Annual Review
and Accounts
2014-2015
MEI ANNUAL REVIEW AND ACCOUNTS 2014-2015
Executive Statement
As I reflect on the last year it is clear that
maths education in England has never
seen such rapid reform.
»» The maths National Curriculum has been
overhauled.
»» New GCSE Mathematics qualifications
have been introduced (for first teaching
from September 2015).
»» Following changes to post-16 funding
arrangements, an additional 30,000
17 year-olds re-sat GCSE Mathematics in
2015, and it is likely that this number will rise
significantly again in 2016.
»» New post-16 ‘Core Maths’ qualifications are
being introduced and will be assessed for
the first time in summer 2016.
»» Reformed mathematics A levels are
being introduced (for first teaching from
September 2017).
As a result MEI was busier than ever –
advising teachers and supporting their
professional development, developing
teaching and learning resources, and
engaging in extensive curriculum
development work for the new mathematics
A levels. Wherever possible we have tried to
influence the changes to lessen the burden
on teachers and to provide good advice to the
Government on timing and content.
I believe our work has made a significant
contribution to helping schools, colleges
and other education providers to meet the
challenges posed by these reforms.
Against this demanding background, a
particular highlight was the continued
increase in the numbers of students achieving
AS and A levels in Mathematics and Further
Mathematics. More students than ever before
are choosing to study for these qualifications
and MEI has played a major role in bringing
about these increases.
The continuing changes mean next year will be
at least as challenging, and we will continue to
do all we can to support schools, colleges and
maths teachers to provide high quality maths
education, and to maintain and extend student
participation in learning maths post-16.
Charlie Stripp MBE, FIMA
Chief Executive, MEI
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MEI ANNUAL REVIEW AND ACCOUNTS 2014-2015
Who we are
Mathematics in Education and Industry
is an independent national charity
committed to improving maths education
and to supporting maths learning in the
workplace.
We support the teaching, learning and
assessment of maths. We work to achieve
this directly, through partnerships, and by
influencing and advising on national policy
relating to maths education.
We aim to develop understanding, confidence
and enjoyment in using maths, by encouraging
the engagement and participation of students,
and by supporting and inspiring teachers.
Our people
MEI has a highly committed team of people all
working hard to achieve its aims.
We have ten trustees, who are also directors
of the charity. Their career paths include
senior positions in school and university
education, business management and
engineering and they bring a wealth of
experience to MEI. They are committed to
ensuring that MEI’s corporate governance is
both strong and true to its values.
In addition, we have an Advisory Panel of
external independent experts who provide us
with valuable strategic advice.
Our academic staff, who are experts in maths
education, are based throughout England.
We also have a great team of support staff
at our offices in Trowbridge, Wiltshire, who
manage the financial and administrative
aspects of our work.
2
MEI is doing a great job
of raising my teaching
standards and aspirations.
Our members
Individual teachers can choose to become
members of MEI. Last year our membership
more than doubled.
In addition, schools and colleges can register
with us free of charge as MEI Educational
Associates.
We encourage our members and associates
to participate in our work, particularly with
our curriculum development programmes,
and to engage in consultations relating to
maths education.
Top: In 2015 the FMSP celebrated its
10th anniversary
Above: Tom Button is Student Support
Leader for the FMSP and MEI’s
Learning Technologies Specialist
MEI ANNUAL REVIEW AND ACCOUNTS 2014-2015
MEI has a highly committed team of people
all working hard to achieve its aims.
Our Work
Our work to support maths education includes
developing curriculum specifications and
schemes of assessment, providing professional
development opportunities for teachers, and
publishing teaching and learning resources,
including our Integral online resources, which
support mathematics A levels and other maths
education programmes.
We provide direct support to students through
the highly successful Further Mathematics
Support Programme (FMSP), which is funded
by the Department for Education (DfE). This
programme was developed by MEI and has
been managed by us since its inception in
2005. In 2015 the FMSP celebrated its 10th
anniversary.
We focus on the maths education of 11-19
year-olds, addressing both academic and
vocational pathways. We also support adult
and higher education and the teaching and
learning of maths in other subjects. Through
our involvement in the management of the
National Centre for Excellence in the Teaching
of Mathematics (NCETM) we support maths
teaching in primary schools.
