The IMA welcomes the final report of the independent review of the curriculum, assessment and qualifications system in England, published November 2025 (Curriculum and Assessment Review Final Report).
As acknowledged in the report, there is much to celebrate within Maths education in England, particularly at level 3 through A levels in Mathematics, Further Mathematics and Core Maths, with an increased proportion of young people now taking at least one of these at level 3.
The IMA is pleased to note the emphasis in the Report on ‘financial literacy, media literacy, climate and sustainability’, which is welcome and timely. Much of what is needed in this space comes under the umbrella of ‘quantitative literacy’, which underpins the ability to take a critical view of arguments that are based on mathematics and data, including the ability to calculate the affordability of a payday loan or mortgage, or to critique quantitative claims made in advertising or the media. As recommended in the Royal Society’s recent report on Mathematical and Data Education, such quantitative literacy must be embedded in both pre- and post-16 education to achieve meaningful benefit to young people.
In our response to the original Call for Evidence the IMA, like many respondents, had highlighted the shortcomings of the current GCSE resit policy. The proposed introduction of new level 1 preparation for GCSE qualifications for maths at 16-19, to enable more students with prior attainment at grade 2 or below to make progress towards achieving level 2 in these GCSEs during 16-19 study, is very welcome and we are pleased to note that this proposal has been accepted in the Government response to the Review.
We note that success of the Review’s recommendations will depend heavily on teacher expertise. The continuing shortage of math teachers in England needs to be addressed in a sustainable way, via evidence-based measures that both recruit and retain well-qualified maths teachers.
It is disappointing that recommendations to the review team to increase breadth and opportunities for flexibility through “re-coupling” the AS qualification and A Levels has not received support in the final Review.
The Review rightly highlights persistent socio-economic attainment gaps in mathematics but offers limited proposals to close them. Ensuring equitable access to high-quality teaching, well-resourced classrooms, and targeted support for disadvantaged learners will be essential if the refreshed curriculum is to deliver on its promise of high standards for all.
