Mathematical Sciences: Contribution to Society

Debate between Stephen Timms and Nick Gibb

Tuesday 15th November 2022 Westminster Hall

[The Minister of State, Department for Education (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Paisley—for the first time, I think. I congratulate the right hon. Member for East Ham (Sir Stephen Timms) on securing this debate, which concerns a subject that I, he and my hon. Friends regard as very important. I thank him for his generous comments about my reappointment. He, too, was a Schools Minister, and I know how deeply he cares about the education of the next generation, particularly children from disadvantaged backgrounds.

Mathematical sciences are fundamental to our success as a nation. A deep mathematical and scientific knowledge and understanding is a necessary element of everyday life, but is increasingly required in more and more occupations and higher education courses—not just in the sciences but the social sciences and humanities. The Government are committed to ensuring that all pupils have a solid grounding in maths and science, and to encouraging greater participation as they progress through their school careers so we can grow the numbers of engineers, research scientists and technology experts of the future.

Improving mathematical knowledge at all levels is likely to deliver significant returns in terms of labour market skills, individual success—as the right hon. Member for East Ham said in his speech—increased productivity and longer-term economic benefit. It will allow us to lead the way in scientific innovation. Keeping the UK’s place at the leading edge of science and technology will be essential to our prosperity and competitiveness in the digital age.

The Government recognise that demand for STEM alumni at all levels is growing. That is why we must ensure that everyone, regardless of their background, has the opportunity to pursue STEM careers. Improving the quality of maths and science teaching, and increasing the number of young people who study those subjects beyond GCSE, is key to addressing the STEM shortage, and to supporting the UK economy and its growth. The Department is therefore encouraging more students into STEM subjects across all key stages, from primary and secondary school to higher and further education.

The Government have committed to substantial spending on maths, digital and technical education to increase the take-up and better teaching of STEM subjects in schools and colleges. Instilling a deep understanding and love of mathematics—shared by my hon. Friend the Member for North Devon (Selaine Saxby) and the hon. Member for Strangford (Jim Shannon)—from an early age is vital. That is why the Department introduced teaching for mastery, which is a pedagogy based on high performing jurisdictions, including Shanghai and Singapore, that emphasises whole-class teaching and builds knowledge systematically—step by step and in small increments. That helps students to gain fluency and a deep understanding of mathematical concepts. I saw that at first hand when I visited Shanghai schools a few years ago.

The Department has spent over £100 million on the teaching for mastery programme, delivered by maths hubs—40 school-led centres of excellence in maths teaching that are responsible for a range of activities to improve the teaching of maths in all schools, from primary school to the age of 18. The hubs are supported by the National Centre for Excellence in the Teaching of Mathematics, which is funded by the Department for Education. I pay tribute to Debbie Morgan and Charlie Stripp of the NCETM for their brilliant work over many years in improving the teaching of arithmetic and maths in our primary schools, and more recently in our secondary schools.

Results from the trends in international mathematics and science study 2019 showed that our year 5 and year 9 pupils continued to perform above the international averages in maths and science. That included a significant improvement in maths for our year 5 pupils, taking us to our highest ever score. This year also saw the roll-out of the first regular multiplication tables check on year 4 pupils. Knowing one’s tables by heart, up to 12 times 12, is essential for more complex maths involving the application of fractions and algebra, where instant retrieval of numbers is so important. I will resist asking any of my hon. Friends and hon. Members their times table questions now—I have had that done to me too many times.

Post 16, ensuring more students are studying maths beyond GCSE is a fundamental aim. Maths continues to be the most popular A-level subject, with 87,000 students taking it in 2022, up from 69,800 in 2010. Further maths entries at A-level have also risen, from 10,800 in 2010 to over 14,000 in 2022. But there is more to do, particularly to ensure that students from under-represented groups, as referred to by the right hon. Member for East Ham, are participating in the subject. That is why the Department continues to fund the advanced maths support programme, which provides high-quality professional development and online resources for teachers to support schools and colleges to expand their post-16 maths curriculum. Over 3,000 state-funded schools have participated in the programme since its launch in 2018.

As the right hon. Gentleman mentioned, the Government would like to see more students studying core maths qualifications designed for sixth-formers who are not studying maths at A-level, but who wish to continue to study maths. That will prepare those students for the mathematical demands of university study and employment. More than 12,000 students took such qualifications last year, but there is more to do to raise awareness and encourage their take-up.

[Sir Stephen Timms]

It was the Government’s ambition that the great majority of students in the 16 to 18 range would study maths in some form—mostly core maths. Does that remain the Government’s ambition, and how long does the Minister think it is likely to take to achieve that ambition?

[Nick Gibb]

The right hon. Gentleman is absolutely right to say that is the Government’s aim. I think we will have more to say on this issue in the coming months, because it is essential in an advanced economy such as Britain that more young people are studying maths—even those like me, who did well at maths O-level but did not go on to study it at sixth form because I was studying history, economics and English. I now wish that I had taken at least some post-16 qualification in maths. More young people would benefit from that, so it continues to be the Government’s objective.

To help tackle the challenges, the advanced maths support programme is rolling out a national team of specialist core maths advisors to support participation in core maths and to develop expertise and best practice. Their role will be to support schools and colleges to establish core maths provision, and to provide continuing professional development and dedicated support. The advanced maths support programme also provides free maths resources for teachers and students. The Department is supporting schools and colleges with additional funding through the advanced maths premium, which is a £600 incentive payment per student and per qualification to boost growth in level 3 qualifications in schools.

