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NCETM Stakeholder Organisations

There are many organisations involved in mathematics education and who contribute to the improvement of mathematics achievement in schools and colleges.  All those who impact on mathematics education in its variety of forms are seen as the National Centre for Excellence in the Teaching of Mathematics stakeholders.  The list of stakeholders is given below.

Click here for a list of NCETM Partner Organisations

Stakeholders A-Z
A | B | C | D-E | F-H | I-L | M | N | O-Q | R | S | T-Z
ASE promotes excellence in science teaching and learning through resources such as books, journals, articles, software, etc., inservice courses and conferences.
The agency's goal is to help raise standards of literacy, numeracy and language across all age groups.
Online learning, with support and advice for learners and teachers of mathematics.
Online learning, with support and advice for learners and teachers of mathematics.
The British Science Association's aim is to advance the public understanding, accessibility and accountability of the sciences and engineering.
Government agency that helps to recruit international students, develop partnerships and promotes British training offers overseas.
Becta is a UK agency which supports ICT in schools by encouraging effective use of technology to transform learning and teaching.
The Society’s formal objectives are to advance public education in the art of Origami and to promote the study and practice of Origami in mathematics as well as a means of therapy for the relief of people who are sick or mentally or physically handicapped.
The BSRLM is a national organisation for all researchers in mathematics education. Members include teachers, researchers, students and education advisors and their research interests include all aspects of mathematics teaching and learning.
The BSHM aims to promote research into the history of mathematics and its use in all sectors of education. It does this through meetings, its Bulletin, and by other means.
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CfBT is a not-for-profit, international company whose main objective is to advance education, promoting a pro-education culture, particularly from the point of view of the needs of learners.
CIMT was established in 1986 as a focus for research and curriculum development in mathematics teaching and learning, with the aim of supporting teachers in enhancing mathematical progress in schools and colleges.
The assets of the Clothworkers' Company (based on property and investments) are used to support The Clothworkers' Foundation, which is a registered charity and one of the largest grant-makers in Britain. The Company has always been interested in education, both technical and academic and continues to seek new ways in which to promote excellence.
CLEAPSS is an advisory service for members which supports practical science and technology in schools and colleges, offering help from nursery education through to A-level studies or equivalent.
The CMS was established in 2001 by the Institute of Mathematics and its Applications, the London Mathematical Society and the Royal Statistical Society. The CMS comprises representatives and observers from the mathematical sciences community, including the Presidents and Chief Executives of these three societies.  The CMS aims to provide an authoritative and objective body able to speak on the role of the mathematical sciences in UK higher education, research, business, industry and the public sector, and to engage with and respond to policy decisions that affect the mathematical sciences in these areas.
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The Department for Education was formed on 12 May 2010 and is responsible for education and children's services.
The ESRC is an independent organisation, established by Royal Charter, but receives most of its funding through the Government's Office of Science and Technology. It encourages comparative and international perspectives in social science research in order that every member of society can benefit from the contributions made to the UK's science base and public life.
The EMS is the principal mathematical society for the university community in Scotland with membership drawn from all the Scottish universities and other educational institutions as well as from mathematicians in industry and commerce.
The Council's mission is to set and maintain realistic and internationally recognised standards of professional competence and ethics for engineers, technologists and technicians, and to license competent institutions to promote and uphold the standards.
This foundation is one of the largest independent grant-making foundations in the UK and makes grants to organisations which aim to improve the quality of life for people and communities in the UK, both now and in the future.
The EPPI-Centre is part of the Social Science Research Unit (SSRU), Institute of Education, University of London, established in 1993 to address the need for a systematic approach to the organisation and review of evidence-based work on social interventions, including education.
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The FMSP is a government-funded initiative. It is managed by MEI, an independent educational charity. The FMSP's Area Coordinators work with schools and colleges to support and promote the study of AS/A level Mathematics and Further Mathematics and to arrange Further Mathematics tuition for students when their schools and colleges cannot provide it themselves.
The Garfield Weston Foundation is a UK based, general grant-giving charity that helps a wide range of organisations with grants of varying sizes to undertake projects in the arts, the community, education, welfare, medicine, religion and the environment.
The Foundation makes grants for charitable activity which it hopes may make life better for people, especially those who are disadvantaged. The Gatsby Technical Education Projects (GTEP) offers a range of programmes to support the initial training and professional development of teachers.
The HMC represents the headteachers of leading independent schools in the UK existing to serve and support its members, to represent their views and to exemplify excellence in education.
This body represents Departments of Mathematics and Statistics in the UK by coordinating senior members of these departments. It aims to act as a forum for all aspects of Mathematics in Higher Education.
The HEA supports lecturers in mathematics, statistics and operational research and promotes and develops good practice in learning and teaching.
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The IMA is the professional and learned society for qualified and practising mathematicians with a mission to promote mathematics in industry, business, the public sector, education and research.
The JMC provides coordination among its constituent societies (ATM, AMET, BSHM, BSRLM, HoDoMS, EMS, IMA, LMS, MA, NAMA, NANAMIC, RSS) and generally aims to the advancement of mathematics and improve the teaching of mathematics from primary to higher education.
