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(CPD)  \nFinal evaluation report  \nNational Foundation for Educational Research (NFER)  \nEvaluation of White Rose Maths (WRM) Post-16 Maths Continuing Professional Development (CPD)  \nJennie Harland, Geeta Gambhir and Suzanne Straw  \nPublished in November 2025  \nBy the National Foundation for Educational Research, The Mere, Upton Park, Slough, Berkshire SL1 2DQ  \n[https://www.nfer.ac.uk/](https://www.nfer.ac.uk/)  \n© 2025 National Foundation for Educational Research  \nRegistered Charity No. 313392  \nISBN: 978-1-916567-42-9  \nHow to cite this publication:  \nHarland, J. Gambhir, G. Straw, S (2025) . Evaluation of White Rose Maths (WRM) Post-16 Maths Continuing Professional Development (CPD) . Slough: NFER  \nContents  \nExecutive Summary ......................................................................................................................... i  \n1. Introduction ........................................................................................................................... 1  \n1.1. About the programme .................................................................................................. 1  \n2. Evaluation methodology........................................................................................................3  \n2.1. Evaluation design and methods ...................................................................................3  \n2.2. Survey sample characteristics ......................................................................................6  \n3. Evaluation findings: Engagement in programme activities ....................................................9  \n3.1. Programme reach ........................................................................................................9  \n3.2. Extent of engagement in programme activities .............................................................9  \n3.3. Reasons for engagement ........................................................................................... 12  \n4. Evaluation findings: Views of the CPD ................................................................................ 13  \n4.1. Participants’ views of the CPD ................................................................................... 13  \n4.2. Comparison to other maths-specific CPD................................................................... 16  \n4.3. Adaptation of delivery in response to feedback .......................................................... 17  \n5. Evaluation findings: Outcomes and impacts........................................................................ 19  \n5.1. Impact on teachers’ confidence, subject and pedagogical knowledge ........................19  \n5.2. Impact on maths teaching practice .............................................................................23  \n5.3. Impact on maths leadership and subject leads’ knowledge, skills and confidence......27  \n5.4. Impact on students .....................................................................................................29  \n5.5. Variation of impact depending on amount of engagement and participant characteristics ........................................................................................................................36  \n5.6. Anticipated longer-term impacts .................................................................................44  \n5.7. Contribution of other CPD to impacts .........................................................................45  \n6. Evaluation findings: Facilitators and barriers to implementation ..........................................46  \n7. Evaluation findings: Key learning to enhance the CPD in future..........................................48  \n8. Conclusions ........................................................................................................................49  \nAppendix A – Survey sa","cbCaisaaIWnUi1an","https://ap.wps.com/l/cbCaisaaIWnUi1an","pdf",1064494,78,"English","# Executive Summary\n# Introduction\n# Evaluation methodology\n## Evaluation design and methods\n## Survey sample characteristics\n# Evaluation findings: Engagement in programme activities\n## Programme reach\n## Extent of engagement in programme activities\n## Reasons for engagement\n# Evaluation findings: Views of the CPD\n## Participants’ views of the CPD\n## Comparison to other maths-specific CPD\n## Adaptation of delivery in response to feedback\n# Evaluation findings: Outcomes and impacts\n## Impact on teachers’ confidence, subject and pedagogical knowledge\n## Impact on maths teaching practice\n## Impact on maths leadership and subject leads’ knowledge, skills and confidence\n## Impact on students\n## Variation of impact depending on amount of engagement and participant characteristics\n## Anticipated longer-term impacts\n## Contribution of other CPD to impacts\n# Evaluation findings: Facilitators and barriers to implementation\n# Evaluation findings: Key learning to enhance the CPD in future\n# Conclusions","[{\"question\":\"What was the purpose of the WRM Post-16 Maths CPD programme?\",\"answer\":\"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.\"},{\"question\":\"How was the programme evaluation structured?\",\"answer\":\"The report outlines an evaluation methodology, including evaluation design and methods, plus survey sample characteristics.\"},{\"question\":\"What outcomes and impacts does the evaluation consider?\",\"answer\":\"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.\"}]","Evaluation of White Rose Maths (WRM) Post-16 Maths Continuing Professional Development (CPD) - Final evaluation report | PDF",1792057331,197]