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Taking learning out and about - North Yorkshire County Council

Name of the activity or initiative: Taking learning out and about

Focus of the activity or initiative: Learner provision and delivery

Summary description: The Multiply team in North Yorkshire and York took learning to places that people go to but do not necessarily learn in. Examples of this include supermarkets, racecourses, festivals, fairs and market stalls. Themed activities were created for each venue to engage individuals in learning such as 'The Spag Bol Challenge' in supermarkets to challenge shoppers to save money by creating a recipe for a cheap and tasty spaghetti bolognaise. At racecourses families worked together to convert the height of horses from hands to centimetres and complete other maths related challenges.

Reason why the activity or initiative was undertaken: The Council understands that individuals who know that they have numeracy skill gaps and want to improve those skills will seek out opportunities for learning themselves. Those who shy away from learning or avoid using numbers are the most in need of developing their skills in order to improve their life chances, budget effectively and improve employment chances. Adults with poor numeracy skills are less able to support their children with their skills development leading to poorer outcomes for their children and a continuation in the cycle of deprivation.

The Council felt that taking fun learning activities out into the community and engaging with those furthest from education was a key factor in improving the skills in the wider community. The objective was to present learning in a fun and interactive way and show individuals the benefits of learning for them and to create a 'love of learning' showing that adult learning is not the same as the school based experiences that they may have had previously.

Scale of the activity or initiative: Approximately 4000 learners have been engaged throughout the programme.

Target group(s): Learners with additional needs; Ethnic minorities; English for Speakers of Other Languages (ESOL); Unemployed learners; Employed learners; Learners not active in the labour market; Parents.

Further insight on target group(s): Each setting that they delivered courses in had its own demographic, overall the initiative aimed to engage those furthest away from education.

Delivery dates: 1/9/2023 - 3/31/2025

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council)

Impact and innovation

Impact statement: The impact of the outreach activity has been the engagement of individuals into learning. Individuals who would not have engaged in education without the Multiply programme have progressed into further learning, many have progressed from outreach activities to substantive learning and then into community or adult skills learning. The team has seen individuals who have lacked confidence in learning engaging in one or more interventions before making the leap to attend substantive learning. Confidence, motivation and skills development have been impacted.

Innovation statement: Learning in unusual places to take learning to the community has been innovative and moved away from the traditional ways of engagement by enrolling in classes through a prospectus, attending a learning centre or working with Job Centre Plus, as well as taking learning to community venues and holding stalls in venues across the county.

Delivery

How the activity or initiative was delivered: Identification of areas with skills needs, identifying events or places where large groups of people would attend, planning activities to engage the individuals at those events. Friendly approachable staff attending and engaging with people present. Creating challenges and competitions that raise motivation for joining in.

Who was involved in the delivery of the activity or initiative: The Multiply team and community partners. Multiply development and delivery Officers (internal team)

Enablers: Good community knowledge, local people leading on the selection of venues, they knew the community and the demographic well allowing a good selection of venues and participants. The flexibility of the funding allowed innovative and creative thinking, really breaking down the barriers to involving individuals in learning activities. Specialist staff to complete community engagement work and delivery numeracy skills.

Challenges: Only one challenge identified, the county is vast so capacity to cover the whole county was limited without incurring large travel costs - it was a straightforward yet effective way of working.

Learnings: The delivery team has learnt that those most in need of skills development shy away from attending learning centres or participating in learning activities. Providing 'maths by stealth' at community locations allowed more people to have the confidence to engage. This initiative was more successful than they first anticipated and as the project progressed they found community events and markets requesting their attendance. On occasion, the team saw the same individuals more than once over a period of time but each small interaction builds confidence and the familiarity of seeing staff at different places and feeling safe to chat and engage saw the participants want to do more and confidence in attending more substantive courses was increased.

Any additional information: N/A

Contact for more information: multiplyteam@northyorks.gov.uk

Healthy cooking on a budget - Rotherham Ethnic Minority Alliance

Name of the activity or initiative: Healthy cooking on a budget

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Increasing confidence with numbers for those making the first steps towards formal numeracy qualifications

Summary description: The Multiply team delivered cooking classes as a vehicle to building confidence and skill in Maths. The course involved meal planning on a budget and covered tips on keeping food costs low, learning how to plan a weekly menu of healthy meals for your family, as well as learning about price comparisons for shopping, portioning, measurements, ratios, combining leftovers and time management. They also covered budgeting on shopping. This provided learners with real life practical maths skills and helped them to cope with the cost of living crisis.

