Raising standards in mathematics through effective classroom practice

Schools where pupils achieved standards significantly higher than would have been expected from their prior attainment were identified using value-added analyses which linked National Curriculum and GCSE data in mathematics to a range of input measures. Factors contributing to this high attainment were then identified through extended interviews with LEA advisors, head teachers, mathematics subject leaders and classroom teachers. These factors were triangulated at classroom level through participant observation. The factors common to the majority of schools are contrasted with findings from other projects and analysed to provide a rationale for recommended good practice.