The NCETM CPD Standard
On this page you can find out about the NCETM Continuing Professional Development (CPD) Standard, current holders of the standard, and who is eligible to apply. There are also details of how to apply, including links to application forms and guidance notes, as well as information about how the Standard is monitored.
About the NCETM CPD Standard
The purpose of the CPD Standard is to help teachers of mathematics at all levels, and their institutions, to access information about the wide range of CPD provision on offer (not simply courses) and to be assured of its appropriateness and quality. To support this, the NCETM has developed a clear set of principles and Quality Mark criteria which define the CPD Standard.
The benefit to those arranging mathematics CPD from Standard Holders is that they can have confidence in the providers they choose; the benefit for CPD providers is that their provision is more likely to be chosen, as potential customers know its quality is assured.
Standard Holders have more prominent access to CPD participants via the NCETM website through the CPD Provider Directory. Entries provided by Standard Holders within the directory and on the Professional Development Calendar are highlighted with a yellow rosette. There are e-newsletters and dedicated events to support Standard Holders, who are also invited to other relevant NCETM events and networks. Standard Holders can also display the CPD Standard logo on their publicity materials to highlight the quality assurance it gives.
In its report “Empowering teachers: success for learners” in 2013, the Advisory Committee on Mathematics Education welcomed the development of the NCETM CPD Standard. In 2014, changes to the funding of the CPD Standard led to the introduction of a subscription scheme. New applicants for the Standard must join this before going through the accreditation process; existing Standard Holders must be current members to retain their accreditation.
Current holders of the CPD Standard
Across the NCETM website, CPD Standard holders are identified with a rosette. . In particular they are listed in the CPD Provider Directory and the Professional Development Calendar.
The full list of current Standard holders, with contact details, is here.
The NCETM CPD Standard - Criteria for Effective CPD
The Standard is underpinned by research evidence on effective Continuing Professional Development (CPD) (ACME 2002) and (ACME 2006). There are three main components to effective CPD:
- to develop teachers’ mathematical subject knowledge (subject knowledge)
- to enable teachers to utilise the outcome of CPD in their teaching (teaching)
- to help teachers construct a pedagogical framework about how children learn (pedagogy).
On the NCETM website, these are presented as three ‘strands’ of effective Continuing Professional Development:
- broadening and deepening mathematics content knowledge;
- developing mathematics-specific pedagogy, which includes appreciating how learners engage with mathematics and likely obstacles to progression;
- embedding effective mathematics pedagogy in practice.
In this way, the National Centre seeks to promote CPD opportunities for teachers that impinge on all three strands in ways that are cumulative and sustained over the career of a teacher.
Furthermore, evidence (ACME 2006) indicates the importance of reflection, collaboration and sharing. Providers are therefore requested to consider how they will meet some or all of the three components above, while simultaneously enabling reflection, collaboration with other colleagues, and sharing (GTC 2007). Sharing in this context includes collaborative work with other teachers in one’s own setting, but could also go beyond a teacher’s classroom/school/department (e.g. a blog, contributions to a professional forum, or a short piece of writing for a professional journal).
Who can apply?
Any person or organisation providing mathematics-specific CPD in England is encouraged to apply for the Standard. This could include:
- teaching school alliances, academy chains, multi-academy trusts and other schools and colleges providing CPD beyond their institution
- FE and adult education providers
- higher education institutions
- local authorities
- subject associations and other national mathematics education organisations with CPD responsibilities
- commercial providers
- private contractors and freelance consultants who deliver CPD in their own name (or private contractors and freelance consultants who deliver CPD in their own right)
- awarding bodies.
it is not sufficient to provide mathematics education CPD solely within your own single educational institution.
How to apply
Please refer to the Flow Chart of Actions
before applying to join the subscription scheme and preparing a full submission.
If you – or the organisation in whose name you are applying – are a well-established CPD provider (usually with over a year's experience), then you are encouraged to make a submission on the Full Submission Form, using the Full Submission Guidance Notes to guide you.
Particular notice should be taken of the requirements for evidence as detailed in the section below, Evidence to support your application.
You will also need to join the subscription scheme by returning a Service Level Agreement before your submission can be reviewed. . The SLA is a legal contract and its terms and conditions should therefore be read carefully. You need to sign the SLA on behalf of the Standard Holder and return this to the CPD Admin Team at Tribal, ensuring a copy is kept for your own records. Following receipt of your SLA and acceptance into the subscription scheme, an invoice covering your first 12-month membership will be issued.
Once accepted as a Standard holder, your organisation will then receive an initial assessment verification (IAV), support and review (ISAR) opportunity or a renewal verification (RV) as appropriate and/or when due within any12-month subscription period.
If you have any queries about the process please email firstname.lastname@example.org.
