Non-specialist maths teachers are less likely to receive ongoing training than those with a degree in the subject, but more likely to teach vulnerable children, new Ofsted research has found. A subject report, due to be published by the watchdog next week, found 鈥渄ramatic improvements鈥 in maths teaching in English schools since it last published a report on the subject 11 years ago. This included 鈥渞egular ongoing training鈥 for secondary maths teachers. However, noted that non-specialists were 鈥渘ot getting the same quality of training that the specialists were getting鈥. Presenting the findings at the Festival of Education at Wellington College on Thursday, Christopher Stevens, HMI and subject lead for music, said in several schools 鈥渁 significant proportion鈥 of key stage 3 curriculums were taught by non-specialists. Evidence from 25 secondary schools was used for the report, the latest in a series evaluating the strengths and weaknesses of subject teaching. A history subject report will also be published next week. Training helps improve ‘explanations of concepts’ Stevens said ongoing training for maths teachers helped improve the quality of their 鈥渆xplanations鈥 of concepts. However, 鈥渙ften those non-specialists were not getting that training鈥. The findings come after Schools Week revealed that take-up for a scheme to boost the number of maths teachers by training non-specialists has plunged. The National Centre for Excellence in the Teaching of Mathematics (NCETM), which took over the scheme from the government, met just 57 per cent of its target for recruits over the past two academic years. Stevens said Ofsted had also found that where schools鈥 鈥渆ngagement was strong鈥 with maths hubs, run by NCETM, 鈥渢hat was having a positive impact鈥. Non-specialists, he added, were 鈥渇ar more likely鈥 to be working with children 鈥渄efined as more difficult or at the early stages of learning鈥. 鈥淭hey didn鈥檛 have that expert input and the consequence of that for some of those children was that actually gaps widened,鈥 he said.