The National Strategy for Key Stage 3 aims to raise standards by strengthening teaching and learning across the curriculum for all 11–14 year olds offering continuing professional development for subject teachers and school managers, plus consultancy, guidance and teaching materials.
The remit of the LTS is to actively promote a climate of innovation, ambition and excellence throughout the Scottish education system by supporting teachers, schools and local authorities in improving the quality of education and raising levels of achievement of all learners.
Lifelong Learning UK is responsible for the professional development for educationalists working in the lifelong learning sector.
The LMC is a 3-year pilot project funded by the Gatsby Foundation to provide innovative professional development for teachers of mathematics in London. It is based in the School of Mathematics, Science and Technology at the Institute of Education.
The LMS is a UK learned society founded in 1865 for the promotion and extension of all branches of mathematics and its applications. It is an independent and self-financing charity, with a membership of over 2600 drawn from all parts of the UK and overseas. Its principal activities are the organisation of meetings and conferences, the publication of periodicals and books, the provision of financial support for mathematical activities, and the contribution to public debates on issues related to mathematics research and education. It works collaboratively with other mathematical bodies worldwide and is the UK adhering body to the International Mathematical Union.
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MatheMagic is a “Maths for All” organisation based in York. Its aim is to enhance skills and attitudes among difficult-to-reach groups such as travellers, homeless people, drug users, detached young people etc. Originally established as a community orgtanisation, MatheMagic was a key player in implementing Maths Year 2000 and Count On. Its website is currently maintained by aa42.com.
The MA exists to bring about improvements in the teaching of mathematics and its applications, and to provide a means of communication among students and teachers of mathematics.
MEP is located in the Centre for Innovation in Mathematics Teaching at the University of Plymouth. It is a demonstration programme implementing the recommendations of the Kassel project.
Nrich is located the Centre for Mathematical Sciences at the University of Cambridge. Its aims are to enrich the mathematical experiences of students; offer challenging on-line activities for mathematical development.
MEI is an independent curriculum development body which promotes excellence in mathematics education. It offers GCSE and GCE examinations through the OCR.
Mathematics Mastery is a non-profit organisation, with a mission to transform mathematics education in the UK. Mathematics Mastery works in partnership with schools to embed a mastery approach to mathematics teaching, and aims to improve pupils’ understanding, enjoyment and attainment in mathematics. The Mathematics Mastery programme involves three core elements; professional development for teachers, curriculum resources for the classroom and opportunities for collaboration between schools.
MSHE builds of the work of the University of Southampton Centre for Mathematics Education that was established in the early 1980s in order to promote research and development in mathematics education at all educational levels.
Maths Inspiration is a programme of lecture events which aims to inspire 15-17 year olds to pursue mathematical subjects to a higher level. In 2007/8 over 8 000 attended shows in eleven venues around England, with speakers including Simon Singh, Colin Wright and Helen Joyce.
The Maths, Stats & OR Network is hosted by the University of Birmingham in partnership with Glasgow and Nottingham Trent Universities and the RSS Centre for Statistical Education. It aims to promote high standards in the learning and teaching of Maths, Stats and OR through staff development.
The MMP is a maths education initiative for ages 5 to 19 and the general public, based at the University of Cambridge but active nationally and internationally. It aims to promote the development of mathematical skills and understanding, particularly through enrichment and extension activities beyond the school curriculum.
Move On is a national project aimed at helping adults to brush up their skills and to achieve their potential by improving their literacy and numeracy skills and gaining a national qualification. The ‘Move On’ and ‘Move On Up’ programmes were commissioned by the Quality Improvement Agency (QIA).
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NANAMIC is a professional association for teachers in further education, tertiary and sixth form colleges, formed in 1993 with the aim of assisting colleges nationally in developing high quality in all aspects of their work in mathematics and numeracy.
The NAHT is the largest organisation of its kind in Europe and has provided over a century of dedicated support to its members and speaks with authority and strength on educational issues covering early years, primary, secondary and special school sectors.
NAMA is an organisation for mathematics advisers and consultants which is dedicated to promoting high quality mathematical education in the UK.
The NCSL provides learning and development opportunities and professional and practical support for school leaders at every stage in their career.
NFER works to equip decision makers, managers and practitioners with the most innovative thinking, practical research and responsive assessment programmes to underpin the drive towards excellence in education and lifelong learning.
NPhA links Primary Headteachers throughout England with the aim of improving Primary Education.
NRDC was established by the DfES as part of Skills for Life, the national strategy for improving adult literacy and numeracy skills. It aims to improve teaching practice and inform government policy through the generation of knowledge, by creating a strong research culture and by developing professional practice.
The North West Professional Development Advice Service is a regional initiative which aims to offer free Skills for Life awareness training to intermediaries, marketing support to providers to promote Skills for Life and initial teacher training courses, and signposting to Skills for Life professional development resources and courses.