Reason why the activity or initiative was undertaken: By incorporating cooking as a practical and relatable context, the course was able to help learners see the real-world applications of mathematical concepts. It allowed them to understand how maths is used in everyday life, such as measuring ingredients, calculating cooking times, estimations, conversions or adjusting recipes. This relevance and context can make maths more engaging and meaningful, encouraging learners to continue their maths journey.

Cooking inherently involves problem-solving, which can enhance learners' mathematical thinking skills. As they encounter challenges while following recipes, such as adjusting ingredient quantities, scaling recipes, or modifying cooking times, learners are encouraged to think critically and apply mathematical reasoning to find solutions. These problem-solving experiences can improve their ability to tackle math problems in other contexts as well.

As learners experience success in applying maths skills in a practical and enjoyable context like cooking, their confidence in their mathematical abilities will increase. This improved confidence will motivate them to continue their math journey, pursue further education, or consider higher-level maths courses. It can also empower them to apply their maths skills in other areas of their lives, such as budgeting, home improvement projects, or personal finance.

Scale of the activity or initiative: 70 learners

Target group(s): Ethnic minorities.

Further insight on target group(s): Most had language barriers and little to no formal education.

Delivery dates: 4/1/2021 - 3/31/2025

Organisation(s) responsible for delivering the activity or initiative: Voluntary Sector Organisation

Impact and innovation

Impact statement: The successful delivery of the Rotherham Multiply initiative has created a significant positive impact within the community by enhancing numeracy skills among hard-to-reach and disadvantaged adults. Through tailored courses like "Healthy Cooking on a Budget," participants gained practical maths skills in budgeting, measurements, and time management, directly improving their daily lives and confidence in handling numeracy tasks. By embedding real-life applications within a supportive learning environment, the initiative not only fostered increased engagement in education but also encouraged learners to consider further maths learning pathways. The initiative thus laid a strong foundation for ongoing numeracy development and community empowerment.

Innovation statement: The Rotherham Multiply initiative was innovative in its approach to teaching numeracy by embedding mathematical concepts within practical, everyday activities, such as cooking on a budget. This real-life application of maths made learning accessible and relevant, particularly for adults who might feel disconnected from traditional classroom settings. By using culturally inclusive community settings and providing translated materials, the programme overcame barriers often faced by ethnic minority communities, making it a uniquely engaging and relatable learning experience. This approach not only built numeracy skills but also encouraged learners to view maths as a tool for empowerment in their daily lives.

Delivery

How the activity or initiative was delivered: Classroom based but with lots of practical elements including cooking dishes.

Who was involved in the delivery of the activity or initiative: REMA tutor

Enablers: Key enablers were:

- Community-centric adaptable, practical activities like cooking, the initiative provided a hands-on learning experience approach.

- Leveraging REMA’s strong connections with ethnic minority communities built trust and facilitated outreach, helping engage participants who might otherwise be reluctant to join educational programs.

- Practical, real-life context: by embedding numeracy skills within real that was both accessible and relevant to learners' daily lives.

- Cultural inclusivity: the use of translated materials and culturally sensitive content ensured the programme was welcoming and accessible to a diverse audience, particularly those with limited English proficiency.

- Experienced and skilled staff: the delivery was managed by an experienced community educator who tailored the learning process to adult learners’ needs, creating a comfortable and supportive learning environment.

- Strategic partnerships: collaborations with local organisations and adult education providers facilitated learner referrals and created pathways for progression, encouraging ongoing educational engagement beyond the programme.

Challenges: Paperwork was onerous to begin with but was streamlined in later years.

Learnings: N/A

Other additional information

Any additional information: N/A

Contact for more information: team@rema-online.org.uk

ESOL Maths - You Asked We Responded (YAWR) Services

Name of the activity or initiative: ESOL Maths

Focus of the activity or initiative: Learner provision and delivery

Summary description: Following discussions with their learners it was evident that they required Literacy, Numeracy and Digital Skills. Therefore the Multiply team's activities focused on real life situations where they could utilise all of the above three skills within the course that they were engaged in.

Reason why the activity or initiative was undertaken: The initiative aimed to support learners who have been further away from the labour market. Therefore, the activities that the team delivered were practical and based around managing money, measurement, distance and time that are relevant to most sectors. This was entwined with digital literacy as most of the learners only utilised their smart phones for social media activities. The course explained to them how to utilise key features of their phone that included maps, calculator, Google translate and other key apps that would be an aid to improve their literacy, numeracy and digital skills.

Scale of the activity or initiative: 20 learners

Target group(s): Learners with additional needs; Ethnic minorities; English for Speakers of Other Languages (ESOL); Unemployed learners; Learners not active in the labour market; Parents.

Further insight on target group(s): The target audience were of mixed backgrounds and varying degrees of education. Most were illiterate learners (learners who had not proceeded through the school education system).