Most of our work is in England and Wales,
but we also contribute to improving maths
education in other parts of the world.
Who we work with
We have a rich network of relationships
with beneficiaries, partners and other
stakeholders, and we often collaborate with
other organisations and with the Government
to extend the reach and impact of our work.
MEI is a partner in the consortium that
manages the DfE-funded NCETM. Charlie
Stripp, MEI’s Chief Executive, is also Director
of the NCETM, seconded from MEI on a halftime basis.
We have strong connections with other
STEM organisations, including the Core
Maths Support Programme and the National
STEM Centre.
Top left: Debbie Barker, who
coordinates MEI’s professional
development at KS3 and KS4,
and a delegate engage in an MEI
conference session
Top right: Rob Butler (right), FMSP
Central Coordinator, discusses ways
to teach functions using a graphical
calculator
Above: Mohammed Basharat, an
MEI TAM Deputy Coordinator, enjoys
a presentation by a teacher on a TAM
course
3
MEI ANNUAL REVIEW AND ACCOUNTS 2014-2015
The maths
education environment
The Government’s educational reforms
continue to impact significantly on maths
education in England and 2014-15 was
a further year of fast-paced change.
Maths education was a high priority for
the previous Government and continues
to be so for the new one. Further steps
were taken in curriculum reform, intended
to help raise England’s level of maths
education, working towards the aim that
by 2020 the vast majority of 16-19 yearolds will study maths.
Much of MEI’s work over the last year has
been defined by these changes, focusing
on the development of new curricula and
qualifications, together with the training,
resources and advice needed to support
their implementation.
Working towards GCSE
Mathematics
One such change was the introduction in
September 2014 of a new funding requirement
that means post-16 students starting a 16-19
Study Programme1 who have not achieved
GCSE Mathematics grade C or better must
work towards it, either directly or by studying
for a stepping stone qualification such as
Functional Skills Mathematics. In addition, from
September 2015, those students on full-time
programmes who achieved grade D in GCSE
Mathematics must be enrolled on a GCSE
Mathematics course.2
This requirement resulted in a sharp rise in
the number of students enrolling on courses
to resit GCSE Mathematics, and an increase
of over 30% in the number of 17 year-old
students sitting GCSE Mathematics in the
of 150 hours or more
EFA (2015) 16 to 19 funding: maths and English condition
of funding
1
2
4
summer of 2015 (more than 30,000 additional
students compared to 2014). Although many
post-16 providers have strengthened their
capacity to teach GCSE and Functional Skills
Mathematics, there continues to be a major
shortfall in the number of maths-specialist
teachers in the post-16 education sector.
MEI recognises these challenges and has
deliberately channelled effort into this area.
We continue to offer professional development
courses for those teaching Functional Skills
Mathematics and resit GCSE Mathematics,
and over the last year we have developed
several resources to help maths-specialist
and vocational practitioners to engage post-16
students who may lack confidence and
interest in maths.
GCSE Mathematics curriculum
change
New GCSE Mathematics specifications
are being introduced for first teaching from
September 2015. These are intended to be
more demanding and secondary schools are
expected to allocate more timetable time to
maths to ensure the new GCSE Mathematics
course is taught effectively.
The new GCSE Mathematics will place
increased demands on maths teachers and
throughout the year MEI has provided courses
and updates to inform teachers about these
changes and to offer them advice and support.
Some teachers are not familiar with the content
of the new Higher Tier curriculum and the
FMSP has developed a new Higher Tier GCSE
Mathematics course to address this.
Core Maths
Core Maths qualifications are designed for
those students who have achieved grade C or
better in GCSE Mathematics, but who do not
intend to take AS or A level Mathematics. They
Above: MEI’s Keith Proffitt explains
the new linear A level Mathematics
to teachers attending MEI’s annual
conference
There are now
clear pathways
for all 16-19 year
olds to learn the
maths they need,
whatever their
aspirations.
MEI ANNUAL REVIEW AND ACCOUNTS 2014-2015
MEI is a strong advocate of Core Maths
and we have developed resources and
professional development programmes that
support all Core Maths qualifications.
enable students to strengthen and develop the
mathematical knowledge and skills they have
learnt at GCSE so that they can apply them to
the problems that they will encounter in further
study, employment and everyday life.
