While the latest TIMSS rankings show that Australia’s Year 4 maths results are on the rise, the gains mask deeper issues, with nearly a third (28%) of students still falling short of the National Proficient Standard.
These findings have highlighted a growing gap in numeracy skills that experts say demands urgent, targeted support.
For its part, The Grattan Institute has been studying what works, and what doesn’t, in primary school classrooms nationwide so that educators and policymakers can turn data into actionable insights for school principals.
On 1 June, the Institute released ‘The Maths Guarantee: How to implement great maths teaching in primary schools – A guide for principals’, which outlines practical steps school leaders can take now to lift maths outcomes and drive whole-school improvement.
The guide is designed to help primary school leaders embed effective maths teaching by outlining why improvement matters, what evidence-informed instruction looks like, and how to implement a school-wide approach with dedicated time, shared materials, and teacher development at its core.
One of the case studies highlighted in The Grattan Institute’s report was The Entrance Public School, where two assistant principals act as dedicated instructional coaches, spending most of their weeks in classrooms to observe teachers, run demo lessons, or cover their coachees’ classes so they can observe a peer.
‘Our results tell the story’
Principal Dave Stitt says instructional coaching has enabled teachers to receive highly granular, personalised feedback to support continuous improvement.
“Since bringing in instructional coaching, we’ve seen a real shift across our complex school setting. It’s lifted teacher expertise, particularly in pedagogy and curriculum knowledge, and created a clear, consistent focus on improvement,” Stitt told The Educator.
“Teachers feel more confident in how they plan and deliver lessons, and there’s now a strong shared language around what great teaching looks like.”
This method is not about catching people out — it’s about building people up, Stitt points out.
“Our results tell the story. We’ve gone from being one of the lowest performers locally to outperforming statistically similar schools and, at times, matching or exceeding the state,” he said. “Our students are more confident, more capable, and far more engaged in their maths learning.”
It’s about showing what works, and supporting teachers along the way
When asked what strategies his school uses to support new teachers in adapting to this structured maths approach – especially when it conflicts with their prior training or experience – Stitt said helping these staff understanding why the school teaches this way has been key.
“We spend time unpacking the brain science, Cognitive Load Theory, and walking through each part of our Lesson Wheel,” he explained. “New staff quickly get used to our routines and systems, and they see how well we know our kids.”
Stitt said Instructional Leaders dedicate extra time to support these teachers, with plenty of feedback and coaching “built in”.
“It’s not about changing everything overnight – it’s about showing what works, supporting them along the way, and helping them see the impact on student learning,” he said.
“Once they see it in action, they’re usually all in. Many come here because of that structure – it’s supportive, clear, and easy to step into.”
‘This is something leaders can use to drive change’
Dr Jordana Hunter said in The Grattan Institute’s case study schools, investing heavily in professional development was key to shifting practice.
“Principals invested in a combination of external training, instructional coaching, and disciplined use of collaborative meeting time,” Dr Hunter told The Educator. “Shifting practice wasn’t always easy though, particularly if changes conflicted with a previous approach to teaching maths.”
In those instances, principals needed to bring staff along the journey, Dr Hunter noted.
“This makes clear the science that underpins a systematic approach and communicating that this is the best way to help students succeed in maths,” she said. “At the same time, teachers need support to shift practice, including plenty of opportunities to observe practice and receive feedback on their teaching.”
When asked what role she sees The Grattan Institute’s latest report playing in helping school leaders and policymakers embed more consistent, evidence-based maths teaching practices across the primary years, Dr Hunter said it provides them with “real clarity on what works”.
“At The Entrance, we’ve seen how Explicit Teaching lifts practice, builds teacher expertise, and improves student outcomes — even in complex settings like ours,” she said.
Dr Hunter said the report backs that up with practical guidance and a shared language that supports system-wide consistency.
“It’s not just research for the shelf — it’s something leaders can use to drive change, and something policymakers can use to support schools with the tools, training, and time they need to get it right.”