Delivery dates: 5/7/2024 - 12/19/2024

Organisation(s) responsible for delivering the activity or initiative: Voluntary Sector Organisation

Impact and innovation

Impact statement: The initiative was well received by the learners and most wanted to continue onto other courses. A couple of learners progressed onto employment.

Innovation statement: The innovative part of the delivery was that it combined literacy, numeracy and digital skills as part of their delivery, and this is what the learners enjoyed.

Delivery

How the activity or initiative was delivered: The activity was delivered face to face. Classroom activities included workbooks, worksheets, pictures, digital skills, discussion, role play and hands on activities. Information was delivered through power points and whiteboard.

Who was involved in the delivery of the activity or initiative: YAWR Services staff were involved in the delivery. This included tutors and support staff.

Enablers: Tutor support was vital as they provided additional support as required.

Challenges: The main challenge was language as learners originated from different countries. The use of apps that assisted in translation was useful and key words were translated into the various mother tongues of the learners.

Learnings: N/A

Any additional information: The learners benefited from a community setting, and they would not have attended mainstream settings as they were wary of government organisations. Having attended a conductive learning environment, they gained confidence to progress onto mainstream provision.

Contact for more information: N/A

Bridging the gap within English for Speakers of Other Languages (ESOL) numeracy pathway to functional skills - South Yorkshire Combined Authority

Name of the activity or initiative: Bridging the gap within English for Speakers of Other Languages (ESOL) numeracy pathway to functional skills

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Increasing confidence with numbers for those making the first steps towards formal numeracy qualifications; Helping people use numeracy to manage their money; Encouraging people to upskill in numeracy in order to access jobs/careers; Delivering intensive and flexible numeracy courses targeted at people without Level 2 maths, leading to a Functional Skills Qualification; Helping parents increase their numeracy skills in order to help their children and/or their own progression; Developing numeracy activities, courses or provision in partnership with community organisations and other partners aimed at engaging hard-to-reach learners (e.g. those not in the labour market)

Summary description: Doncaster's ESOL Multiply workshops were designed for individuals who do not speak English as their first language and aimed to improve their numeracy skills at all levels. These workshops typically covered practical maths skills used in everyday life, such as money management, currency conversions, completing forms, travel, shopping and other general skills within daily life. The workshops often consisted of short sessions, lasting around 4 hours, and were delivered in a way that helped overcome language barriers and numeracy language capabilities.

Reason why the activity or initiative was undertaken: By offering ESOL numeracy workshops, Doncaster identified that these workshops addressed specific learner needs which helped the team create bespoke workshops, which supports the unique challenges ESOL learners face, by providing targeted support that general numeracy courses do not offer.

By bridging language and numeracy gaps many ESOL learners that struggle with numeracy due to language barriers targeted course can help bridge both gaps simultaneously. The course empowered learners to be fully equipped with essential numeracy skills, gain confidence to handle everyday tasks such as money management, budgeting, currency conversion shopping, and using public services and general life skills.

Numeracy skills are critical for supporting social mobility, enabling ESOL learners to access paying jobs and improve their socio-economic status. This can significantly enhance job prospects for ESOL learners, as numeracy is a key requirement in many sectors.

By encouraging numeracy and language learning together fosters a culture of lifelong learning and continuous personal development.

By diversifying learning environments to enrich the educational experience for all learners.

Scale of the activity or initiative: 150 learners and 300 engagements

Further insight on target group(s): N/A

Delivery dates: 5/23/2024 - 1/27/2025

Organisation(s) responsible for delivering the activity or initiative: Employer

Impact and innovation

Impact statement: N/A

Innovation statement: N/A

Delivery

How the activity or initiative was delivered: N/A

Who was involved in the delivery of the activity or initiative: N/A

Enablers: N/A

Challenges: N/A

Learnings: N/A

Other additional information

Any additional information: N/A

Contact for more information: N/A

Working with employers to deliver bespoke training - Westmoreland & Furness Council

Name of the activity or initiative: Working with employers to deliver bespoke training

Focus of the activity or initiative: Learner provision and delivery

Summary description: The Council collaborated with employers to support staff with analytical thinking, time keeping, problem solving and team building through a number of innovative and interactive numerical activities.

Reason why the activity or initiative was undertaken: The programme was provided in response to requests from local businesses.

Scale of the activity or initiative: 40 programmes

Target group(s): Employed learners;.

Further insight on target group(s): Low-skilled learners

Delivery dates: 1/7/2024 - 3/30/2025

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council)

Impact and innovation

Impact statement: The initiative was extremely impactful. It improved retention and progression within businesses.

Innovation statement: N/A

Delivery

How the activity or initiative was delivered: Face-to-face on the employers' premises.

