Lizzie Gaisman, chief executive of the Richmond Project, has emphasized the ongoing importance of numeracy skills well beyond formal education, challenging the notion that mathematics ceases to be relevant once exams conclude. Speaking recently, Gaisman highlighted that mathematical ability and the problem-solving skills it fosters remain essential in daily life, much like literacy.

While recent data shows an increase in the number of students achieving top grades in GCSE mathematics, the rise in those attaining a basic pass mark (grade 4 or above) has not been statistically significant. This uneven progress underscores the need for targeted interventions to assist students who fall short of the pass threshold.

The Richmond Project, which counts Akshata Murty and Rishi Sunak among its founders, focuses on ensuring that learners who narrowly miss a grade 4 are given opportunities to resit the exam and improve their outcomes. Gaisman noted that passing GCSE maths can have a measurable impact on lifetime earnings, with research by the charity Get Further indicating an average increase of over £70,000 compared to those without a pass—a figure that surpasses the earnings uplift linked to passing English.

However, Gaisman acknowledged that for students who are further from achieving a grade 4, passing the exam at the next sitting may not be feasible. In response, the government’s introduction of a "stepping stone" qualification is viewed as a pragmatic measure, provided it is rigorous enough to gain recognition from employers as a valid credential for training and job prospects. The Richmond Project is actively involved in efforts to strengthen this qualification’s value.

Addressing the wider educational challenges, Gaisman expressed concern about persistent disparities linked to socioeconomic status. She cited research showing a growing disadvantage gap in numeracy skills—from five months behind at age five to 19 months by the time students face their GCSEs. To tackle this, the Richmond Project invests in early childhood numeracy initiatives aimed at embedding mathematical understanding within families from a young age. These efforts include piloting innovative approaches to early years maths education modeled on the phonics method in literacy and launching a peer tutoring program set for national trials in the upcoming academic year.

Beyond school-aged learners, the organization also supports simplifying the process for adults who wish to resit GCSE mathematics, reinforcing the idea that it is never too late to enhance numeracy skills.

Gaisman concluded by underscoring that adequate numeracy is a critical foundation for economic opportunity and personal development, and that coordinated efforts across education and employment sectors are essential to ensure no one is left behind.