MEI is a strong advocate of Core Maths and we
have developed resources and professional
development programmes that support all
Core Maths qualifications. These have been
very well received by the schools and colleges
we have worked with.
Over the last year we have continued our work
with the OCR awarding organisation on the
development, accreditation and support of
two qualifications: the Level 3 certificate in
Quantitative Reasoning (MEI), and the Level
3 certificate in Quantitative Problem Solving
(MEI). In December 2014 we were delighted to
hear that these had been accepted by the DfE
as meeting the requirements to be designated
Core Maths qualifications. This means that,
from 2016, they will count within the TechBacc
performance measure3, and from 2017 they will
also count within the proposed level 3 maths
measure4 in 16-19 performance tables.
A number of ‘early adopter’ schools and
colleges began teaching the OCR/MEI
and other Core Maths qualifications in
academic year 2014-15. MEI has been very
active in supporting them, and also helping
other schools and colleges to prepare for
teaching Core Maths qualifications from
September 2015, when they will start to be
taught more widely.
A level reform
A level Mathematics is about to undergo its
biggest change since 2000. From September
DfE (2013). The Technical Baccalaureate Performance Table
Measure
4
DfE (2014). Core Maths Technical Qualifications: Technical
Guidance
3
2017, it will change radically. There will be a
shift away from the current modular structure
to a linear structure with fixed content and endof-course exams. Furthermore, AS results will
no longer count towards final A level results.
Similar changes will affect A level Further
Mathematics, though there will continue to be
some optional content.
MEI has been fully engaged with these
changes. We have provided expert advice
to the DfE and contributed to Ofqual’s A level
Mathematics working group. In addition, we
have been working in partnership with OCR
to develop new OCR(MEI) AS and A level
qualifications in Mathematics and Further
Mathematics.
Although the new specifications have not yet
been finalised, we have already started work
to redevelop our professional development
programmes and resources in line with these
changes, to support all teachers and students
of the new mathematics A levels.
Top: We have already started to
develop our Integral resources
to support the new A levels in
Mathematics
Above: Phil Chaffé, FMSP Central
Coordinator, specialises in supporting
teachers to develop students’ problem
solving skills, a focus of the new GCSE
and A level specifications.
Maths Hubs
The DfE-funded initiative to form a network of
35 Maths Hubs across England has completed
its first year of operation, and has become
5
MEI ANNUAL REVIEW AND ACCOUNTS 2014-2015
There is a continuing need for high quality
professional development to help teachers to
adapt and MEI is meeting this with a flexible
range of courses, delivered both face-to-face
and online.
a significant feature of the maths education
landscape in England.
Maths Hubs are designed to provide strategic
leadership in maths teaching by coordinating
support to improve provision in schools
and colleges in their regions, facilitating the
implementation of national programmes,
exemplifying good practice, and testing
innovations.
The Maths Hubs programme is managed
by the NCETM and, as a key member of the
consortium managing the NCETM, MEI has
been instrumental in the development of the
programme.
MEI, through the FMSP, is working as a partner
across the Maths Hubs network and MEI
academic staff have been active in supporting
the Maths Hubs locally, particularly in their
delivery of professional development and in
advising them on issues relating to improving
maths teaching capacity in schools and
colleges. MEI will continue to foster a close
working relationship with the Maths Hubs as
they expand their work.
Multi-academy trusts
The number of academies and free schools
continues to grow, and these are increasingly
organised as multi-academy trusts, involving
schools working together to improve the quality
of education across all the schools in the trust.
MEI aims to develop closer relationships with
these ‘academy chains’, in order to extend its
influence to improve maths education.
Current challenges in maths
education
The even greater emphasis on maths in the
school curriculum and the increases in post16 participation in maths education are very
welcome developments, but they present
6
major challenges to schools, colleges and
other education providers.
There is a severe shortage of well-qualified
maths teachers at all levels. The Government
has introduced several initiatives to encourage
recruitment, including ‘golden hellos’. MEI has
been active in encouraging these initiatives.
We have continued to promote the Institute
of Mathematics and its Applications’ (IMA)
Mathematics Teacher Training Scholarships,
offering free MEI membership and Integral
access to recruits. In addition, we offer large
discounts to trainee teachers attending our
annual conference. This helps them to engage
with the wider maths education community
and to appreciate the value of continuing
professional development.