Evidence to support your application
All evidence submitted must be from CPD provision offered in the name of the applicant for the Standard (whether that is an individual or an organisation). For a full submission you are required to submit a portfolio of evidence to back up the various statements that you make in your submission in relation to each of the Quality Marks.
Evidence provided to support your application should cover the full range of your - or your organisation's - CPD provision: for example, in-school support / consultancy, courses, CPD materials, collaborative teacher projects, research projects, etc., and any other forms of professional development support that you provide. Note that a piece of evidence may be used to satisfy more than one of the Quality Mark criteria and be related to more than one element of your provision.
Note: there is an ‘Appendices of Evidence’ section at the end of the submission form in which you should list all the pieces of evidence that you provide and identify the Quality Mark and criteria to which each piece of evidence relates. Note that a piece of evidence might relate to more than one criterion; but each criterion should be covered by at least one piece of evidence. Large quantities of evidence are not required.
We advise that, when completing your submission form, you clearly label the evidence you provide in the ‘Appendices of Evidence’ section (e.g. ‘Appendix 1, Appendix 2a, Appendix 2b, ...’) and refer to them in the text under the ‘Provider’s supporting statement’ sections.
Most of the evidence presented with an application form must be gathered within the English mathematics education continuing professional development arena. Evidence of continuing professional development activity outside England, will be taken into account, but, since the Standard is a valid endorsement provision within the English mathematics education community, the weighting of such evidence will be low-scoring when compared with evidence gained in England; it will not be possible to achieve the Standard if the evidence provided has all been gathered outside England.
You will find further guidance in the Full Submission Guidance Notes.
How does the CPD Standard subscription scheme work?
Accredited assessors carry out the initial assessment verifications (IAVs) and renewal verifications (RVs) of CPD Standard submissions from subscription scheme members. Each period of accreditation is for three years before reverification is required. An interim support and review (ISAR) is a service provided to members at the mid-point between verifications. All assessors have significant mathematics professional development expertise and experience, gained through current and/or previous roles as CPD providers, local authority or national advisers/consultants. All assessors have undertaken training in the CPD Standard requirements and processes from the NCETM.
The cost of providing IAVs, RVs and ISARs to CPD providers, both new applicants and existing Standard Holders seeking to renew their accreditation, is covered by revenue from subscriptions.
Support and verification services are provided through a Service Level Agreement between the individual member (i.e. CPD Standard Holder) and Tribal, who manage the subscription scheme on behalf of the NCETM. Members are invoiced, in advance, for each 12 months of membership.
Membership and the annual subscription covers:
- An initial assessment verification (IAV)
- An interim support and review (ISAR) opportunity provided every 18 months
- A renewal verification (RV) every 3 years
- Regular CPD Standard e-newsletters and other benefits
How much does membership cost?
For prospective applicants and for any lapsed Standard Holders (i.e. applying for membership after a previously-held Standard has lapsed), an initial assessment verification (IAV) fee is payable, which also covers the ‘entry year’ subscription. For existing Standard Holders a lower and ongoing subscription rate is payable annually in order to retain accreditation status.
Subscription rates are based on a CPD provider’s size and type:
||Initial Assessment Verification (IAV) and entry year rate for new applicants
||Annual subscription for existing Standard Holders and from Year 2 for new Standard Holders
|Individual CPD Provider (with 1-2 trainers)
|Individual School (primary phase); Subject Association or Charity; Organisation/Company (with 3-5 trainers)
|Individual School (secondary phase); FE College; Organisation/Company (with 6-12 trainers)
|Teaching School Alliance, Maths Hub; Academy Chain, MAT or Federation; Local Authority (with up to 100 schools
|University/HE Institution; Local Authority (100+ schools); Organisation/Company (13+ trainers)
Monitoring and feedback
All holders of the NCETM CPD Standard agree to be part of an independent monitoring process.
Anyone attending an event or any other form of CPD provision offered by an NCETM CPD Standard holder is welcome to give feedback about the provision by emailing us
with NCETM CPD Standard holder feedback
in the subject line, providing details about the CPD opportunity, and their comments or suggestions in the body of the text; there is no pro-forma for this. Receipt of all such feedback will be acknowledged.
All feedback is reviewed by the NCETM CPD Standard holder mediation panel, with comments and evaluations communicated with the Standard holder in an appropriate way in order to recognise good practice, encourage development, and signal where improvements need to be made to ensure continuing status as a Standard holder.
If you are not satisfied with or wish to make a comment about any aspect of the CPD Standard Assessment or Monitoring process please let us know by emailing us
, and we will be pleased to consider your views.
Questions and comments
If you have further questions or comments about the Standard, or if you would like to discuss making an application, please contact us: we'll be happy to help.