Read first-hand accounts from schools already experienced in teaching Core Maths in the Case Studies and view Core Maths Endorsements from Universities, Employers and the Promoting Team below.
David, Paul, Jane and Katy were among the very first students to sit the new Core Maths examinations In May 2016. They are typical students among the 3,000 who have been studying Core Maths since its launch in September 2014 and sat the first official Core Maths examination...MORE
Glimpse the future by reading how these centres are teaching Core Maths to the majority of their eligible students. Delivering Core Maths at scale means that fifty percent or more of the eligible cohort of students (all those who have a GCSE Grade C or above) are studying Core Maths in the year group.MORE
Newham Sixth Form College, also known as NewVic, is London’s largest sixth form college. Situated in Plaistow in Newham, the college provides courses...MORE
For this case study, three FE Colleges were interviewed about their experiences of setting up and delivering Core Maths. As with any new course,
Core Maths Leads (CMLs) play a key role in supporting developments in Core Maths. Most CMLs are released for up to half of their working week to support...MORE
Situated in North Yorkshire, Harrogate Grammar School is a large state mixed comprehensive school, with sixth form provision, run by the Red Kite Learning Trust.MORE
In November 2015, 182 centres who are currently delivering Core Maths, completed a short survey on how they have integrated this new course into...MORE
Northampton Academy is a large modern secondary school with over 1400 pupils. Delivery of Core Maths is now in its second year...MORE
Gloucester College is a large Further Education College with four campuses located in the Cotswolds. This case study is based on the experiences of staff and students at the Gloucester campus. In addition to A Levels and...MORE
Nicola Smith is a Core Maths teacher based at Cardinal Newman College, a popular Catholic sixth form college in Preston, Lancashire. The College offers a full range of Level 3 courses and a selection of BTEC courses...MORE
Parliament Hill is an all girls school located beside Hampstead Heath in North London. The school is one of four members of the LaSWAP consortium. Together members of the consortium provide a unique sixth…MORE
Set in the heart of London, just a stone’s throw from the hustle and bustle that is Oxford Street, St. Marylebone Church of England School is an outstanding comprehensive school for girls. It offers a mixed sixth…MORE
Malmesbury School is a large, outstanding comprehensive set in a small picturesque market town in Wiltshire. In the middle ages, thanks to the presence of the Abbey, the town of Malmesbury was actually…MORE
The Duston school is a co-educational secondary school with a sixth form provision and an outstanding Ofsted rating. As of September 2014, it is a designated national teaching school and in September 2015…MORE
Huddersfield New College, is a sixth form college located on the edge of the Pennines, and is the only college in West Yorkshire which gives students the option to study a mix of both A Level and BTEC…MORE
Queen Elizabeth’s School in Dorset is a large comprehensive school providing education to around fifteen hundred
"Whilst we would not discriminate against students who do not/are unable to take a Core Maths course from 2015 we welcome the ethos behind this development. For example, students in social sciences, business, psychology, sciences and health sciences who are not taking A/AS level Maths may find the Core Maths element useful in preparing for university study where a working application of maths or statistics may be required."
"The University of Bath welcomes the introduction of Core Mathematics qualifications to allow students the opportunity to develop their mathematical and statistical problem-solving, evaluation and data-analysis skills beyond GCSE. Many of the degree schemes at Bath value these skills, even where there is no formal requirement for attainment of a Mathematics qualification beyond GCSE level, and highlight this in their published selection criteria. Successful completion of a Core Mathematics qualification
(continued) For degree courses in Architecture, Biosciences, Biomedical Science, Business and Management degrees, Chemistry, Education with Psychology, International Development with Economics, Pharmacology, Pharmacy, Physical Activity and Health, Politics and International Relations, Psychology, Sociology, Social Policy, Social Science and Sports Science degrees a Core Mathematics qualification would therefore be viewed as a positive enhancement for selection decisions if a candidate was not taking A-level Mathematics.
(continued) For applications to Natural Sciences where students are not taking options in Physics or Mathematics then an A grade in the Core Mathematics qualification would be an acceptable alternative to A level Mathematics.
