I want every child across Tatton to thrive and that means ensuring we have educational paths that work for every pupil – but forcing students to study maths until they are 18 especially when we have a maths teacher shortage is not the answer. 

Maths is important and it is clear we have a significant numeracy problem in the country.

We have eight million adults in England alone with the numeracy skills of a primary school pupil.

But tackling the problem at 16 is too late. I remember a maths teacher once telling me that if we made sure primary school pupils used numbers as often as they used letters our nation would have no difficulty with maths.

The attainment gap begins at the age of four, and by 16, 60 per cent of disadvantaged pupils have no basic maths skills.

Therefore, we need to engage pupils at a younger age and look at whether more maths lessons are needed, and how we make maths relevant and interesting to young people ensuring the topic covers personal finance and money matters. 

By the time a child is 16 the horse has bolted and many have already become disengaged. We have all heard a teenager question when they will ever use Pythagoras theorem, algebra, or calculus in later life, but they would never question if they needed personal finance skills. 

The focus needs to be on primary school.

At 16 young people are making choices about their futures, they are excited about a new chapter, whether that be the academic route of A-levels, or the new T-levels, college courses or an apprenticeship. I do not want the thought of an additional two years of maths to dampen that enthusiasm. 

If a pupil is interested in a career in maths or wants to study the subject further, they will choose it as one of their A-levels and that should be encouraged.

But for so many pupils an extra two years of maths at 16 is not right. I want to see policies that will benefit all pupils and create opportunities for all. 

This I fear will only distract pupils from the other subjects or courses in turn creating further problems.

It also does very little to tackle the problem of children who fell behind or became disengaged throughout the pandemic. 

We absolutely need to improve the standard of maths in this country but 16 is the wrong age to impose maths – we need to be raising standards at a younger age.