A whole school systematic approach to teaching maths supports high-impact teaching and successful learning
The Grattan Institute’s Maths Guarantee 2025 report outlines a comprehensive, evidence-based strategy to enhance mathematics education in Australian primary schools. One section of the report describes the practices and priorities that can enable a school to drive outstanding results in mathematics which include:
School leaders need being responsible for the quality of maths teaching
School principals must encourage, support and expect all teachers, support staff and families to work on a shared agenda aimed at improving the standard of Mathematics across the school. This includes making best use of available staff experience and expertise.
Protecting time for maths teaching
Maths must be prioritised with a whole school expectation that Maths teaching will occur on most, if not all school days. The time available time for Maths is to be used efficiently and effectively for quality teaching and learning.
Establish and maintaining effective instructional routines
Short, sharp lessons involve teachers modelling procedures, guiding practice with immediate feedback, and gradually transferring responsibility to students as they foster independence and confidence in their mathematical abilities and undertake increasingly challenging and interesting learning.
Reliable data to monitor student progress
High quality assessments show if students are mastering the curriculum and ae used to evaluate the quality of teaching. This data identifies starting points for improvement and is used to monitor progress over time.
Schools need to provide catch-up support to struggling students
Targeted interventions address areas identified by data, with a focus on building the skills and understanding required to reach minimum proficiency. This instruction should supplement classroom teaching and be for short periods in small groups or as one-on-one support.
Extending high-achievers
Across the school (K-6), accelerated learning for High Performing and Gifted & Talented students in Mathematics including classroom and school provisions such as maths groups and participation in Maths challenges and competitions
Supporting teachers to have the knowledge and skills they need to teach maths well
Ongoing high-quality professional learning to build the quality of maths teaching with teachers having a deep understanding maths, at a procedural (who to) and conceptual (why it works) level. They must have the ability to clearly explain concepts, anticipate misconceptions, and have a belief in their ability to effectively do and teach maths.
Reflecting on this report, Ashfield Public School is committed to boosting student learning in maths by prioritising a whole school approach which includes using data and explicit and differentiated teaching to improve student outcomes.
Hunter, J., Haywood, A., Parkinson, N and Petrie, D. (2024). The Maths Guarantee: How to boost students’ learning in primary schools. Grattan Institute
Principal Performance Improvement Tool (2018) Australian Council for Educational Research
National School Improvement Tool (2016) Australian Council for Educational Research
NSW Department of Education NSW Mathematics Strategy 2025
Learning to teach primary mathematics (2016) Board of Studies, Teaching and Educational Standards