For degree courses where there is a specified GCSE grade in Mathematics, then attainment of a C grade or better in Core Mathematics could serve as an alternate way to meet the GCSE requirement.
Please note that for degree courses where an A-level in Mathematics (or equivalent) is a specified requirement, a Core Mathematics qualification would not be a substitute qualification."
"The University of Brighton fully supports the ethos behind the introduction of the new Core Mathematics qualifications and believes they could be beneficial to students considering making an application to a range of degree subjects. However, the University does not intend, at this time, to set an expectation that such applicants must offer this new qualification nor for Core Mathematics to be a substitute for where A level Mathematics is specified in an offer."
"Where a programme requires above a grade C in GCSE Mathematics or an AS level in Mathematics it is probable that we will consider the level 3 core Maths qualification as meeting these requirements."
"While we would not discriminate against students who do not/are unable to take a Core Maths course from 2015, we welcome the ethos behind this development. For example, students in social sciences, business, psychology and sciences who are not taking AS/A Level Maths may find the Core Maths element useful in preparing for university study where a working application of maths or statistics may be required."
"While we recognise the value of Core Maths in strengthening mathematical ability and, where appropriate, encourage students to take Core Maths, please note that it isn’t a suitable alternative to A Level/IB Higher Level Mathematics and won’t be a requirement of any offer made."
"Cardiff University recognises the benefits of the Core Mathematics qualification, particularly in helping students to use and develop mathematical modelling and problem-solving skills, which are key not only to University study but to employers. Whilst Core Mathematics is not a requirement for entry into Cardiff University, it may be considered in lieu of a GCSE in Mathematics at grade B or above, but will not be accepted in lieu of an AS or A-Level in Mathematics where this is required."
City, University of London welcomes the introduction of Core Maths and recognises the benefit that it will bring for students who require quantitative skills but do not require A level Mathematics.
Many of our courses, especially in the area of Social Sciences and Business, will appreciate the broader statistical, numerical and problem-solving skills that it develops.
Please note that for courses in Engineering or other disciplines where Mathematics A level may be a requirement, Core Maths will not be considered as an equivalent.
"Whilst recognising that some Schools and Colleges may be initially unable to offer the new qualifications, Coventry University welcomes the introduction of Core Mathematics and would be pleased to receive applications from students offering these qualifications.
Core Mathematics will not typically form part of any offer for entry to
"We particularly welcome the introduction of the Core Mathematics Qualification and we will accept a Core Maths Qualification (grade B minimum) in lieu of our grade A in GCSE Mathematics requirement for programmes in accounting, business, finance, management, and marketing."
"The University of Edinburgh welcomes the introduction of Level 3 Core Maths as a means for students to develop their maths skills beyond GCSE.
We accept Core Maths qualifications in lieu of GCSE Maths for entry to degree programmes that have statistical and/or mathematical elements, but for which there is not a requirement for Maths at A Level.
Students applying for entry to programmes requiring grade A or grade B in GCSE Maths who have not achieved
For degree programmes in the College of Arts, Humanities and Social Sciences, the College of Science and Engineering, and in the College of Medicine and Vet Medicine, where Mathematics is required at GCSE at grade A or B, Level 3 Core Maths will be accepted in lieu of this at grade A where an A was required at GCSE and at grade B where a B was required at GCSE."
‘Although Core Maths will not typically form part of any offer made by the University of Essex, we welcome the introduction of this new qualification. We believe that it will provide valuable preparation for university study, particularly those wishing to study courses which involve the use of statistical data such as the social sciences.’
"The University of Exeter supports the core maths and this may be considered acceptable in lieu of GCSE grade A in this instance; this will be considered on a case-by-case basis. However, this will not be acceptable in lieu of AS/A level maths."
"Core Maths will be accepted in lieu of a GCSE grade B (grade 6 in the new marking protocol) where this is a requirement of the programme."
