The NCETM Maths Podcast

In this episode of the NCETM Maths Podcast, Howard Astley-Jones talks with Professor Paul Glaister CBE about the origins, development and impact of Core Maths since its introduction in the mid-2010s. They discuss why the qualification was created to address the gap for students progressing beyond GCSE without taking A level Maths, and how it supports problem solving, quantitative reasoning, statistics and communication for higher education and employment.

Paul reflects on policy drivers, including the Royal Society and other reports, and the importance of university support and universal provision. Howard shares recent entry trends and the role of the Core Maths Premium, and outlines AMSP and Maths Hubs professional development pathways and support for teachers. The episode also introduces AMiE and its mission for mathematics education.

A transcript (PDF) of this episode is available to download.

Show notes

Taking part in the discussion:

• Professor Paul Glaister CBE, Professor of Mathematics and Mathematics Education, University of Reading
• Howard Astley-Jones, Assistant Director for Secondary Mathematics and Level 3 Coordinator, NCETM.

Episode chapters

• 00:00 Welcome and Overview
• 01:29 Meet Professor Paul Glaister CBE
• 02:33 Origins of Core Maths
• 06:58 Why Core Maths matters
• 09:07 Misconceptions and barriers
• 13:17 Growth and future ambitions
• 19:26 Supporters of Core Maths
• 22:12 What Core Maths involves
• 28:51 Teacher support and CPD
• 30:10 Final case for Core Maths
• 33:18 Introducing the Association for Mathematics in Education (AMiE)
• 36:28 Closing and resources.

Useful links

• Core Maths qualifications: technical guidance, DfE (2017)
• Core Maths professional development, NCETM
• Core Maths professional development, AMSP
• Report from the Expert Panel on Core Maths, Royal Society (2013)
• Post-16 Mathematics: A Strategy for Improving Provision and Participation, Royal Society (2012)
• Is the UK an Outlier? An international comparison of upper secondary mathematics education, Nuffield Foundation (2010)
• Mathematical Transitions: A Report on the Mathematical and Statistical Needs of Students Undertaking Undergraduate Studies, Higher Education Academy (2011)
• Report of Professor Sir Adrian Smith's Review of Post-16 Mathematics, Sir Adrian Smith for the DfE (2017)
• A new approach to mathematical and data education, Royal Society (2024)
• Association for Mathematics in Education (AMiE)
• Explore previous episodes of the NCETM podcast in our archive.

In this episode of the NCETM Maths Podcast, Debbie Morgan, Director for Primary at the NCETM, talks with Suzanne Mathews, primary maths adviser across a trust of 25 primary schools and Assistant Maths Hub Lead for Möbius Maths Hub.

Suzanne explains how her trust approaches mathematics in Year 6. She discusses which learning to prioritise, how daily fluency and arithmetic routines are structured, and how reasoning is developed so that pupils are well prepared for secondary school. She also shares what secondary teachers value most when students move into Year 7.

The episode highlights the free downloadable NCETM resources used across their Year 6 classrooms to secure learning and address gaps.

A transcript (PDF) of this episode is available to download.

Show notes

Taking part in the discussion:

• Susanne Matthews, Assistant Maths Hub Lead at Möbius Maths Hub and Primary Maths Advisor at White Horse Federation
• Debbie Morgan, Director for Primary, NCETM.

Episode chapters

• 00:00 Introduction to the NCETM Maths Podcast
• 01:50 Teaching for mastery approaches
• 02:26 Year 6 priorities beyond SATs
• 05:01 Daily arithmetic and fluency routines
• 06:51 Reasoning and goal-free problems
• 08:40 What domains matter most for secondary
• 10:14 Diagnosing gaps with the ready-to-progress criteria
• 11:30 Times table facts
• 12:47 Applying facts for multiplicative reasoning
• 14:03 Key takeaways and next steps
• 15:29 Thanks and resources in show notes.

Useful links

• Mathematics guidance: key stages 1 and 2
• Exemplification of ready-to-progress criteria
• Coordinating mathematical success: the mathematics subject report (Ofsted, 2023)
• School inspection: toolkit, operating guides and information (Ofsted, 2025)
• Explore previous episodes of the NCETM podcast in our archive.

In this episode of the NCETM Maths Podcast, Julia Thomson from the NCETM’s Communications Team discusses the STEM Ambassador programme with guests Michael Anderson, former education lead for mathematics at STEM Learning, and Garry Packer, a retired electronic engineer and STEM Ambassador. They explore how the programme supports maths education in primary and secondary settings, the roles and experiences of STEM Ambassadors, and practical advice for teachers on how to integrate STEM careers into their curriculum. The conversation highlights the impact of real-world connections on students’ mathematical understanding and career aspirations, providing insights for both educators and potential STEM Ambassadors.

