New figures reveal that children in Hampshire receiving support for special educational needs are underperforming in the Year 4 multiplication test compared to their peers. According to data from the Department for Education, students with special educational needs and disabilities (SEND) in Hampshire scored an average of 16 out of 25 this year, while their counterparts without additional needs scored 21.6.
Nationally, the disparity is evident as well. Pupils receiving SEND support achieved an average score of 17.1, contrasted with 21.9 for those without such needs. The National Association of Head Teachers (NAHT) emphasized the hard work of both teachers and students but raised concerns about the inherent challenges posed by the nature of the tests.
Concerns Over Test Accessibility
Sarah Hannafin, head of policy at the NAHT, criticized the multiplication test, stating that its timed and memorization-focused format disadvantages some children. “Although the Government says it will work with the Standards and Testing Agency on ‘minimising unintended impacts,’ it is disappointing that it appears to have ruled out flexibility on the timed nature of the exercise,” she remarked. Hannafin stressed that while some pupils might know the answers, they may require more time, and penalizing them for this is unjust.
The data also highlights a gap for disadvantaged pupils, defined as those eligible for free school meals or who have been in local authority care. In Hampshire, these students scored an average of 18.2, compared to 21.3 for their non-disadvantaged peers. Nationally, the average scores were 19.3 and 21.7 respectively.
School Leaders Call for Greater Support
Pepe Di’Iasio, general secretary of the Association of School and College Leaders, acknowledged the progress made but noted the persistent achievement gap between disadvantaged and non-disadvantaged students. “It is testament to the hard work of schools and teachers that attainment in the multiplication tables check has continued to improve for pupils from both backgrounds,” Di’Iasio stated. He emphasized the need for increased investment in targeted support for these young people, particularly in light of the challenges they face.
Gender disparities are also present in the results. Nationally, boys scored an average of 21.2, while girls scored 20.7, with both genders improving their scores by 0.3 points from the previous year. In Hampshire, boys achieved an average of 20.9, compared to 20.3 for girls.
A spokesperson for the Department for Education defended the multiplication test, stating, “Basic multiplication is an essential life skill, and our revitalized curriculum will make sure every child leaves school with rock-solid foundations, from science to reading to maths.” The government plans to implement new training for teachers in reception to Year 2 starting in September 2026, aimed at strengthening early maths skills. They also intend to expand the Maths Champions programme, which will support up to 1,800 nurseries and 60,000 children in making up to six months of extra progress.
The findings underscore the ongoing challenges faced by students requiring additional support, highlighting the need for reforms to ensure equitable educational outcomes for all pupils in Hampshire and beyond.