Who was involved in the delivery of the activity or initiative: Multiply project lead and tutor.

Enablers: Liaison with local businesses and Cumbria Chamber.

Challenges: Timing and delays in securing dates etc.

Learnings: They key learning from this programme is that it takes time and persistence.

Other additional information

Any additional information: N/A

Contact for more information: N/A

School provision - County Durham Council

Name of the activity or initiative: School provision

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Helping parents increase their numeracy skills in order to help their children and/or their own progression

Summary description: The direct delivery team worked in partnership with primary schools across the county to deliver Maths Cafes and other provision to help parents and carers support children with their school work.

Reason why the activity or initiative was undertaken: From discussions with their Education Service, the Council identified a need to both increase engagement from parents in the school community as well as support children's attainment. They also felt that the service had been previously unable to access potential learners who were the hardest to reach but by delivering activities via family learning would increase engagement and participation.

Scale of the activity or initiative: Initially profiled to deliver to 320 learners on substantive learning aims. But since then surpassed this figure and delivered substantive learning aims to 1082 learners.

Target group(s): Parents.

Further insight on target group(s): The majority of learners resided in areas of high deprivation.

Delivery dates: 11/1/2023 - 3/31/2025

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council)

Impact and innovation

Impact statement: This initiative not only helped parents/carers to support their children with their English, maths and staying safe online, but it also cultivated critical thinking and problem-solving skills and encouraged positive communication between families. The Council's aim was to help disrupt generational apathy and promote a positive attitude towards learning, dispelling any apprehensions or anxieties associated with learning. The legacy of these sessions extended the impact beyond the classroom; enabling parents/carers and children to carry these positive learning experiences into any future learning journeys by setting a solid foundation for learning. By involving parents in their children's education, it is then possible to address educational gaps and promote equality in disadvantaged communities by providing an accessible and inclusive environment for learning. This inclusivity helps address disparities in previous educational opportunities and achievement and fosters a sense of community and shared commitment to the academic success of their children. As parents actively engage in their children's development, it may also lead to an increased in involvement in their own educational development, potentially breaking the cycle of low educational and employment attainment.

Innovation statement: Durham County Council had not previously delivered family learning programmes or established relationships with schools, making this initiative a pioneering effort in the region. This fresh approach is set to create new pathways for collaboration and community engagement, ultimately enhancing educational outcomes for families across the county.

Delivery

How the activity or initiative was delivered: Sessions were delivered by the direct delivery team and were designed in partnership with schools to reflect the maths curriculum and strategies used specific to each school. Parents were invited into school to attend the maths cafes with their children. The sessions were delivered separately for each year group. The sessions consisted of a carousel of fun and engaging activities with instructions. The parents and children were encouraged to complete the activity together and were then moved onto the next activity. The team also delivered SATs support sessions, Cooking on a Budget, and Money Management courses to parents in school. These sessions were delivered to parents alone or with their child, depending on the preference of the school.

Who was involved in the delivery of the activity or initiative: School staff including Maths Leads and Headteachers and the direct delivery team including Business Development Contract Officers, Project Delivery Coordinator and Multiply Champions. All provision was overseen and managed by the External Funding and Projects Manager.

Enablers: Support from the Head of Education at Durham County Council. He very much championed the initiative and allowed the team to attend Head Teachers events to promote the offer as well as emailing schools from his account. The Business Development Contract Officers were actively involved in its implementation by attending multiple meetings with schools to discuss their needs and this really helped to shape the offer.

Challenges: Paperwork was a significant challenge. It meant that the delivery team had to deploy additional staff at the sessions to support the learners in its completion as well as resource the processing in response to the volume of learners.

Learnings: The delivery team has learnt that this approach to engaging with potential learners is one which works. Previously, this strategy had not been implemented or the value of the impact of family learning can have had not been sufficiently recognised. This initiative would be continued as part of the legacy of Multiply utilising Tailored Learning and other devolved funding opportunities.

Other additional information

Any additional information: N/A

Contact for more information: multiply@durham.gov.uk

Multiply Champions - Lincolnshire County Council

Name of the activity or initiative: Multiply Champions

Focus of the activity or initiative: Organisational initiatives and ways of working

Which item(s) of the Multiply menu of interventions does the practice relate to: Increasing confidence with numbers for those making the first steps towards formal numeracy qualifications; Developing numeracy activities, courses or provision in partnership with community organisations and other partners aimed at engaging hard-to-reach learners (e.g. those not in the labour market); Providing numeracy courses aimed at prisoners, those recently released from prison or on temporary licence; Helping parents increase their numeracy skills in order to help their children and/or their own progression; Delivering intensive and flexible numeracy courses targeted at people without Level 2 maths, leading to a Functional Skills Qualification; Encouraging people to upskill in numeracy in order to access jobs/careers; Helping people use numeracy to manage their money; Delivering numeracy programmes together with employers (including courses designed to cover specific numeracy skills required in the workplace).

