Evaluation of White Rose Maths (WRM) Post-16 Maths Continuing Professional Development (CPD) - Final evaluation report

Oct 15, 2026

Final evaluation report of the White Rose Maths (WRM) Post-16 Maths Continuing Professional Development (CPD) programme, funded by the Department for Education (DfE). The programme supported teachers of GCSE maths resits and/or Functional Skills Qualification (FSQ) maths teaching students aged 16–19, positioned within wider efforts to strengthen post-16 GCSE maths provision. The evaluation covers methodology, participant engagement, views on the CPD, outcomes and impacts on teachers and students, implementation facilitators and barriers, and recommendations to enhance future delivery.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages78

Reading Time3 h 17 min

AccessFree to download

Executive Summary

Introduction

Evaluation methodology

Evaluation design and methods

Survey sample characteristics

Evaluation findings: Engagement in programme activities

Programme reach

Extent of engagement in programme activities

Reasons for engagement

Evaluation findings: Views of the CPD

Participants’ views of the CPD

Comparison to other maths-specific CPD

Adaptation of delivery in response to feedback

Evaluation findings: Outcomes and impacts

Impact on teachers’ confidence, subject and pedagogical knowledge

Impact on maths teaching practice

Impact on maths leadership and subject leads’ knowledge, skills and confidence

Impact on students

Variation of impact depending on amount of engagement and participant characteristics

Anticipated longer-term impacts

Contribution of other CPD to impacts

Evaluation findings: Facilitators and barriers to implementation

Evaluation findings: Key learning to enhance the CPD in future

Conclusions

Report Evaluation of White Rose Maths (WRM) Post-16 Maths Continuing Professional Development (CPD) Final evaluation report National Foundation for Educational Research (NFER) Evaluation of White Rose Maths (WRM) Post-16 Maths Continuing Professional Development (CPD) Jennie Harland, Geeta Gambhir and Suzanne Straw Published in November 2025 By the National Foundation for Educational Research, The Mere, Upton Park, Slough, Berkshire SL1 2DQ [https://www.nfer.ac.uk/](https://www.nfer.ac.uk/) © 2025 National Foundation for Educational Research Registered Charity No. 313392 ISBN: 978-1-916567-42-9 How to cite this publication: Harland, J. Gambhir, G. Straw, S (2025) . Evaluation of White Rose Maths (WRM) Post-16 Maths Continuing Professional Development (CPD) . Slough: NFER Contents Executive Summary ......................................................................................................................... i 1. Introduction ........................................................................................................................... 1 1.1. About the programme .................................................................................................. 1 2. Evaluation methodology........................................................................................................3 2.1. Evaluation design and methods ...................................................................................3 2.2. Survey sample characteristics ......................................................................................6 3. Evaluation findings: Engagement in programme activities ....................................................9 3.1. Programme reach ........................................................................................................9 3.2. Extent of engagement in programme activities .............................................................9 3.3. Reasons for engagement ........................................................................................... 12 4. Evaluation findings: Views of the CPD ................................................................................ 13 4.1. Participants’ views of the CPD ................................................................................... 13 4.2. Comparison to other maths-specific CPD................................................................... 16 4.3. Adaptation of delivery in response to feedback .......................................................... 17 5. Evaluation findings: Outcomes and impacts........................................................................ 19 5.1. Impact on teachers’ confidence, subject and pedagogical knowledge ........................19 5.2. Impact on maths teaching practice .............................................................................23 5.3. Impact on maths leadership and subject leads’ knowledge, skills and confidence......27 5.4. Impact on students .....................................................................................................29 5.5. Variation of impact depending on amount of engagement and participant characteristics ........................................................................................................................36 5.6. Anticipated longer-term impacts .................................................................................44 5.7. Contribution of other CPD to impacts .........................................................................45 6. Evaluation findings: Facilitators and barriers to implementation ..........................................46 7. Evaluation findings: Key learning to enhance the CPD in future..........................................48 8. Conclusions ........................................................................................................................49 Appendix A – Survey sa

FAQs

What was the purpose of the WRM Post-16 Maths CPD programme?

It aimed to support teachers of GCSE maths resits and/or FSQ maths who taught students aged 16–19, helping improve post-16 GCSE maths provision.

How was the programme evaluation structured?

The report outlines an evaluation methodology, including evaluation design and methods, plus survey sample characteristics.

What outcomes and impacts does the evaluation consider?

It covers impacts on teachers’ confidence and knowledge, maths teaching practice, maths leadership and subject leads, student confidence, progress and attainment, and how impacts vary by level of engagement and participant characteristics.

Oct 15, 2026

Uploaded by Taylor Morgan