MEI also facilitates retraining teachers of other
subjects to teach maths, particularly through our
extended Teaching GCSE Mathematics course.
The radical changes in the maths curriculum
at all levels are generating new challenges
for teachers and education providers.
Above: Teachers explore new ways in
which technology can support teaching
and learning
Your incredibly
helpful feedback
has given us
lots of ideas on
how to move
our maths
department
forward.
MEI ANNUAL REVIEW AND ACCOUNTS 2014-2015
AS/A level Mathematics and Further Mathematics
entries in England
175000
35000
AS Level
Mathematics
150000
AS Level Further
Mathematics
125000
There is a continuing need for high quality
professional development to help teachers to
adapt and MEI is meeting this with a flexible
range of courses, delivered both face-to-face
and online. MEI’s annual conference is an
additional source of information and support to
teachers facing change.
Schools and colleges are also under
increased financial pressure and face
tougher accountability measures. A particular
concern is that some may decide to reduce
the number of A level courses on offer to
students. This, combined with the uncertain
effects of curriculum change, presents a
potential risk to the future take-up of AS and
A level Further Mathematics.
Attitudes towards maths
This summer’s AS and A level results once
again showed notable increases in the
numbers of students taking AS and A level
Mathematics and Further Mathematics.
Clearly more students are getting the
message that mathematics A levels are
valuable qualifications.
30000
A Level
Mathematics
25000
A Level Further
Mathematics
100000
20000
75000
15000
50000
10000
25000
5000
0
2003
2004
2005
2006
2007
2008
2009
The supply of students suitably prepared
for mathematically-rich degree courses
and careers has never been better, but
girls continue to be under-represented. The
FMSP has continued its research into ways
to encourage more girls to choose to study
mathematics at A level and has been very
active in disseminating practical advice to
teachers and senior leadership teams.
2010
2011
2012
2013
2014
0
2015
Top: An excellent conference session
in which two college lecturers shared
ideas for supporting students who have
low A level target grades
Left: Girls are under-represented in
the student cohorts for mathematics
A levels, making up around 40% of
A level Mathematics students and 30%
of A level Further Mathematics students
Above: The numbers of students
taking AS and A level Mathematics and
Further Mathematics continue to rise
MEI has played a major role in increasing
participation and improving teaching and
learning in mathematics AS and A levels.
We will continue to prioritise raising
participation in post-16 maths at all levels,
and amongst all students.
7
MEI ANNUAL REVIEW AND ACCOUNTS 2014-2015
Highlights of the year
2014-15 has been a further year of growth
in MEI’s work and we have expanded our
capacity in several areas. The recruitment
of new staff and the experience we have
gained from working on new projects,
and with new partners, have all helped
to develop our expertise. This has led to
involvement in some exciting new projects
and consultancy work.
We were particularly delighted when our Chief
Executive, Charlie Stripp, was awarded an
MBE in the Queen’s 2015 New Year’s Honours
list for services to education.
Charlie said of the award, “I am delighted
for my work to have been recognised
with this very special honour. In recent
years there have been unprecedented
changes in maths education, particularly in
curriculum development and the professional
development of teachers, and it has been
a privilege to have been in a position to
influence them”.
Teacher Support
MEI supports maths teachers in many ways,
but one of the most valued is our delivery
of high-quality, inspirational professional
development. Last year we further expanded
the range of courses offered by MEI, including
those offered through the FMSP.
Our year-long Teaching Advanced
Mathematics (TAM) course was delivered
to ten cohorts across England, with a total
of 200 teachers. We also introduced a
new FRESH family of one-day courses,
designed specifically to help experienced KS3
and KS4 teachers to enhance their teaching.
For a second year we made a significant
contribution to a maths education initiative
funded by the London Schools Excellence
Fund (LSEF), running six projects across
8
London to improve teaching and learning in
GCSE and A level Mathematics.
In addition, we began a major new project with
the University of Cambridge, delivering free
two-day courses to introduce teachers to the
Cambridge Mathematics Education Project
resources that the University has produced to
enhance the teaching and learning of A level
Mathematics. This project will continue over
the next three years, by which time we aim to
have delivered over 100 courses.
