Explained: Forget speed maths, schools need teachers who learn by degrees
Forget speed maths, schools need teachers who learn by degrees is examined in this 2026 education briefing, which sets out the central development, the practical context for schools and the questions leaders may need to consider.
What happened?
Recruiting and retaining specialist maths teachers remains one of the most persistent challenges for secondary schools in England. In the absence of specialist recruitment, schools rely on short-term fixes: repeated recruitment cycles, stretching existing staff across key stages and redeploying specialists to examination classes while non-specialists cover lower years.
Key details from the report
- Such arrangements are rarely sustainable and do little to build long-term capacity within mathematics departments.
- For many years, I have been involved in the design and delivery of professional development for non-specialist teachers of mathematics (Crisan and Rodd, 2017; Crisan and Hobbs, 2019).
- Together with colleagues, I have learned what works, what does not, and most importantly, what cannot be rushed.
- There is no quick-fix retraining that produces a mathematics teacher.
Why this matters for schools
The issue is relevant to school leaders because policy announcements, funding decisions and regulatory changes rarely operate in isolation. Their effects can reach staffing, budgets, curriculum planning, pupil support and communication with families. Leaders should distinguish confirmed requirements from proposals, check the implementation timetable and identify which decisions need action now.
For classroom and SEND teams, the practical question is how the development affects access, inclusion and day-to-day provision. Schools may wish to review existing plans, clarify responsibilities and make sure staff receive information in a form they can use. Where national details remain incomplete, recording assumptions and revisiting them as guidance changes can reduce avoidable confusion.
Questions for leaders and governing boards
- What has been formally confirmed, and what remains under consultation or development?
- Which pupils, staff or services are most likely to be affected?
- Are there financial, workforce, safeguarding or SEND implications that require early planning?
- What evidence or updated guidance should be monitored next?
- How will the school communicate any resulting change clearly to staff and families?