"The University welcomes the introduction of the new suite of Core Mathematics qualifications and believes that, where accessible, it will be beneficial for students to study alongside their other level 3 qualifications, where there is a need to develop their skills in this area. There is no requirement for applicants to study the qualification and we will not be able to consider it as a substitute for A level Mathematics, for courses which require it. However, unless specifically excluded, where general tariff point offers are made for course entry, the qualification will be included towards the required tariff points."
"We support the ethos behind the introduction of Core Maths and it may be beneficial to students in a wide range of degree programmes. However, we know there may be restrictions on student choice and will not make this a requirement. We do not expect Core Maths to be a suitable replacement for those programmes that require A level maths."
"Imperial College London supports the introduction of the Core Maths qualification and recognises its value to students. However, this will not be accepted in lieu of AS/A-level Maths or Further Maths."
"We recognise that Core Maths qualifications have the potential to develop a level of mathematical skill that would be beneficial for studying many of our undergraduate programmes, and we will accept Core Maths in lieu of any required maths grade at GCSE, using the below equivalencies. However, where maths is a required subject at A level, we would not consider Core Maths to be a suitable alternative for meeting this requirement. King's has agreed the following grade equivalencies: Core Maths grade A for GCSE grade A*; Core Maths grade B for GCSE grade A; Core Maths grade C for GCSE grades B and C."
"Lancaster welcomes the introduction of the new Core Maths
"The University of Leeds recognises the potential value of a Core Maths course for many students who would not otherwise be taking a Maths course at A-level. We will be happy to accept Core Maths where an applicant has achieved a grade C/4 at GCSE, but their future course of study requires a higher grade. However, where an A-level in Maths is required then Core Maths will not be accepted in lieu."
"We will not require Core Maths as a specific qualification for entry, though we support this development as a useful preparation for university study."
"We welcome the new Core Maths qualification but
'The University of Liverpool recognises the value of the Core Maths qualification to support the development of mathematical skills. While the University will not include Core Maths in our entry requirements, we welcome the additional skills it will give to students. We will not accept Core Maths in lieu of AS/A level Maths or equivalent qualifications where Mathematics is a subject requirement.'
"LSE recognises that the skills and experience gained by students who choose to undertake the Core Maths Qualification may be very useful as preparation for the study of social sciences at
Whilst we do not include the grades gained from Core Maths in our standard offers, and there is no requirement to do one, successful completion of the Core Maths qualification can help you demonstrate your readiness to study the rigorously academic undergraduate programmes at LSE.
Applicants to LSE are expected to have at least a grade B (or a grade 5 under the new grading system) in GCSE mathematics. We would be likely to consider a pass in Core Maths to be an alternative way to meet this requirement."
"Core Mathematics programmes are designed for students who have achieved a grade A*- C in GCSE, who are not taking the subject to AS or A level, but who wish to continue studying Mathematics beyond GCSE. Whilst the qualification does not form part of our standard entrance requirements, UCL welcomes the opportunity for students to be able to continue their mathematics studies. For programmes where GCSE Mathematics is required at grade B, Core Mathematics will be accepted as a supplement to grade C at GCSE."
"We support the ethos behind the introduction of this new qualification in that it may be beneficial to a range of degree subjects that do not generally ask for A Level Mathematics but where enhanced numerical or statistical skills may be helpful. For this reason, we encourage applicants to consider taking this qualification where practical."
"The University welcomes and recognises the value of Level 3 core mathematics qualifications (eg AQA Certificate in Mathematical Studies). Core Mathematics is not a compulsory element of post-16 study and as a
"We welcome the introduction of Core Maths qualifications and believe that they will be of benefit to students who take degree programmes which involve quantitative skills but do not require A or AS level Mathematics.
Some of our degree programmes require GCSE Mathematics from applicants who are not taking Mathematics at A level or equivalent, usually at grade A or B. We will accept a Core Mathematics qualification (minimum grade C) in lieu of the required GCSE Mathematics grade where an applicant has achieved grade C or 4 in the GCSE. In some cases, we may make a dual offer to take account of a Core Mathematics qualification."