MEI believes strongly in the value of using
technology to enhance maths teaching. MEI
is a GeoGebra Institute, and is recognised
as a world leader in the use of GeoGebra
software to enhance the teaching and learning
of maths. Over the past year, with sponsorship
from Casio, we have developed a network
of 50 teachers across England and Wales to
promote the use of graphical calculators and
other dynamic imagery in the teaching of
A Level Mathematics in their regions.
Above: Charlie Stripp, MEI’s Chief
Executive, receives his MBE from the
Prince of Wales at Buckingham Palace.
Photo credit: Yui Mok/PA Wire
Lessons were
fantastic and the
way we analysed
them afterwards
really opened
my eyes up to
different methods
used.
MEI ANNUAL REVIEW AND ACCOUNTS 2014-2015
MEI believes strongly in the value
of using technology to enhance
maths teaching.
It’s important
that we show
students how
to work with
technology
when they’re
doing maths.
Images Teachers explore the
potential of dynamic imagery and
hands-on resources to deepen
mathematical learning
9
MEI ANNUAL REVIEW AND ACCOUNTS 2014-2015
The MEI
conference
is always
inspirational.
Clockwise from top left: Conference
delegates discuss ideas. Neil Sheldon
demonstrates how technology can be
used to explore large data sets.
Dr Hugh Hunt delivers an entertaining
plenary on the mysteries and maths
of spinning objects. Time for some
hands-on problem solving.
10
MEI ANNUAL REVIEW AND ACCOUNTS 2014-2015
Much of MEI’s direct work with students
takes place through the FMSP, which
provides tuition to students of AS and
A level Further Mathematics.
MEI’s annual conference
A regular highlight every year is MEI’s annual
three-day conference, in 2015 held at the
University of Bath. Over 200 delegates took
part, enjoying a very wide range of activities
including 96 session options, together with
plenaries, exhibition, social activities, and
many other opportunities to share ideas and
be inspired.
Student Support
Much of MEI’s direct work with students
takes place through the FMSP, which
provides tuition to students of AS and
A level Further Mathematics. The FMSP
also provides enrichment and extension
activities for students in KS4 and KS5,
together with information and advice about
further study and careers.
The FMSP works in many ways to encourage
schools and colleges to develop their capacity
to teach AS and A level Further Mathematics
and to increase participation to levels at
which it is viable for them to offer the tuition
themselves. Due to increasing school capacity,
the demand for direct tuition by the FMSP of
AS and A level Further Mathematics has been
falling for several years; this is an encouraging
trend. This continued last year with student
numbers reducing by 16%.
MEI continues to provide tuition for the
STEP, AEA and the MAT5 exams that several
leading universities now require. MEI works
directly with the University of Cambridge,
University College London and the University
of Warwick to support their applicants to
prepare for these exams. The FMSP also
supports and provides local STEP, AEA and
The STEP (Sixth Term Examination Paper) and the MAT
(Mathematics Admissions Test) are admission tests; the
AEA (Advanced Extension Award) in Mathematics is a
qualification.
5
MAT classes for students, which often take
place at universities. Last year we tutored 444
students. Our support for these courses helps
to ensure that all students can access the
expert tuition they need to win places on the
most prestigious STEM degree programmes.
Resources
A particular highlight of 2014-15 has been the
expansion and enhancement of our extensive
bank of teaching and learning resources. This
has been driven by the need to keep pace with
changes to the curriculum, and by our desire to
provide the best possible support to teachers
and students.
In particular, we have begun a major
redevelopment of MEI’s Integral resources
website, subscribed to by a growing number of
schools, colleges, higher education institutions
and individuals. The content is being adapted
to align with the new 2017 AS and A levels.
Top: Engaging with hands-on
resources
Above: Exploring an exhibition of
mathematical resources
11
MEI ANNUAL REVIEW AND ACCOUNTS 2014-2015
At the same time, we are adding exciting new
interactive features designed to help students
develop deep mathematical understanding.
