Evaluation of White Rose Maths (WRM) Post-16 Maths Continuing Professional Development (CPD). Final Evaluation Report
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| Title: | Evaluation of White Rose Maths (WRM) Post-16 Maths Continuing Professional Development (CPD). Final Evaluation Report |
|---|---|
| Language: | English |
| Authors: | Jennie Harland, Geeta Gambhir, Suzanne Straw, National Foundation for Educational Research (NFER) (United Kingdom) |
| Source: | National Foundation for Educational Research. 2025. |
| Availability: | National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk |
| Peer Reviewed: | N |
| Page Count: | 78 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Postsecondary Education |
| Descriptors: | Foreign Countries, Program Evaluation, Mathematics Education, Mathematics Instruction, Mathematics Teachers, Faculty Development, Professional Continuing Education, Mathematics Skills, Mastery Learning, Teaching Methods, Postsecondary Education, Teaching Skills, Pedagogical Content Knowledge, Program Implementation, Barriers, Self Efficacy, Teacher Participation, Teacher Effectiveness |
| Geographic Terms: | United Kingdom (England) |
| ISBN: | 978-1-916567-42-9 |
| Abstract: | The White Rose Maths (WRM) Post-16 Maths Continuing Professional Development (CPD) programme was funded by the Department for Education (DfE) and aimed to support teachers of the General Certificate of Secondary Education (GCSE) maths resits and/or Functional Skills Qualification (FSQ) maths who were teaching students aged 16-19. The CPD was an important element of drives to improve GCSE maths provision post-16 given students are required to continue studying maths post-16 if they have not achieved a Grade 4 at school and historically very small proportions of post-16 learners achieve the minimum Grade 4 in GCSE maths resits. The CPD was rooted in the mastery approach to teaching maths and was delivered by a team of WRM programme leads. It aimed to support ten teachers in each of 40 further education (FE) colleges nationwide and was delivered in three cohorts between February 2023 and March 2025 (400 teachers in total). The aim was for teachers in each college in each cohort to undertake the CPD programme for 14 months which included three stages: (1) Foundation Stage; (2) Developing Stage; and (3) Embedding Stage. CPD participants were also able to access funding for resources to support the implementation of the teaching approaches advocated in the programme. WRM commissioned the National Foundation for Educational Research (NFER) to undertake an independent evaluation of their post-16 maths CPD programme. The evaluation started in January 2023 and continued throughout the delivery of the programme and concluded with this final report of the evaluation findings. The data collected included interviews with the WRM programme manager, a focus group with WRM programme leads, baseline and endpoint surveys completed by 544 and 301 participants, respectively (including teachers/lecturers and maths subject leads), monitoring information and internal evaluation data collected by WRM, and case-study interviews in six colleges. Findings show the WRM post-16 maths CPD has successfully met a particular need for support focusing specifically on teachers of GCSE maths post-16. The programme has been consistently well received and highly regarded by participants and this evaluation has recorded promising evidence of positive impacts on the teaching and leadership of GCSE/FSQ maths post-16. The evaluation evidence endorses the delivery model and sustained nature of the programme and highlights the face-to-face, whole-department and tailored elements as being particularly effective. However, there is scope to further develop the programme by adapting the mastery strategies and approaches to better meet the needs of post-16 GCSE students whose engagement in maths is typically low and who have limited time to learn and apply new strategies before their GCSE retake. [This research was funded by White Rose Maths (WRM).] |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED679740 |
| Database: | ERIC |
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