"We welcome the introduction of the new Core Mathematics qualifications which will provide valued skills to support higher education studies across a range of disciplines.
Where a course requires applicants to have at least grade B (grade 5 under the new grading system) in GCSE mathematics we would be likely to consider a pass in Core Maths at grade C as an alternate way to fulfil this requirement.
For courses that require an A Level in Mathematics, the Core Mathematics qualification will not be accepted as a substitute.
GCSE Mathematics requirements for our courses vary according to
"As of September
"We welcome the introduction of the new Core Mathematics qualifications and believe they will be beneficial to students wishing to study social science subjects that may involve the use of applied mathematical skills, such as business management, economics, geography and politics."
"In England, a new ‘Core Maths’ qualification was introduced in September 2014 with the intention of increasing the number of people who study mathematics beyond GCSE level. This qualification focuses on the use of mathematics skills in contextualised, complex scenarios. The University of Reading supports and values the ethos behind this qualification and recognises that it may be beneficial to a range of degree subjects that do not generally ask for AS or A Level Mathematics but where enhanced numerical or statistical skills may be helpful. Core Maths is not a compulsory element of post-16 study and we are not currently able to accept Core Maths in lieu of AS or A Level Mathematics where this is a specified requirement for entry. However, whilst we do not, at this time, include it as a formal condition of an offer to our applicants, we do welcome the evidence of
"The Core Maths qualification is accepted alongside GCSE Maths for those programmes requiring a minimum of a grade B in GCSE Maths. e.g. Psychology."
Informed Choices - the Russell Group of 24 leading universities’ guide to making decisions about post-16 education
"Core Maths’ refers to a group of mathematics qualifications available in England. They are designed for students who have achieved a grade A*-C in GCSE, and wish to continue studying maths but are not taking it at AS or A-level.
Russell Group universities value mathematics skills for many different degree courses and many have GCSE or equivalent requirements. Mathematical and statistical problem solving, data analysis and interpretation skills can be useful for a wide variety of undergraduate degrees, and a Core Maths qualification may help you to improve and maintain these skills, especially if you are not taking AS or A-level Maths/Further Maths.
In certain circumstances, for example, if a student has not met a minimum GCSE maths requirement, some universities may also consider achievement in a Core Maths qualification instead. You should check individual university websites for more information.
Many degree courses require A-level or AS-level Maths and sometimes Further Maths as part of their entry requirements."
"Core Maths qualifications specifically focus on the use of mathematics skills in contextualised, complex scenarios. The University of Sheffield welcomes the ethos behind the development of Core Maths and recognises that students who are not taking AS or A Level Maths may find these qualifications beneficial in preparing for undergraduate study, even if the course does not require AS or A Level Maths as part of the entry requirements.
Whilst we will not include Core Maths qualifications in our entry requirements or offers, we do welcome the evidence of
"Sheffield Hallam University supports the introduction of the new Core Maths qualification and the additional skills this will provide for those who are able to access it,
"We welcome the introduction of the new Core Mathematics qualification in England and fully support the principles behind the new qualifications. We believe they could be beneficial to students considering making an application to a range of degree subjects in the social sciences, business, and health sciences, for example. Applicants not taking mathematics to A or AS level are advised to include their Core Mathematics qualification on their UCAS application form, especially if they are applying for degrees in subjects such as social sciences, business and geography, for which A/AS mathematics is not a requirement. However, we will not make Core Mathematics an entry requirement as this qualification is not available universally."
"The University of Surrey supports the ethos behind this new qualification in that it may be beneficial to a range of degree subjects that do not generally ask for A-level Mathematics but where enhanced numerical or statistical skills may be helpful. For this reason, we encourage applicants to consider taking this qualification where practical.
However, we are aware that the school curriculum and/or timetabling may prohibit this, so we will not be including Core Mathematics as part of a conditional offer unless the applicant has presented with in this in lieu of another equivalent qualification."
"The University of Sunderland welcomes the New Core Maths qualification and will accept this qualification, where possible in lieu of GCSE Mathematics grade C or above."
