and solve problems
- Only around half of schools have developed suitable provision for numeracy, although this is an increase on previously
- Numeracy is still not a high priority in a minority of the schools inspected
- Teachers often lack sufficient mathematical subject knowledge to plan and deliver effective lessons
- In a majority of schools visited, teachers are uncertain of what the term ‘numerical reasoning’ means and how it translates into classroom activities
- In around half of schools planning is still too superficial and does not raise standards
- The quality of marking numeracy work is not good enough - and the monitoring of numeracy skills remains underdeveloped
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