A transcript (PDF) of this episode is available to download.

Show notes

Taking part in the discussion:

• Michael Anderson, teacher of maths and MEI Local Lead
• Garry Packer, retired electronic engineer and current STEM Ambassador
• Julia Thomson, Senior Communications and Marketing Manager, NCETM.

Episode chapters

• 00:00 Introduction to the NCETM Maths Podcast
• 01:10 Meet the guests: Garry Packer and Michael Anderson
• 02:00 Understanding the STEM Ambassador programme
• 03:11 Garry's journey as a STEM Ambassador
• 04:12 Engaging maths workshops for schools
• 07:08 How to get a STEM Ambassador for your school
• 09:55 Maximising the impact of STEM Ambassador visits
• 11:37 The broader impact of STEM Ambassadors
• 13:01 Volunteering as a STEM Ambassador
• 14:24 Hidden careers in STEM
• 17:08 Becoming a STEM governor
• 19:11 Conclusion and final thoughts.

Useful links

• STEM Ambassador programme
• The Operational Research Society
• Register with STEM Learning
• Explore previous episodes of the NCETM podcast in our archive.

In this episode of the NCETM Maths Podcast, the NCETM’s Gaynor Bahan talks with Professor Dame Allison Peacock, Chief Executive of the Chartered College of Teaching, about the importance of teacher collaboration, professional learning, and the current state and future vision of teaching as a respected profession. They discuss the Chartered College's recent report on revisiting teacher professionalism and how initiatives like the Maths Hubs Programme contribute to building a culture of trust, ethics and knowledge sharing among teachers.

A transcript (PDF) of this episode is available to download.

Show notes

Taking part in the discussion:

• Professor Dame Alison Peacock, Chief Executive, Chartered College of Teaching
• Gaynor Bahan, Assistant Director for System Leadership, NCETM
• Julia Thomson, Senior Communications and Marketing Manager, NCETM.

Episode chapters

• 00:00 Introduction to the NCETM Maths Podcast
• 00:59 Exploring teacher professionalism
• 02:15 The Chartered College of Teaching
• 03:27 Domains of teacher professionalism
• 12:19 Challenges and opportunities in teacher professionalism
• 16:25 The role of collaboration in professional development
• 23:26 Empowering teachers through leadership roles
• 29:14 The importance of professional learning and recognition
• 40:00 Final reflections on teacher professionalism.

Useful links

• Chartered College of Teaching Report – Revisiting the Notion of Teacher Professionalism (Müller & Cook, May 2024)
• The Chartered College of Teaching
• Beyond the maths classroom: how trusts can support teacher professionalism (NCETM, October 2024)
• Explore previous episodes of the NCETM podcast in our archive.

In this episode of the NCETM Maths Podcast, Jane Hawkins, the NCETM’s Assistant Director for Secondary, speaks to Geoff Barton, chair of the Oracy Education Commission. The conversation dives into the importance of oracy in the classroom, especially in mathematics, exploring how it can transform learning and teaching. They discuss the current state of oracy education, its potential to close the disadvantage attainment gap, and specific recommendations for embedding oracy into professional development for teachers. Geoff references valuable insights and case studies, including contributions from experts such as Tim Oates and David Thomas, as well as practical examples from schools successfully implementing oracy strategies.

A transcript (PDF) of this episode is available to download.

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Show notes

Taking part in the discussion:

• Geoff Barton, Chair of the Oracy Education Commission
• Jane Hawkins, Assistant Director for Secondary Mathematics, NCETM
• Julia Thomson, Senior Communications and Marketing Manager, NCETM.

Episode chapters

• 00:00 Introduction to the NCETM Maths Podcast
• 01:22 Meet Jane Hawkins and Geoff Barton
• 01:50 The importance of oracy in education
• 03:19 Disciplinary oracy in mathematics
• 04:17 Revelations about oracy from maths
• 06:49 Challenges and solutions in teaching maths
• 12:13 The role of teachers in oracy-rich classrooms
• 15:04 The impact of oracy on student behaviour and engagement
• 19:53 Assessment and the future of oracy
• 27:48 Oracy and disadvantaged pupils
• 36:46 Teacher professional development in oracy
• 49:46 Conclusion and further resources.

Useful links

• Oracy Education Commission report – We need to talk (October 2024)
• The Commission Conversations – Tim Oates
• The Commission Conversations – David Thomas
• Discover more from the Commission Conversations podcast archive
• NCETM feature: We need to talk (about maths) (February 2025)
• Maths Hubs Research and Innovation Work Groups
• Bullock Report: A Language for Life (HMSO, 1975)
• EEF Secondary Maths Practice Review (June 2024)
• The NCETM Maths Podcast – Oracy in the maths classroom
• NCETM: The role of oracy in the context of teaching for mastery
• All-Party Parliamentary Group Report, Speak for Change
• Voice 21 Oracy Framework
• TES article: Neil Mercer: Oracy is still not properly understood (May 2025)
• Explore previous episodes of the NCETM podcast in our archive.