Summary description: A scheme for engaging organisations with and supporting them to promote adult learning opportunities. This was a grant programme run by Lincolnshire County Council (LCC) to provide funding for individuals within organisations to promote maths and numeracy to either their colleagues, volunteers or service-users in any way that they thought would work for them. These organisations were not already involved in adult learning and were not training providers. They ranged from charities, to foodbanks, employers, arts community groups, museums, village halls and primary schools. Some "champions" focused on engagement activities and conversations, others delivered courses to services users that led to a qualification. Organisations could apply for as many "champions" as they wanted and were awarded £1000 for each that was approved.

Reason why the activity or initiative was undertaken: There is a long tail of people in Lincolnshire with low or no qualifications who increasingly will find themselves excluded from the labour market as jobs become more highly skilled but have neither the knowledge or confidence to engage with learning. The "champions" programme was designed to meet people where they are and introduce adult learning to them in a low-risk, low pressure environment, concentrating on the social aspect of learning and encouraging engagement with new ideas before progressing them onto slightly more formal learning through the existing network of adult learning providers.

Scale of the activity or initiative: They funded 219 'Champions' across the 3 years and they subsequently engaged 6657 people to date across the county.

Target group(s): English for Speakers of Other Languages (ESOL); Employed learners; Unemployed learners; Learners not active in the labour market; Prison leavers; Parents; Education practitioner.

Further insight on target group(s): The target audience were the people that these groups, organisations or employers were already engaged with and the team found this a highly effective way of reaching people new to the idea of adult learning.

Delivery dates: 1/2/2023 - 3/31/2025

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council)

Impact and innovation

Impact statement: The Council has seen excellent outcomes of engaging people who would never have found adult learning on their own, and increased the reach of the service through working with external organisations who had not engaged with the team before.

Innovation statement: The "champions" are cheerleaders for adult learning and are able to widen the reach of the adult learning service to more seldom heard communities. Trusted peers were used to promote the opportunities available through adult learning and to provide a low risk, low pressure introduction to the concept and practice of learning new skills – without having to enter a formal classroom.

Delivery

How the activity or initiative was delivered: The initiative was delivered through a grant funding programme. This involved designing an application form which gathered sufficient due diligence (constitution, bank statement and details etc) to provide the Council with the necessary reassurance to be able to provide grant funding to the organisation. The Council organised a panel to assess the suitability of each application and decide whether or not to award a grant, and if so at what level, up to the level for which the organisation had applied. They then sent out a grant funding agreement which had to be signed by both parties before authorising the grant payment through the usual Council procedures. The first two years required significant investment in promotion of the scheme to organisations that they thought might be interested. They also set up "Link n Learn" sessions for the "champions" to come together and learn about Multiply and find out more about what else was happening and how other "champions" were using their grants. This proved to be highly beneficial and supportive. At the end of year 2 and 3, they also undertook progress and support reviews where they undertook a detailed review with the organisation of the challenges and benefits of the scheme for them and what they are looking to achieve next - this was very useful. They also required case studies including for subsequent grant applications.

Who was involved in the delivery of the activity or initiative: The team had an external consultant to support the recruitment and support of champions, but the grant management process was run by an in house team. Support was also provided to the champions through the adult learning team.

Enablers: The team was able to design this initiative to what they thought would work locally, so there were low levels of regulations for the "champions" to follow, they didn't require spending receipts etc. Being able to support organisations financially made all the difference with engaging people who had a passion to make things better for their local community as the team was able to offer practical help.

Challenges: Considering how simple the application was and how light touch the reporting requirements, the delivery team was surprised at how long it took to gain momentum and to receive sufficient applications to reach their targets. They overcame this by contacting organisations personally and following up with meetings to explain the concept and why they thought they would be able to help them. Once organisations were engaged with the programme, they were really positive about it, as seen by the number of organisations that stayed involved over all 3 years, but especially from year 2 to year 3.

Learnings: The delivery team has learnt that "reversing into" existing organisations and using them to reach new learners is far more effective than relying on marketing through our usual channels. These organisations have been brilliant advocates for learning activities and in many cases have gone far beyond what they would have expected them to do in terms of providing learning opportunities and even classes to their clients / service users. The team began to see more links between their training providers and the champions and some were working together very effectively to widen provision and enrol the learners the champions engaged. They learnt that these things take time and really three years was the absolute minimum length of time to get these results.