In science, the Department funds a range of programmes, including the Stimulating Physics Network, which offers tailored support to schools to increase the rates of progression to physics A-level and the uptake of physics among girls. As of October 2022, 299 continuing professional development days have been delivered. The Isaac Physics programme is designed to increase the number of students, particularly from typically under-represented backgrounds, studying physics in higher education, and it serves about 80% of schools. In 2022, there were a total of 35,800 A-level physics entries—an increase from 27,800 in 2010.

The right hon. Gentleman and I can agree that we need all students to be competent and digitally literate to succeed in the digital age. The computing curriculum introduced in September 2014 provides pupils with the broad knowledge they need to specialise later—for example, in computer programming and AI—from key stage 1 to key stage 4. It also facilitates further study at A-level, and on to degree level and other post-16 options. England was one of the first G20 countries to place coding in the primary curriculum, introducing pupils to writing computer programmes and how computer networks operate. Computer science was one of the fastest growing GCSE subjects between 2013 and 2019, and we are confident that our spending on improving computing education will inspire more pupils to take the subject at GCSE.

The right hon. Gentleman mentioned the funding of mathematical sciences research. Research in mathematical sciences is key for the advancement of all areas of science and technology, and it is a vital area of science in itself. An additional £124 million has been committed to mathematical sciences, on top of between £25 million and £30 million a year for grants, fellowships and studentships, which UKRI’s Engineering and Physical Sciences Research Council has always invested in this area. Absorbing any additional uplift to mathematical sciences into core budgets would require significant reductions in other engineering and physical sciences disciplines. That would reduce critical capabilities in disciplines such as engineering and information communications technology, which, alongside mathematical sciences, are key foundations of the UK’s ambitions in areas such as net zero and AI.

[Sir Stephen Timms]

This commitment of £300 million—£60 million a year over five years—was given in a blaze of publicity by the then Prime Minister in January 2020. Surely the Minister is not telling us that the right hon. Member for Uxbridge and South Ruislip said something that was not true.

[Nick Gibb]

What I am saying is that this funding is not ringfenced. Rather than ringfenced budgets addressing single priorities, UKRI aims to create a portfolio of investments where each pound contributes to delivering multiple priorities, providing much better value for money and leveraging the benefits of UKRI as an integrated research and innovation funder. In this context, UKRI is looking for opportunities to support foundational mathematical research across its entire portfolio.

The right hon. Gentleman also referred to the issue of teachers in response to an intervention by my hon. Friend the Member for North Devon. The Government are ensuring that all schools have access to highly skilled teachers. Teaching remains an attractive and fulfilling profession and the number of teachers remains high, with more than 465,000 working in state-funded schools across the country—24,000 more than in 2010. The Department has made substantial incentives available to attract the brightest individuals to teach high-demand subjects, including a £27,000 tax-free bursary in chemistry, computing, maths and physics, and prestigious scholarships in those subjects worth £29,000. There is also substantial continuous professional development for new and existing teaching staff through the early career framework and a new suite of national professional qualifications.

In conclusion, I hope that this Chamber will understand how committed the Government are to science and to ensuring that all pupils have the chance to succeed.

[Sir Stephen Timms]

I thank the Minister for giving way one final time. I just want to go back to the question of the £300 million. Does he accept that the then Prime Minister, the right hon. Member for Uxbridge and South Ruislip, absolutely clearly said that the £300 million was for research in mathematical sciences? It was ringfenced in his announcement. Surely that commitment should be honoured?

[Nick Gibb]

The right hon. Gentleman has made his point, and I have made the point that UKRI has an un-ringfenced approach in how it allocates its investments. It is important to allow that institution discretion to determine how it allocates its funding. Of course, fundamental foundational research in mathematical sciences goes right across all the disciplines that UKRI oversees.

The Department continues to deliver substantial spending on maths, digital and technical education, and to increase the take-up and better teaching of STEM subjects in schools. We are clear that the acquisition of knowledge is the basic building block of education to which all pupils should have fair access. A knowledge-based curriculum can stimulate critical thinking—a skill that can be acquired only through the teaching of solid subject content. The Government are steadfast in maintaining our position as a world leader in scientific research, and are committed to ensuring a pipeline of knowledge and technical understanding to provide the UK with a highly expert workforce for the future.

Educational Settings: Reopening

Debate between Stephen Timms and Nick Gibb

Tuesday 26th January 2021 Commons Chamber

[Nick Gibb]

My hon. Friend makes an important point; I am sure that it will have been heard by the Department of Health and Social Care. I have a lot of responsibilities on my plate, as does my hon. Friend, but I am not responsible yet for the roll-out of the vaccine programme, which is going extremely well, with more than 6 million people vaccinated so far.

[Stephen Timms (East Ham) (Lab) [V]]

Kensington Primary School in East Ham is the Pearson national teaching awards primary school of the year. The school asked for 100 devices for children to learn, although it needs more than that. It has received 32 so far. When can it expect the rest? The Minister has indicated that there are about half a million devices that have been purchased but not yet distributed. When will they all get out, and will the Department be purchasing more?