In this episode, the NCETM’s Dr Jen Shearman, Paul Rowlandson and Sue Evans discuss the upcoming EEF-funded trials of two important Maths Hubs programmes in 2025/26. The conversation explores the role of external evaluation, the challenges of conducting randomised controlled trials (RCTs), and what the findings could mean for maths education.

A transcript (PDF) of this episode is available to download.

Show notes

Taking part in the discussion:

• Jen Shearman, Director for Evaluation and Impact, NCETM
• Sue Evans, Assistant Director for Primary, NCETM
• Paul Rowlandson, Assistant Director for School and Professional Development, NCETM
• Julia Thomson, Senior Communications and Marketing Manager, NCETM.

Episode chapters

• 00:00 Introduction and welcome
• 01:12 Meet the team and overview of the EEF trials
• 01:57 Understanding the EEF and its role
• 03:31 The NCETM's involvement with the EEF
• 06:11 Introduction to the SKTM Secondary Non-specialist Teachers Programme
• 09:28 Introduction to the Mastering Number at Reception and KS1 Programme
• 12:02 Challenges in conducting the trials
• 22:01 Hopes and expectations from the trials
• 31:04 Conclusion and how to get involved.

Useful links

• Specialist Knowledge for Teaching Mathematics Secondary Non-specialist Teachers Programme
• Mastering Number at Reception and KS1
• Mastering Number at KS2
• Blog post on the EEF trials: Going for gold standard
• Evaluating our programmes in 2025/26
• EEF trial of the Secondary Non-specialist Teachers SKTM Programme
• EEF trial of the Mastering Number at Reception and KS1 Programme
• TIMMS 2023 Report
• Coordinating mathematical success: the mathematics subject report (2023)
• Explore previous episodes of the NCETM podcast in our archive.

In this episode, the NCETM’s Dr. Jen Shearman and Carol Knights discuss the EEF’s Secondary maths practice review. The review identifies some of the challenges facing leaders of maths in English schools, including the national shortage of maths teachers, the widening gap between disadvantaged students and their peers, the need for greater focus on students in KS3, and the ways maths departments are approaching these challenges. Jen and Carol also touch upon the implications for the NCETM and the Maths Hubs Programme, and the projects underway to address the issues highlighted in the review.

A transcript (PDF) of this episode is available to download.

Show notes

Taking part in the discussion:

• Carol Knights, Director for Secondary Maths, NCETM
• Dr. Jen Shearman, Director for Evaluation and Impact, NCETM
• Julia Thomson, Senior Communications and Marketing Manager, NCETM.

Episode chapters

• 00:00 Introduction and welcome
• 01:19 Overview of the EEF Secondary maths practice review
• 03:02 Key findings: teacher skills and expertise
• 04:24 Addressing the shortage of maths teachers
• 05:11 Impact of COVID on disadvantaged students
• 07:35 The importance of mathematical talk
• 10:01 Integrating problem-solving in maths lessons
• 13:02 Use of representations and manipulatives in secondary maths
• 16:16 NCETM and Maths Hubs professional development
• 18:39 Future directions and recommendations
• 22:43 Conclusion and final thoughts.

Useful links

• EEF Secondary maths practice review (2024)
• Maths Hubs Securing Foundations in Year 7 project
• Maths Hubs Secondary Non-specialist Teachers (SKTM) Programme
• Maths Hubs Years 5-8 Continuity project
• Oracy Education Commission We Need to Talk (2024)
• Ofsted Coordinating Mathematical Success: the mathematics subject report (2023).
• Explore previous episodes of the NCETM podcast in our archive.

In this episode, we talk to Liz Woodham, Primary Coordinator at NRICH, about the Problem-solving Schools initiative and its aims to support the development of reasoning and problem-solving skills for pupils and students from Reception to post-16. Liz shares insights into the initiative's process, including the use of webinars and rich tasks to support schools, and we also look at the relationship between problem-solving and reasoning and their importance in a well-rounded maths education.

A transcript (PDF) of this episode is available to download.

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Show notes

Taking part in the discussion:

• Liz Woodham, Primary Coordinator, NRICH, University of Cambridge
• Julia Thomson, Senior Communications and Marketing Manager, NCETM.