Other additional information

Any additional information: N/A

Contact for more information: adult.learning@lincolnshire.gov.uk

Practical Money: An interactive workshop for transforming your finances - South Yorkshire Combined Authority

Name of the activity or initiative: Practical Money: An interactive workshop for transforming your finances

Focus of the activity or initiative: Learner provision and delivery

Summary description: Not everyone finds maths easy, the provider Future Steps designed a practical hands-on course that tackles the headache of working out bills and money and makes it easy to understand. Tutors delivered the course for 6 – 8 hours with plenty of breaks, and a lunch break too. The course was developed for participants who needed to increase their confidence in maths to improve their everyday living and have access to pathways for further learning and employment opportunities.

The course included things like : working out food bills, car costs per mile, single bus tickets or passes, smoking i.e. 2 cigarettes – big savings, takeaways - i.e. how much they cost, credit cards and loans, standing orders and extra accounts, where to easily cut spending more broadly.

Reason why the activity or initiative was undertaken: The course met the intent through various activities relating physical money with food, fuel, smoking, and loans/credit cards. The provider engaged with the hardest-to-reach learners through community organisations and social media platforms pathways to further learning. One of the main aims of the course was that the activity did not end with the workshop programme. Through information, advice, and guidance, learners were directed towards accredited maths provision available in Barnsley, fostering a pathway for ongoing learning and development beyond the initial intervention.

In essence, the course’s strategic design, community partnerships, tailored approach, interactive learning methods, and emphasis on inclusivity made it an effective intervention for numeracy activities. By addressing the needs of the hardest-to-reach learners, the course ensured that numeracy skills became accessible, meaningful, and applicable to a diverse range of individuals within the community.

Scale of the activity or initiative: N/A

Target group(s): Barnsley residents who meet the criteria.

Further insight on target group(s): To deliver provision in Barnsley's communities, the provider developed partnerships within the areas that had the highest numbers of residents with no qualifications.

Delivery dates: 4/1/2024 - 3/31/2025

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council)

Impact and innovation

Impact statement: A Multiply learner, Jane [real name removed] did not believe she was any good at maths at all and did not enjoy maths at school. She was not confident with maths and tried to avoid it wherever possible. She has dyslexia and dyscalculia. Jane would like to work in the care sector, but her maths and English was stopping her. She’s also not on top of her financial situation. Jane took part in the Future Steps Multiply session and felt that she could tackle her finances and break down difficult maths into smaller manageable chunks. She left with a more positive attitude towards maths and numbers in general. Jane is now looking into opportunities to study Level 2 maths at Northern College. Previously, she did not think this was an option because of how she struggled with maths and numbers in the past. Now Jane feels more hopeful that she can develop her skills to open new opportunities for life and work.

Another Multiply learner, Sam [real name removed] did achieve a level C at GCSE maths but was never able to apply the skills she learned into a practical way to manage her finances. Because of this, she expressed that she was not confident in maths before starting the sessions. Sam is currently unable to work. She has been in debt and has used payday loans etc, so Sam was looking forward to the sections on credit cards and loans. After Sam completed the sessions, she was excited to go home and work out various budgets and put the skills into practice. Sam mentioned that she found the sections to gradually increase in difficulty and this helped her progress through the session. She made great progress and struggled at the final credit card section but was able to work it out after the provider found a way that Sam understood.

Innovation statement: An example of innovation: by using physical items to understand the gallons to litres conversion, learners gained a tangible grasp of the measurement. This hands-on approach allowed them to apply this knowledge to calculate fuel costs, especially in terms of miles per litre, providing valuable insights into the expense of traveling to common destinations over different time frames. The practical activities encouraged a deeper understanding of fuel budgeting and enabled learners to make more informed decisions regarding their transportation expenses. By using physical money to represent the cost of a single cigarette and applying multiplication concepts, learners gained a practical understanding of the financial impact of smoking. The session encouraged them to explore the potential savings achieved by reducing cigarette consumption on a daily basis, emphasising the cumulative effects over time. The integration of goal setting activities further empowered learners to make informed decisions about their smoking habits, considering both their financial well-being and overall health. By focusing on strategic repayment based on interest rates rather than the balance owed, learners gained valuable insights into optimising debt repayment strategies. This final section encouraged them to apply the skills acquired throughout the day to make informed financial decisions, emphasising the importance of minimising the overall cost of borrowing for improved financial well-being. The inclusion of practical application exercises and goal-setting activities empowered learners to take tangible steps toward debt reduction and financial resilience.

Delivery

How the activity or initiative was delivered: The provider collaborated with community organisations and partners to identify and engage the hardest-to-reach learners. These partnerships served as vital channels for outreach, ensuring that the course reached individuals who might not typically participate in traditional educational programmes.