"The University of Warwick welcomes the development of the Core Maths qualifications, and the additional relevant skills that the qualifications can provide in preparation for a range of our courses.
In some cases, departments would be happy to take the qualification in lieu of their GCSE mathematics requirement, but please refer to the individual entry requirements for the course in which you are interested."
"We welcome the introduction of the new Core Mathematics qualifications which will provide valuable skills to support higher education studies across a range of disciplines.
Where a student is offering a Core Mathematics qualification and not a GCSE in Mathematics, we may accept the Core Mathematics qualification in lieu of a GCSE requirement. This will be considered on a case-by-case basis.
Core Mathematics will not be acceptable as a substitute for an A level Mathematics requirement."
Chairman and CEO of Nestlé UK and Ireland
Whether in retail, healthcare, the service sector, transport or manufacturing, the UK will only secure and strengthen its competitive position in the global economy if it has a future workforce with solid numeracy and financial management skills. The new Core Maths qualification is an excellent way to ensure British employers have a ready pipeline of young talent with the maths skills they need.
Managing Director of Brompton Bicycles Ltd
At Brompton, as with every business maths runs through our organisation; design, purchasing, budgeting and profit & loss. It effects all areas HR, Marketing, Logistics, ICT not just those that are perceived to be mathematical like Finance or Design. Too often maths is discarded too early and its relevance to the subject ignored. The introduction of Core Maths is a superb tool to ensure that development of an appreciation of financial management and problem solving is continued, something that is critical to all areas of business.
Good numeracy skills are important for all apprentices. The real life mathematics skills students learn on the new Core Maths qualification will benefit not only their future employers but give the students and apprentices confidence to tackle and solve problems in their everyday lives too.
Creative Director, Your Studio Ltd & Lecturer at the Royal College of Art
Core Maths is the kind of course that could give you the foundations to move into any field with real confidence. From advertising to animation, graphics to web design, the understanding of grids, mathematics, formulas and percentages will become part of your everyday that you effortlessly flow over without them becoming barriers to your success.
Talent and Resources Director, Crossrail
The world of work is changing rapidly, particularly in terms of technological change, and with this comes an increasing demand for people with mathematical skills. The new (Core Maths) qualification will be of immense value to employers who not only want to develop their employees but also want to employ numerate school leavers, apprentices and graduates who have a good grasp of financial management and problem solving approaches.
Chairman of leading international environmental consultancy SLR
The real life mathematics skills students learn on the new Core Maths qualification will benefit not only their future employers but give the students’ confidence to tackle and solve problems in their everyday lives. SLR employs over 1200 of the world’s brightest environmental scientists working for leading companies all around the globe, and none of them would be able to perform effectively without a solid base of mathematical competence
Managing Director at MTM Products Limited + Director at East Midlands Chamber (Derbyshire, Nottinghamshire & Leicestershire)
Many businesses, including my own, have experienced difficulty in recruiting young people with good numeracy skills. I can think of very few jobs in my organisation regardless of level or function, that do not require numeracy, analytical or problem-solving skills.
The new Core Maths qualification which relates to real life situations in the workplace will ensure that we can recruit “work ready” young people who will quickly be able to contribute to the success of the business. I would encourage other businesses to ensure that their local schools and colleges offer this highly relevant maths qualification.
Talent Management Director at The LGC Group
As a world leading life science company, LGC relies on its employees to have an excellent understanding of maths, whether, for example, working in the labs studying DNA, or in an office, reviewing budgets or counting stock. Numeracy skills - the ability to read data - for employees at all levels, regardless of job role or age, are a critical factor in ensuring that we maintain our standards of excellence, help our employees grow in their career and ensure the ongoing growth and success of our business.
Director of Pertemps Recruitment Partnership Ltd
As an established recruitment solutions provider, Pertemps is regularly asked by employers to provide staff with good maths skills. Any initiative that encourages more young people to continue with their maths studies is highly commendable.
