How has your Functional Skills offer (all levels) been progressing this year?

Delivery has expanded throughout the year with new Functional Skills classes and Multiply courses added to the curriculum to create a robust offer. We have delivered across all levels of Functional Skills and have promoted a flexible offer of taught classes, appointment-based learning and online provision. Online delivery expanded due to increased demand from those in employment, and new partnerships were formed with local businesses.

The curriculum was designed with progression at the heart. Learners accessing beginners' courses, including Multiply First Steps provision, have had many options for progression into Functional Skills. In addition, those starting intermediate Functional Skills courses have had a variety of options for progression to higher levels, including courses embedding employability (Step into Work).

Intensive Fast Track courses have been offered for learners who require qualifications for progression in work and for access to higher education.   

What have you put in place to support your learners and develop their maths skills?

Clear and constructive feedback is essential to support our learners.  In the last academic year, we have implemented new feedback methods in all Functional Skills classes. Following substantial submissions, such as mock exams, tutors provide feedback using a structured feedback form. Developmental feedback is presented to learners in a logical fashion, with clear strengths and areas for improvement highlighted on the first page. Learners receive the feedback sheets in classes and are given time to digest and, most importantly, reflect and respond to the feedback. Learners are required to use space on the second page to formulate a revision plan, and to highlight how they intend to action the feedback provided.

Feedback Forms

In addition to new feedback sheets, tutors have implemented exam question focus with scaffolded delivery in class. Through use of visual aids, chunking, modelling and thinking aloud, tutors have supported a range of learners with very diverse needs. More time has been dedicated to transference of skills, as opposed to a discrete method-based learning approach.

To improve problem-solving skills, error correction strategies have been promoted in class to complement the developmental feedback process and scaffolded delivery. This means that learners have been encouraged to identify and correct their own errors, rather than tutors highlighting all mistakes.

Supporting learners with SEND has continued with the team now utilising Adult Reading Tests to identify where reasonable adjustments are required. Learners’ normal way of working is promoted in all classes, including use of bilingual dictionaries, reading aloud, and highlighting question texts.

How have you been able to use Multiply to positively support your learners?

Multiply support has been extensive in 2023/24. Functional Skills learners now benefit from additional support in the form of a homework club, which means learners can complete Functional Skills homework tasks in a calm environment, conducive to learning, with the support of a Multiply tutor. IAG has been integral to the success of the homework club in that tutors provide a lot of advice regarding exam technique, revision strategies and next steps. Contextualised learning has been prominent during sessions in that learners have been able to spend more time reflecting on the application of maths to contexts they’d previously not considered, including workplace contexts.

In addition to the homework club, Multiply tutors have delivered countless Prepare for Functional Skills courses. Learners who do not feel ready for formal learning, and larger Functional Skills classes, have accessed smaller, supportive workshops in which confidence building has been the main focus. With a slower pace, tutors have been able to deliver course content in an accessible way, reducing barriers to learning in the process. Weekly workshops have been complemented by ad hoc content specific slots which were offered to all learners accessing standard Functional Skills provision. For example, manual calculations sessions have been delivered across the year, allowing learners to refresh core techniques in a supportive environment.

What impact has all this support had on your learners?

Our learners have taken responsibility for their next steps, independently planning time for revision and actively engaging with error correction strategies, which have supported the improvement of problem-solving skills. We’ve observed motivation for revision, and confidence in learners.

92% of our learners agree that they are now more aware of their own strengths and areas for improvement and 82% of learners feel more confident with maths.

Learners who have accessed Multiply support have achieved, on average, an additional 9 marks on level 2 maths live assessments (from a sample of July results) meaning that passes have been comfortable, rather than borderline.

After a difficult exam period in May which saw only 27.3% of level 2 maths learners achieve, our efforts provided a boost to results in June with a first-time pass rate of 91%.  Success rates remain about the national average for adult skills, across levels.

Following Multiply interventions, we saw our first entry 1 maths exam achievements this year. Historically, learners requiring entry 1 maths rarely come through our doors. However, while engaging those from the most deprived areas via Multiply, we met a group of learners who struggled with the basics. Following successful Multiply intervention, progression routes to entry 1 FS were available. After continued attendance and motivation, four learners achieved entry 1 qualifications. They found renewed motivation for learning and have continued with us to complete entry level 2. This example is testament to the success of Multiply in supporting the engagement of those most in need.

Quotes from maths learners:

“I can’t believe I am already exam ready and feel confident. The course has been ran through a short term and I have improved my maths skills. I have enjoyed the group and the classes. I might actually like maths!!!”

“The course was great - the staff were even better, if I could rate them 11/10 I would! The course has been really helpful too with supporting my daughter whilst she does her GCSEs.”

“I am so happy. I am speechless. I did not expect such an amazing score, wow. Thank you so much for your encouragement and motivation.”

How do you plan to take this into the next academic year?

Our plan is to replicate the offer in 24/25 but to begin the additional support from Multiply earlier. For example, manual calculations recap sessions will begin in October.

In addition to repeating the existing offer, we are trialling a more collaborative approach, utilising Multiply expertise to run mandatory support sessions for FS learners (previously optional). Developmental feedback methods will continue to evolve too. Our beginners' classes, online provision, and supporting face-to-face provision will continue, as well as Fast Track provision to ensure our offer accommodates all.

The level of support for maths learners is really impressive and shows the value of the additional Multiply funding. It will be interesting to see whether this funding will be continued in some form after April 2025, when it is due to end.

Christopher Briggs - Product Manager - Post 16 English, Maths & Digital Skills - BTEC Product Management