The content was designed to be accessible, engaging, and relevant to individuals with varied learning styles and backgrounds, fostering inclusivity and breaking down potential barriers to participation. The course incorporated hands-on, practical exercises, such as budgeting with physical money in simulated scenarios. This approach resonated with learners who may find traditional classroom settings less effective, making numeracy concepts more tangible and applicable to their everyday lives. The use of interactive learning methods, such as assigning physical money to food items enhanced engagement for learners who may have struggled with conventional teaching approaches. This interactive element fostered a more participatory learning experience, catering to the unique needs of the hardest-to-reach individuals. The course was designed to accommodate the diverse circumstances of the hardest-to reach learners. Flexible scheduling options, a supportive learning environment, and community-based venues contribute to overcoming potential barriers, making participation more feasible for individuals facing challenges in accessing traditional educational settings.

The provider actively engaged with participants, providing individualised guidance and support, ensuring that each learner's unique needs are addressed.

Through information, advice, and guidance, learners were directed towards accredited maths provision available in Barnsley, fostering a pathway for ongoing learning and development beyond the initial intervention.

Who was involved in the delivery of the activity or initiative: For example, the provider built a relationship with the key contacts at the Salvation Army in Goldthorpe, whose role it was to work closely with external providers. The Salvation Army supported their participants to increase their exposure to opportunities, including Multiply, that improved their everyday living and their learning and employment prospects. The participant’s feedback was key for the provider to understand whether their approach worked. They gave clear feedback on how engaging the provider was and how useful the sessions were, which validated the impact and quality of delivery.

Enablers: Using the Salvation Army example, the keys thing that have helped with the implementation and delivery is that the provider built up the relationship and trust with the Salvation Army, which inevitably took a few meetings and a few conversations to negotiate in terms of delivery before the sessions started. The Salvation Army in return committed their time and resource to understand the benefits of Multiply and, as a result, supported their existing participants to commit their time to attend the sessions. So, the three enablers were the provider, the Salvation Army and the participants: their motivation and drive to either learn and engage or to create an inclusive learning and engaging environment.

Challenges: Working in partnership can be challenging because of the time it takes for the delivery phase to start. It’s important that time is allocated to ensuring that the partnerships will work however the time this can take has caused some delay with the provider planning against the restricted delivery period.

Learnings: The practical implementation of delivery is really important. The right partner is key. The activities need to relate to the needs and issues experienced by the residents that the project is reaching out to. Incentives are an effective way to persuade some residents to engage.

Other additional information

Any additional information: N/A

Contact for more information: N/A

Cooking on a budget - Torbay Council

Name of the activity or initiative: Cooking on a budget

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Increasing confidence with numbers for those making the first steps towards formal numeracy qualifications

Summary description: The lead provider understood that a large barrier for numeracy delivery and interest was that many either found it tedious or weren't aware of how it benefitted them in daily life. As a result, the cooking on a budget programme was created.

Examples of activities that incorporated maths included: getting familiar with a slow cooker, budgeting, preparing ingredients (weights and measures), and cooking and taste testing (timings).

Reason why the activity or initiative was undertaken: See previous response

Scale of the activity or initiative: 60 to 100 learners over the Multiply programme duration.

Target group(s): Unemployed learners; Learners not active in the labour market; Care leavers; Learners with additional needs.

Further insight on target group(s): N/A

Delivery dates: 5/1/2023 - 11/1/2024

Organisation(s) responsible for delivering the activity or initiative: Training provider; Voluntary Sector Organisation

Impact and innovation

Impact statement: The impact on learners has been profound for a number of reasons:

A) Confidence and self esteem: learners reported increased confidence and self esteem after the intervention. Often they would work in small to medium sized groups - this improved their ability to communicate with others.

B) Use of maths in every day: learners reported they now understood the importance of numeracy and how it can be applied to every day tasks, this also ensured it was more exciting for them.

C) Progression: as this course broke down barriers and myths associated with numeracy, learners were able to progress confidently on to new provision.

Innovation statement: N/A

Delivery

How the activity or initiative was delivered: The activity was delivered after a one-to-one skills diagnosis with the participants. They would then form smaller groups and work together in community settings to out carry the tasks, utilising their newly found maths skills.

Who was involved in the delivery of the activity or initiative: Training providers and the voluntary sector, maths tutors, residents

Enablers: Delivery in community settings where learners felt comfortable, highlighting how maths can be used every day, experienced delivery staff.

Challenges: Barriers were a lack of confidence in learners, ability to find suitable community spaces and progression routes.

Learnings: It highlighted that numeracy can be made exciting - furthermore, it highlighted how a flexible needs based approach to delivery has a significant impact on learners and their attendance.

