Key findings from Estyn report on numeracy standards

Pupils' skills:

• The majority of pupils in the survey have an appropriate understanding of times-tables, the four rules of number, place value and fractions
• However, pupils’ numerical reasoning skills are not strong enough
• Too many pupils lack confidence with division and percentages, impeding their ability to interpret results and solve problems

Schools' provision:

• Only around half of schools have developed suitable provision for numeracy, although this is an increase on previously
• Numeracy is still not a high priority in a minority of the schools inspected
• Teachers often lack sufficient mathematical subject knowledge to plan and deliver effective lessons
• In a majority of schools visited, teachers are uncertain of what the term ‘numerical reasoning’ means and how it translates into classroom activities
• In around half of schools planning is still too superficial and does not raise standards
• The quality of marking numeracy work is not good enough - and the monitoring of numeracy skills remains underdeveloped