Project SummariesEvaluation of the National Centre for Excellence in the Teaching of Mathematics (NCETM)Evaluation of the National Centre for Excellence in the Teaching of Mathematics (NCETM)
People Science and Policy Ltd (PSP) working in partnership with GHK Consulting, TNS Social Research and Edcon Educational Consultants Ltd were commissioned by the Department for Children, Schools and Families (DCSF) to undertake an initial evaluation of the National Centre for Excellence in the Teaching of Mathematics (NCETM).
The NCETM provides a virtual infrastructure to advance continuing professional development (CPD) for teachers of mathematics, through its web portal. The portal is supported by a headquarters team and regional co-ordinators in each of the nine English regions. The regional co-ordinators provide a proactive capacity to engage teachers of mathematics and providers of CPD.
The evaluation was multi-stranded, drawing on the different skills of the consortium members and had three principal data collection stages:
- An initial scoping stage – featuring a document and data review and interviews with Regional Coordinators and senior NCETM staff.
- The first fieldwork stage – featuring an email survey of 6,453 individuals registered with the portal, with 1,034 responses being received (a 16% response rate); a review of a sample of discussion groups on the portal; and case study visits to a sample of 12 NCETM-supported regional networks.
- A second fieldwork stage – featuring interviews with Regional Coordinators, partners and stakeholders, and educators using NCETM services; interviews with 12 national stakeholder organisations; second contacts with the network case studies; and interviews with senior NCETM staff.
PSP had lead responsibility for:
- liaison and fieldwork with four of the regional co-ordinators and their local stakeholders;
- fieldwork with national stakeholders; and
- the portal review as well as supporting GHK on report writing and liaison with NCETM senior staff and DCSF.
The study concluded that much had been achieved to illustrate the potential of the NCETM to deliver its mission and raise standards in mathematics teaching, and that the NCETM was having positive impacts on the teachers engaging with it. However there remained work to be done to extend those impacts to have a greater and more visible effect on educators, pupils and students, and promote linkage between the virtual and face to face elements of provision. In that context, the study team considered that the NCETM needed to review its objectives and clarify how these objectives will be taken forward.
The full evaluation report is available from the DCSF website www.dcsf.gov.uk in the “Research” section.