Episode chapters

• 00:00 Introduction
• 04:00 Problem-solving Schools initiative
• 05:08 The Kilpatrick Rope Model
• 08:39 The Five Big Ideas in Teaching for Mastery
• 10:26 Framework and goals of the Problem-solving Schools initiative
• 17:22 ‘NRICH-style’ problems and SATs-style problems
• 20:05 Developing a ‘productive disposition’
• 22:16 Making time for problem-solving
• 26:12 What is reasoning and problem-solving?
• 29:52 Exploring and noticing
• 37:26 Conclusion and how to get involved.

Useful links

• NRICH Problem-solving Schools initiative
• NRICH Kilpatrick Rope Model
• NRICH game mentioned in podcast: Make 37
• Previous NCETM Maths Podcast discussion with NRICH: Episode 77 - Maths Games
• Mentioned by Julia: Five Big Ideas in Teaching for Mastery
• Feature on RIWGs: Research and Innovation in the Maths Hubs Network
• Explore previous episodes of the NCETM podcast in our archive.

In Part 2 of our episode on oracy with Jane Hawkins from the NCETM and Kathleen McBride from Voice 21, we explore the impact of the Maths Hubs’ Research and Innovation Work Groups (RIWGs), strategies for implementing oracy in both primary and secondary education, and the importance of oracy for enhancing student learning and engagement.

A transcript (PDF) of this episode is available to download.

Show notes

Taking part in the discussion:

• Kathleen McBride, Senior Learning and Innovation Lead, Voice 21
• Jane Hawkins, Assistant Director for Secondary, NCETM, and Assistant Maths Hub Lead, Jurassic Maths Hub
• Julia Thomson, Communications Manager, NCETM.

Episode chapters

• 00:06 Welcome and introductions
• 00:51 Research and Innovation Work Groups (RIWGs)
• 02:28 Impact of Oracy RIWGs
• 04:41 Talk strategies
• 08:25 What does successful oracy look like?
• 10:58 The teacher’s role
• 12:18 Different types of talk
• 18:35 Oracy in secondary education
• 22:17 Ideas for teachers
• 25:44 Misconceptions about oracy
• 28:52 Resources and further reading
• 30:31 Conclusion.

Useful links

• Listen to Part 1 of this podcast episode
• All-Party Parliamentary Group Report: Speak for Change (2021)
• Voice 21 website
• Voice 21 Talk Tactics and How to develop independent student discussion
• Voice 21 Talking Point publication (2023)
• Voice 21 Oracy Benchmarks report (2019)
• Voice 21 Impact Report (2022-23)
• NCETM Primary Curriculum Prioritisation materials
• NCETM Checkpoints for KS3
• Interthinking: Putting Talk to Work by Karen Littleton & Neil Mercer (Routledge, 2013)
• Talking Points: Discussion Activities in the Primary Classroom by Lynn Dawes (Routledge, 2012)
• Find your local Maths Hub
• Maths Hubs Research and Innovation Work Groups (RIWGs)
• Explore previous episodes of the NCETM podcast in our archive
• The NCETM Maths Podcast on Instagram.

In Part 1 of our discussion with Kathleen McBride from Voice 21 and Jane Hawkins from the NCETM’s Secondary Team and Jurassic Maths Hub, we discuss the definition of oracy, its significance for students' mathematical development, behaviour and overall well-being, and the role of Research and Innovation Work Groups (RIWGs) in exploring oracy's impact in classrooms. We also take a look at Voice 21’s Oracy Framework for schools and teachers.

A transcript (PDF) of this episode is available to download.

Show notes

Taking part in the discussion:

• Kathleen McBride, Senior Learning and Innovation Lead, Voice 21
• Jane Hawkins, Assistant Director for Secondary, NCETM, and Assistant Maths Hub Lead, Jurassic Maths Hub
• Julia Thomson, Communications Manager, NCETM.

Episode chapters

• 00:06 Welcome and introductions
• 03:03 Definition, importance and research
• 08:58 Oracy challenges and misconceptions
• 13:01 Oracy Research and Innovation Work Groups
• 14:21 Oracy’s impact on learning
• 15:54 Purposeful talk
• 17:07 The Oracy Framework
• 19:54 Oracy in the maths classroom
• 28:33 Reflecting on teaching practice
• 30:15 Conclusion.

Useful links

• All-Party Parliamentary Group Report Speak for Change
• Voice 21 Impact Report 2022-2023
• Voice 21 Oracy Framework
• Maths Hubs Research and Innovation Work Groups
• Bullock Report: A Language for Life (Bullock, 1975)
• EEF Dialogic Teaching Report (2017, 2022)
• School 21 and University of Cambridge Oracy Programme Pilot (2013/14)
• Coordinating Mathematical Success: the mathematics subject report (Ofsted, 2023)
• Explore previous episodes of the NCETM podcast in our archive
• The NCETM Maths Podcast on Instagram.