Mathematics and numeracy self-evaluation framework
This self-evaluation framework for mathematics and numeracy is suitable for all educational sectors. It has been co-designed in partnership with local authority improvement teams, senior leaders and practitioners from across Scotland.
The framework aligns with the current developments in Scotland's Curriculum Improvement Cycle. It responds to national improvements identified in the 2024 thematic report on enhancing the quality of mathematics education in Scotland.
The framework has been tested and piloted across all sectors of education. It serves as a structured tool to:
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evaluate the effectiveness of mathematics and numeracy provision
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identify strengths and areas for improvement across different setting
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inform action planning and professional development at setting, department, cluster, or authority level
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ensure alignment with the Curriculum Improvement Cycle
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foster a culture of continuous reflection and improvement across all levels of leadership and teaching
Educational settings and local authorities can use the themes to support reflection on current provision and practice. When used within and across multiple settings, clusters and authorities, it has the potential to shape national progress in curriculum improvement and result in enhanced engagement, enjoyment and improved outcomes for all Scotland’s children and young people.
When using this framework practitioners may wish to:
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work individually or as part of a group
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use themes and sub-themes to identify areas for development and strengths
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refer to identified strengths and areas for development when engaging with Professional Review and Development (PRD) process
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consider resources, professional learning, and development opportunities
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consider opportunities to explore practitioner enquiry, engaging in case studies and sharing best practice
To ensure that engagement with the framework is manageable, consider focussing on one specific area at a time.
Use the framework as an evaluation tool in collaboration with practitioners, fellow leaders and across sectors to:
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consider wider data sources and evidence to inform decision-making
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look outward to inspection reports to align with national and local priorities
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use the framework to explore standards and quality of learning, teaching and assessment of mathematics and numeracy across stages and settings
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use the professional discussion generated from practitioners’ engagement with the framework to inform PRD targets and improvement plans
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signpost relevant resources and professional learning opportunities when considering next steps
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use the framework to support wider self-evaluation as part of the annual quality assurance cycle
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use completed sections of the journey grid to inform annual improvement planning, standards and quality, impact and intervention reporting.
Local authorities can use the framework as part of the moderation and review processes to:
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identify common areas for improvement across settings and use this to inform local level strategy plans and professional learning opportunities
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encourage clusters to collaborate, using the framework to identify cluster improvement priorities
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use the framework as part of the pre- and post-HMIE process to facilitate dialogue in relation to the improvement process
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gather outputs from use of the framework to strengthen strategic oversight of mathematics and numeracy improvement at an authority level