The Nuffield Foundation is a major charitable trust which awards grants for research and to support practical innovation or development for work that has wide significance, beyond the local or routine.
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Ofsted is the inspectorate for children and learners in England. Its job is to contribute to the provision of better education and care through effective inspection and regulation. It is a non-ministerial government department accountable to Parliament.
The Faculty of Mathematics and Computing at the OU is based at the Walton Hall campus in Milton Keynes. It has a team of Staff Tutors and Associate Lecturers in 13 Regional Centres around the UK who provide local support and teaching to students registered on its various courses and programmes.
The OR Society, with members in 53 countries, provides training, conferences, publications and information to those working in Operational Research.
The mission of pfeg is to make sure that all young people leaving school have the confidence, skills and knowledge in financial matters to take part fully in society. We work with schools to help them plan and teach personal finance through mathematics to enable young people to see more clearly the everyday relevance of the subject. For more information and free downloadable resources visit the website.
QCDA is a non-departmental public body, sponsored by the Department for Children, Schools and Families (DCSF). It maintains and develops the national curriculum and associated assessments, tests and examinations; and accredits and monitors qualifications in colleges and at work.
QAA was established in 1997 as an independent body funded by subscriptions from universities and colleges of higher education in the UK. Its mission is to safeguard the public interest in sound standards of higher education qualifications and to inform and encourage continuous improvement in the management of the quality of higher education.
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The Academy brings together the country’s most eminent engineers from all disciplines to promote excellence in the science, art and practice of engineering.
The Royal Institution has a unique heritage - over 200 years old, it aims to communicate scientific issues to the general public through its "high calibre events that break down the barriers between science and society." Membership is open to people of all ages and from all areas of science.
RNIB is the UK’s leading charity offering information, support and advice to over two million people with sight problems.
The Royal Society, the UK's national academy of science, is at the cutting edge of scientific progress. It supports many of the UK's top young scientists, engineers and technologists. It influences science policy, debates scientific issues with the public and much more.
The RSS is the UK's only professional and learned society devoted to the interests of statistics and statisticians and is one of the most influential and prestigious statistical societies in the world.

Join the NCETM Statistics Teacher Network - a support and professional development network for new and experienced teachers of statistics. The RSS are contributors and participants in this community
This is a major development body and resource centre for statistical education situated at the University of Plymouth. Its aim is to promote the improvement of statistical education, training and understanding at all ages.
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The Science Council is a leading independent body with a membership of over 28 professional institutions and learned societies, supported by their member networks of more than 300,000 scientists across the breadth of science and mathematics. The main purpose of the Science Council is to promote the advancement and dissemination of knowledge of and education in science, pure and applied.
SEMTA is the Sector Skills Council for Science, Engineering and Manufacturing Technologies. Its key goals are to: improve productivity, business and public service performance; reduce skills gaps and shortages and anticipate future needs; increase opportunities to boost skills and productivity; improve learning supply in apprenticeships, higher education and national occupational standards.
STEMNET (formerly SETNET) is a UK-wide charity that promotes Science, Technology, Engineering and Mathematics (STEM) awareness, especially among young people. It aims to help ensure that there is a flow of well-motivated, high quality people going from schools into Science, Technology, Engineering and Maths careers.
The national network of Science Learning Centres was set up to provide the highest quality Continuing Professional Development for everyone involved in science education at all levels. Its 9 regional Centres and national Centre, provide access to innovative and inspiring courses across the UK.
The Shell Centre is located in the School of Education at the University of Nottingham and is known around the world for its innovative work on mathematics education.
The SSAT is part funded by the Government and works to give practical support to the transformation of secondary education in England by building and enabling a world-class network of innovative, high performing secondary schools in partnership with business and the wider community.
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The TLA seeks to offer public and professional recognition for teachers' learning, development and improvement work. It aims to stimulate learning experiences for teachers which are effective for them, their pupils, their schools and for the education service. It seeks to support learning communities within and beyond schools that enrich teaching practice and support innovation.
Supports statistics teaching in several ways, including publication of the journal “Teaching Statistics”. The web link given is that for the journal. It seeks to help teachers by showing how statistical ideas can illuminate their work and how to make proper use of statistics in their teaching.
An independent organisation currently funded by the Training and Development Agency for Schools (TDA), the scheme provides a framework that awards academic credit to science, technology, engineering and mathematics undergraduates working with teachers in local schools.
WALMATO is the acronym of an organisation of mathematics educators based in the colleges and universities of Wales. It was founded in 1964 and holds an annual conference at Gregynog, near Newtown in mid-Wales.
e-mail: h.g.f.roberts@bangor.ac.uk
The Wolfson Foundation is a registered charity based in London, UK. It was established in 1955 and aims to support the arts, education, health, humanities, research, science and technology.
Formerly the National Academy for Gifted and Talented Youth (NAGTY), Young Gifted and Talented (YGT) was established by the government in 2002 at the University of Warwick. Its role is to promote gifted and talented education nationally and to achieve this, YGT works with students, parents, teachers, education professionals, specialist providers, universities and business.