RoME 2025 offers evidence to reduce inequalities in maths learning across England

The contention concerning mathematics education is that it is the bedrock of learning, affecting not just academic performance but also life skills, professional skills and skills for participation in society. Good numeracy ability, in turn, builds problem-solving and critical thinking skills and instils confidence; mismatched attainment levels, on the contrary, will only compound inequalities and foreclose opportunities for young people. To this extent, RoME 2025, the first Review of Mathematical Education in England, was recently released by the University of Nottingham's Observatory for Mathematical Education.

The report should be regarded as a significant step for Nottingham maths education research in exploring how educational, social and regional factors impact student outcomes in mathematics in England. Focusing on these factors, RoME 2025 seeks to put information into practice and policy in a way that mathematics education will produce equitable results and enhanced attainment throughout the country.

According to the Observatory, the review draws from 50,000 learners, teachers, parents, and curriculum leaders. There are 174 primary schools, 149 secondary schools, and 42 sixth forms involved, which contribute to making it one of the largest longitudinal studies in maths education in the UK. It was explained by the researchers that the evidence shows gaps in attainment in maths, showing evidence of regional inequalities of schooling in the context of how schools influence the development of numeracy socially.

Launched in 2023, the Observatory builds on decades of research into school mathematics in the UK at Nottingham. Leaders stated that the long-term programme of the Observatory is already bearing fruit, with RoME 2025 representing the start of a series of subsequent annual reviews. These reviews will track cohorts of students through primary, secondary, and higher education, providing education data-based research to inform future policy. "RoME 2025 was meant to create not just conversation but also action," Professor Andrew Noyes, Director of the Observatory, said. He explained the review intends to enhance enjoyment, understanding, attainment and progression in maths, while flattening inequalities seen in maths education. He stated this achievement was possible because of the hard work of the research team, as well as from all the partner schools, colleges and advisers.

The event launched the document formally at the Royal Institution, gathering policymakers, school leaders, researchers and representatives from the sector. The attendees were invited to consider how the findings could feed into their own initiatives and collective policy recommendations in the field of maths education.  Observers noted that the timing of RoME 2025 is critical as it coincides with the Government's response to the Curriculum and Assessment Review. The review will have far-reaching consequences in the maths education policy for England, as there are some nine million young learners in schools, colleges and universities across England.

The Observatory confirmed that RoME 2025 is only the start. Future reports will be larger and more significant in scale, thus promising deeper insights into the role of schools and teachers in affecting maths outcomes and the future of longitudinal research in UK maths education. Further, this would go some way towards providing a meaningful evidence base to support attainment improvement and inequality reduction across the education system.

Editor’s Note:

Mathematics education has long been recognised as the frontrunner of all learning, being foundational to not only academic success, but to life skills and professional abilities needed to participate fully in society. Yet persistent gaps in attainment and regional inequalities continue to restrict opportunities for so many young people. Undertaken by the University of Nottingham's Observatory for Mathematical Education, the Review of Mathematical Education (RoME 2025) thus directly addresses this concern with what is possibly the most extensive evidence base thus far for understanding how social, educational and regional factors relate to mathematics outcomes across England. Based on fifty thousand of the student-teacher-parent-curriculum leader eco-system across over three hundred and fifty schools and sixth forms, RoME 2025 paints a clear picture of how schools affect numeracy development and where inequalities remain. This matter is now being addressed, moving beyond reflection to action: it provides operational information that can be used for policymakers, school leaders and researchers in looking at ways in which to enhance the learning experience, attainment level, and progression of students in mathematics. The Observatory Studies in Long-term Maths Education offers secure longitudinal studies whereby cohorts of students will be tracked through their educational lives, thus creating a stable evidence base for the reform. Such an approach builds research-policy links that will assist in addressing some of the mathematical attainment gaps and inequalities. RoME 2025 thus comes in handy in aligning its findings with those of the Government's Curriculum and Assessment Review at this particular time.

At its core, RoME 2025 illustrates how Nottingham maths education research addresses systemic barriers through an amalgam of rigorous data analysis and collaborative partnerships across schools and colleges. This sets the scene for future reviews of wider scale and significance that will help make maths education in England more equitable, effective, and aligned with the needs of nine million young learners. Skoobuzz believes that this marks not just a high point in research but is also an immediate step towards tackling long-held problems in maths education.

FAQs

Q1. What is the Review of Mathematical Education (RoME 2025)?

RoME 2025 is the first national review published by the University of Nottingham’s Observatory for Mathematical Education England. It analyses how educational, social and regional factors affect student outcomes in mathematics in England.

Q2. Why is mathematics education considered important?

Mathematics is described as the bedrock of learning. Strong numeracy builds problem‑solving and critical thinking skills, instils confidence, and supports life and professional skills. Poor attainment, however, widens inequalities and restricts opportunities for young people.

Q3. How many schools and participants were involved in RoME 2025?

The review draws on data from 50,000 learners, teachers, parents and curriculum leaders. It covers 174 primary schools, 149 secondary schools and 42 sixth forms, making it one of the largest longitudinal studies in maths education UK.

Q4. What key issues did the review identify?

Researchers explained that RoME 2025 highlights mathematical attainment gaps and regional disparities in education. It shows how schools and social factors influence the development of numeracy and contribute to inequalities.

Q5. What is the role of the Observatory for Mathematical Education?

Launched in 2023, the Observatory builds on decades of Nottingham maths education research. It runs long‑term studies to track cohorts of students through primary, secondary and higher education, creating an evidence base for reform and policy recommendations in maths education.

Q6. What did Professor Andrew Noyes say about RoME 2025?

Professor Noyes, Director of the Observatory, said the review was intended to create not just conversation but action. He explained that it aims to improve enjoyment, understanding, attainment and progression in maths while reducing inequalities.

Q7. Where was RoME 2025 launched?

The review was formally launched at the Royal Institution. Policymakers, school leaders, researchers and sector representatives attended to consider how the findings could inform their initiatives and policies.

Q8. Why is the timing of RoME 2025 significant?

Observers noted that the release coincides with the Government’s response to the Curriculum and Assessment Review. This makes RoME 2025 highly relevant for shaping national priorities in maths education for England’s nine million learners.

Q9. What plans were announced for RoME?

The Observatory confirmed that RoME 2025 is only the beginning. Future reviews will expand in scale and significance, offering deeper insights into school and teacher influence on maths outcomes and strengthening UK school mathematics research.

Q10. How will RoME 2025 help resolve issues in maths education?

By providing robust, data‑driven evidence, RoME 2025 supports policymakers, schools and researchers in tackling inequalities, improving attainment and building a fairer, more effective system of mathematics education across England.