Managing Director, Minted Box
Maths is at the core of everyday life. As an education software company, we pride ourselves on allowing teachers and educators with up-to-date information on relevant student data and allow analysis of this. Maths is an integral part of our day to day existence – from support data analysis to complex coding and performance. A solid understanding of mathematical concepts is the
Sally Orlopp, Director of People, Skills & Employability, Centrepoint
For so many young people, the new Core Maths qualification will allow them to build their workplace skills and access promotional opportunities rather than staying in low paid roles. It means a real chance to succeed and access natural progression routes in their jobs or careers. Centrepoint starts homeless young people on their journey to access foundation level maths and entry level jobs. It would be great to know that their journey will continue so that once they are on the same footing as their peers when entering the job market, they have a real chance in the workplace to increase their skill set and move to the next step in their personal and work life.
Richard Evans, Director of Talent and Learning, McDonald's UK
Every year, McDonald’s invests £43m into the training and development of our people and delivering maths teaching as a core area, is part of this. A solid understanding of numeracy, problem solving and financial management is a critical part of our future workforce, starting from our restaurant crew, right through to leaders of our business. We are incredibly supportive of any initiatives, such as Core Maths, which encourage individuals to further their numerical understanding and helps prepare them for the world of business, gives them confidence and sets them apart from others in an incredibly competitive workplace.
Michael Wolfers, Marketing Development Manager, Mashuni Ltd
If many young people knew maths was about everyday life, they would find it more interesting. The first time I
Chris Allen, Service Centre Manager, Aalco Nottingham
Asking young adults if they want more greens with their dinner
Morley Sage, Managing Director, Stovax Heating Group
It is often not appreciated by students how important Maths is to so many different aspects of the business. Maths plays an essential part in
Donna Newton, Head of Client Relations, TPP Recruitment
Maths was never my best subject in school, but I've now
Tom Slatter, Senior Programme Manager, The Brokerage Citylink
Whether you're an accountant putting together a profit and loss spreadsheet, a banker deciding whether an investment is
Dr Deirdre Hughes is Chair of the Promoting Core Maths Senior Advisory Board - Promotions. Deirdre is a Principal Research Fellow at the University of Warwick, Institute for Employment Research (IER) & Director of DMH & Associates Ltd. She was a UKCES Commissioner from early 2011- mid-July 2015. She specialises in careers, employment and skills policies, research and practice at a national, EU and international level.
Anthony Tomei is a Visiting Professor at King’s College, London. He is a governor of City and Islington Further Education College and Director of the Salters Institute. Previously Anthony held the position of Director for the Nuffield Foundation for 17 years. Anthony is Chair of the Core Maths Support Programme Higher Education Task Group.
Paul Glaister is Professor of Mathematics and Mathematics Education at the University of Reading. Paul is a member
Duncan Baldwin is Project Director for the Association for School and College Leaders (ASCL). He was previously Deputy Policy Director for ASCL. Duncan is currently working on the ASCL regionalisation project and he has responsibility for covering policy in curriculum, assessment, performance data, accountability, pay and conditions and ICT.
David Morris is a Policy Officer (Education) at the National Union of Students (NUS).
David supports NUS’s Vice-President (Further Education) in policy and influencing in further education. David conducts research and analysis on emerging areas of further education policy and works to advance NUS’s aims, objectives and relationships within the sector. David has previously worked for NUS on aspects of learning & teaching policy in higher education. He has particular interests in pedagogy, student surveys, apprenticeships and the relationship between education and employment.
Christine Lewis is a National Officer in the Unison Education and Children’s Services section. She leads on further education and school meals. Christine was previously a policy officer and a librarian in the National Health Service.
Yvette is a Professor of Education at Manchester Metropolitan University, where she leads the STEM Education Research Group. She has a long-standing research career in mathematics education focusing on secondary and undergraduate students with special attention to classroom interaction, mathematical literacy, gender, identity and inclusion. She is currently researching the impact of an RME-based approach to post-16 GCSE re-sit mathematics classes.
Gill Clipson is Deputy Chief Executive at the Association of Colleges (AoC) and has held this position since March 2012. She has previously held the role of Chief Executive and Principal of Amersham and Wycombe College and established the first Peter Jones Enterprise Academy in England.