Core Maths qualifications require a new
approach to teaching maths and when they
were introduced there was a dearth of suitable
resources to support them. MEI has been very
active in helping to fill this gap. Funded by
the DfE, we have developed freely available
resources that are relevant for all Core Maths
qualifications. We have also worked with OCR
to develop free resources for centres teaching
the MEI/OCR Core Maths qualifications. Both
sets of resources have been used by early
adopters of Core Maths and the feedback has
been excellent.
There is a great need for resources to support
post-16 maths teaching for students on
vocational programmes, including those resitting GCSE Mathematics. Over the past year,
in recognition of this need, MEI has expanded
its work in these areas.
This toolkit is just
what we need.
»» We developed a series of videos for OCR to
support teachers of their level 1 Cambridge
Progression stepping stone qualifications.
»» With funding from the DfE, we worked
with the Association of Employment and
Learning Providers to create a new toolkit
to encourage those teaching resit GCSE
Mathematics to post-16 students on
vocational programmes to make greater use
of context in their teaching.
Above: Sumaze! game
Left: An example from the large bank of
questions included in Bridge It!
12
MEI ANNUAL REVIEW AND ACCOUNTS 2014-2015
A particular highlight of 2014-15 has
been the expansion and enhancement
of our extensive bank of teaching and
learning resources.
I haven’t taught
this topic before
but Integral
enabled me to
make it handson and practical.
It meant I could
concentrate on
delivery rather
than creating
resources.
»» With the NCETM, we worked on a project
funded by the Education and Training
Foundation to produce videos, guides and
other resources for those teaching maths
to post-16 students in vocational contexts,
and for teachers working with offenders.
Bridge It! is an online quiz, starting with
basic skills and working through to more
challenging problems. It is particularly
aimed at students progressing from GCSE
Mathematics to A level Mathematics.
Left: MEI’s Integral A level
Mathematics resources include
printable manipulative resources,
such as this Tarsia puzzle
Below: Examples of some of
Integral’s new types of online
interactive resources
Video resources are proving to be increasingly
popular with teachers and students. In 2014-15
the number of viewings of the FMSP’s revision
videos almost doubled that of the previous
year, taking the total number of minutes
watched close to one million.
Digital games are another engaging way
of helping students to strengthen their
mathematical skills. Last year MEI developed
two such games. Sumaze! was funded by
the Sigma Network of university mathematics
and statistics support centres. It encourages
independent learning by posing puzzles with
increasing levels of difficulty.
13
MEI ANNUAL REVIEW &
AND
ACCOUNTS
ACCOUNTS
2013-2014
2014-2015
Financial review
MEI Statement of Financial Activities for the Year Ended 31 March 2015
(Incorporating an Income and Expenditure Account)
Extract from audited accounts
INCOMING RESOURCES
Unrestricted
funds
£
Restricted
funds
£
2015
Total funds
£
2014
Total funds
£
Incoming resources from generated funds
Voluntary income
Activities for generating funds
Investment income
71,334
–
71,334
66,912
285,937
–
285,937
294,278
1,441
–
1,441
1,795
Incoming resources from charitable activities
Curriculum and Resources
126,751
5,000
131,751
64,357
Teacher Support
307,473
378,119
685,592
534,136
57,075
33,465
90,540
28,643
–
5,311,500
5,311,500
3,775,683
850,011
5,728,084
6,578,095
4,765,804
81,471
–
81,471
83,353
Curriculum and Resources
469,451
5,000
474,451
319,971
Teacher Support
171,214
277,427
448,641
349,111
Business Development and Communications
Further Mathematics Support Programme
Total incoming resources
RESOURCES EXPENDED
Costs of generating funds
Fundraising trading: cost of goods sold
Charitable activities
Business Development and Communications
36,754
33,465
70,219
79,256
–
5,266,099
5,266,099
3,779,454
53,600
–
53,600
47,100
812,490
5,581,991
6,394,481
4,658,245
NET INCOME/(EXPENDITURE)
FOR THE YEAR BEFORE TRANSFERS
37,521
146,093
183,614
107,559
Gross transfers between funds
11,027
(11,027)
–
–
Net income/(expenditure) for the year
48,548
135,066
183,614
107,559
Total funds brought forward
891,861
355,846
1,247,707
1,140,148
TOTAL FUNDS CARRIED FORWARD
940,409
490,912
1,431,321
1,247,707
Further Mathematics Support Programme
Governance costs
Total resources expended
RECONCILIATION OF FUNDS
14
MEI ANNUAL REVIEW AND ACCOUNTS 2014-2015
MEI’s income in 2014-15 rose significantly
from £4,765,804 to £6,578,095, as a result
of our success in gaining new work.
