This article is a detailed response to the issues raised by the Post-14 Mathematics Inquiry in the UK. It aims to debate some of the central issues in mathematics teaching in the UK, including recruitment and retention of mathematics teachers, the curriculum content, national assessment, teaching resources (including ICT) and national strategies and policy (including inspection). Throughout, we have tried to base our recommendations on evidence and experience from the many teachers and tutors we work with as well as on our own experience. We have not hesitated to make what could be seen as controversial recommendations, but we believe a fundamental rethink of education policy and practice is needed if mathematics teaching and learning is to improve. We have also considered the impact that a proposed 'National Centre for Excellence in Mathematics Education' might have on the situation, although we doubt that it can have a marked long-term impact in the current UK situation.