Ian Greenaway is Managing Director at MTM Products (I.S.P.P.) Ltd. He is a Director in the East Midlands Chamber of Commerce (Derbyshire, Nottinghamshire & Leicestershire) and Employability Champion for D2N2 Local Enterprise Partnership. Ian also a Business Adviser for Young Enterprise.
Jeremy Hodgen is Professor of Mathematics Education at the University of Nottingham. He recently completed two influential comparative studies funded by the Nuffield Foundation examining participation in post-16 mathematics and was joint-coordinator of the UK Economic and Social Research Council's Targeted Initiative in Science and Mathematics Education (TISME)
Gary Forrest is a Director of the Career Development Institute (CDI), the UK-wide professional body for the career development sector. He is also National Co-ordinator for EBPn, the national network for Education Business Partnerships and Project Manager for Bath Education Trust. Gary also works as an independent consultant on education for employability.
Grace Breen is a Senior Policy Adviser at the Confederation of British Industry (CBI). She is responsible for policy work relating to education including: childcare, schools, examinations and curriculum reform, careers guidance and work experience.
Lindsay McCurdy is CEO of ‘The Voice of Apprenticeships: Apprenticeships4 England’. She works with Awarding Bodies, training providers and businesses focusing on employer engagement and apprenticeships,. She is also Ambassador for the European Alliance for Apprenticeships.
Mike Thompson is Director of Early Careers at Barclays, Head of Employability and Early Careers and Head of Learning Development. He manages the award winning Barclays Apprenticeship and Undergraduate Programmes (Retail Development Programme).
Nick Chambers is Director of the Education and Employers Charity. The charity runs the free schemes - Inspiring the Future, Inspiring Women and Primary Futures - all designed to get volunteers to go into schools and talk to young people about their job and career route. It also undertakes research into the effectiveness of employer engagement.
Piers Saunders is a Mathematics Lecturer at the Institute of Education (IOE), University of London.His research interests include teaching and learning mathematics with ICT and pedagogical content knowledge. He has a strong track record in initial teacher education.
Sion Humphreys is a Policy Advisor for the National Association of Head Teachers (NAHT). He represents NAHT in engaging with a wide range of governmental and non-governmental bodies, seeking to influence policy in the making and interpreting and analysing policy developments across the entire curriculum range.
Paul Jackson is Chief Executive of EngineeringUK. Paul leads the team at EngineeringUK to promote engineering and technology with young people, the media, party members and the general public.
Mike Harwood is the Professional Standards and Workforce Development Advisor for The Education and Training Foundation.
Mike was involved in the establishment of The Education and Training Foundation. One of his roles is to lead on supporting the sector workforce in teaching Mathematics and English.
Melanie Washington is Director of Programme Development at STEMNET. Melanie is responsible for providing strategic direction for STEMNET, forging new relationships and securing external funding avenues for the charity. Melanie is responsible for providing leadership for a team of 13 people who manage and deliver education projects across the UK including the 30,000 strong STEM Ambassadors Programme and STEM Clubs Programme.
Simon Hepburn is the Director of Pathways and Partnerships for the Academies Enterprise Trust (AET), the largest academies group in the country. Simon is the lead on the Championing Careers Guidance in Schools Programme for AET, a programme funded and supported by the Greater London Authority. Simon was a member of the London Ambitions Advisory Group and was Chief Executive of The Advisory Centre for Education. Simon is passionate about the importance and power of education and young people reaching their full potential.
Emma Fielding is Assistant Principal at Exeter College, with particular responsibility for A Levels, International Baccalaureate and the Reach Academy. Emma leads on the delivery of Maths and English in the college, and also sits on the AQA Curriculum & Assessment Quality Committee.
Laura Bell is the Programme Director for CfBT Advice & Guidance, her portfolio includes careers guidance for young people and adults and was one of the founding Directors of the Career Development Institute. Laura joined CfBT after 20 years of working exclusively in the private sector and is passionate about supporting initiatives that bridge the gap between education and business.