Independent auditors’ statement to the
members of Mathematics in Education
and Industry
Over the same period our expenditure
increased from £4,658,245 to £6,394,481,
reflecting our greater workload. The net effect
was a surplus of £183,614 compared with
£107,559 in the previous year.
We have examined the summarised financial
statements for the year ended 31 March 2015 which
includes the Statement of Financial Activities.
MEI is investing this surplus in 2015-16 to
develop our Integral resources, ready for
the introduction of the new mathematics
A levels in 2017, and to enhance our ability
to communicate effectively with schools and
colleges, in order to widen the reach of our
work to support maths education.
Trustees’ Statement
The summary financial statement is only a
summary of the information in the charity’s full
financial statements (on which the auditors gave an
unqualified report) and may not contain sufficient
information to allow for a full understanding of the
financial affairs of the charity. The summary financial
statement does not contain information derived from
the trustees’ report.
The full statutory financial statements, including the
trustees’ report and the unqualified auditors’ report,
can be obtained from MEI, Monckton House, Epsom
Centre, White Horse Business Park, Trowbridge,
Wiltshire, BA14 0XG.
Respective responsibilities of the trustees and
the auditor
The trustees are responsible for preparing the
summarised financial statements in accordance with
the recommendations of the Charities Statement of
Recommended Practice (SORP).
Our responsibility is to report to you our opinion
on the consistency of the summarised financial
statements with the full annual financial statements
and the Trustees’ Annual Report. We also read the
other information contained in the Annual Review
and consider the implications for our report if we
become aware of any apparent misstatements
or material inconsistencies with the summarised
financial statements.
TAM has
developed
everything about
my teaching. The
ideas shared,
the confidence
I have gained
and the resources
available to me
have all made
me a more
rounded teacher.
Basis of opinion
We conducted our work in accordance with
guidance issued by the Auditing Practices Board.
Opinion
In our opinion the summarised financial statements
are consistent with the full annual financial
statements and the Trustees’ Annual Report of
Mathematics in Education and Industry for the year
ended 31 March 2015.
The full financial statements were approved on
25 June 2015 and have been submitted to the
Charity Commission.
Monahans
Statutory Auditor
R Browne
Company Secretary, MEI
Fortescue House
Court Street
Trowbridge
Wiltshire
BA14 8FA
15
MEI ANNUAL REVIEW AND ACCOUNTS 2014-2015
Looking ahead
2014-15 was a period of wide-reaching
change in maths education. MEI has
made a major contribution to supporting
the implementation of these changes
and will continue to do so as they take
wider effect.
Get involved
There are a number of ways to keep in
touch with us and support our work.
Education providers can register with us free of
charge as Educational Associates and receive
regular communications, including topical
teaching and learning resources.
If you are interested in contributing to our
work to improve maths education, please
consider becoming an individual member
of MEI. Benefits include voting rights,
regular communications related to maths
education, and discounted fees for our annual
conference and several of our professional
development courses.
If you are an employer, you might like to
consider supporting our work by becoming
an MEI Corporate Associate. In addition, there
are many ways in which you can support our
work more directly, from showing us how you
use maths in your workplace to sponsoring our
activities. We can also help you to develop your
employees’ maths skills.
You can follow MEI on Facebook, Twitter
and LinkedIn, and subscribe to our YouTube
channel.
To find out more, please visit our website.
16
Improving maths education will continue to be
a national priority because of the economic
benefits it brings, both to individuals and to the
nation as a whole. Through its work, MEI will
continue to play a leading role in expanding
access to high-quality maths education.
MEI
Monckton House, Epsom Centre
White Horse Business Park
Trowbridge, Wiltshire BA14 0XG
T 01225 776 776
F 01225 775 755
E office@mei.org.uk
Wmei.org.uk
facebook.com/MEIMaths
@MEIMaths
linkedin.com/company/mathematicsin-education-and-industry
www.youtube.com/MEIMaths
Company registration number: 3265490
Charity number: 1058911