Other additional information

Any additional information: N/A

Contact for more information: N/A

Video case studies using live classroom footage - Lancashire County Council

Name of the activity or initiative: Video case studies using live classroom footage

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Delivering numeracy programmes together with employers (including courses designed to cover specific numeracy skills required in the workplace); Helping people use numeracy to manage their money; Increasing confidence with numbers for those making the first steps towards formal numeracy qualifications; Developing numeracy activities, courses or provision in partnership with community organisations and other partners aimed at engaging hard-to-reach learners (e.g. those not in the labour market)

Summary description: The delivery team struggled to engage with participants to achieve learner case studies so took an innovative approach, with the Council attending sessions and filming the group as a whole. From this, they were then able to identify some individuals willing to complete personal case studies who would not have come forward otherwise.

Reason why the activity or initiative was undertaken: The course helped difficult to engage organisations and individuals to complete case studies, to show good practice and promote the project.

Scale of the activity or initiative: N/A

Target group(s): Ethnic minorities; Employed learners; Prison leavers; English for Speakers of Other Languages (ESOL).

Further insight on target group(s): The delivery team recorded sessions for ex-offenders, care leavers, an employer, an English for Speakers of Other Languages group, and a local community group.

Delivery dates: N/A

Organisation(s) responsible for delivering the activity or initiative: Further Education / College; Training provider; Voluntary Sector Organisation

Impact and innovation

Impact statement: These videos have allowed the Council to share the impact of Multiply on different target groups with local stakeholders, authority leaders, business boards, training providers and more. The visuals and supporting learner testimonials evidence the personal impact of Multiply much better than the data can show.

Innovation statement: Lancashire County Council (LCC) took the initiative to create case studies of their own accord, rather than just relying on delivery partners. LCC added narrative to the videos for context as many people do not wish to speak on camera.

Delivery

How the activity or initiative was delivered: It was filmed on iPhone or via camera and edited by a Marketing company.

Who was involved in the delivery of the activity or initiative: Recorded sessions were of College delivery at an employer base, a lot of community work in local venues delivered by both Voluntary, Community and Social Enterprises (VCSE) and Colleges

Enablers: Would not have been possible without the editing from the delivery team's marketing partners, and without delivery partners volunteering for their sessions to be filmed.

Challenges: N/A

Learnings: The impact of video testimonials is great.

Other additional information

Any additional information: N/A

Contact for more information: N/A

Bag of Number - On Course South West (working with Plymouth Council)

Name of the activity or initiative: Bag of Number

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Increasing confidence with numbers for those making the first steps towards formal numeracy qualifications; Delivering numeracy programmes together with employers (including courses designed to cover specific numeracy skills required in the workplace); Encouraging people to upskill in numeracy in order to access jobs/careers; Helping parents increase their numeracy skills in order to help their children and/or their own progression

Summary description: A 4 week maths course aimed for parents, carers, grandparents, TAs of primary school aged children. The course covered all aspects of primary maths. Led by an ex-primary teacher of 23 years, "Bag of Number" was rolled out in over 30 primary schools across the city to around 200 parents. The programme focused on all primary maths topics: Numbers, 4 operations, fractions, measures, statistics, money. They looked at the vocabulary and terminology of primary maths. They used the tools and resources that primary children use in lessons and made real-life links to maths. Parents were offered a range of ideas on how to support maths at home with their children. They were provided with free maths resources to use at home upon the completion of the course.

Reason why the activity or initiative was undertaken: The course engaged adults in maths learning as part of the Multiply project/family learning. Parents in general were not familiar with modern day maths language, terminology, tools and methods of calculation.

Scale of the activity or initiative: Around 200 learners

Target group(s): Learners with additional needs; Ethnic minorities; English for Speakers of Other Languages (ESOL); Employed learners; Unemployed learners; Learners not active in the labour market; Parents; Education practitioners.

Further insight on target group(s): The course was offered to all parents, carers, grandparents and teaching assistants from primary schools.

Delivery dates: 4/18/2023 - 3/31/2025

Organisation(s) responsible for delivering the activity or initiative: Training provider; Employer

Impact and innovation

Impact statement: Those who take part leave with a new-found positive take on maths. Any anxieties for the subject have been removed. Parents are now familiar with a wide range of aspects so that they can now support their children at home with confidence. Many parents go on to take their own maths learning further by enrolling on to functional skills maths courses.

Innovation statement: No one else in the city delivered this. Schools often try to deliver taster sessions to new parents or foundation parents, but the turn out in low. Using an ex-primary teacher to deliver was very important. The fact that the course was free helped and offering freebies to the parents also helped.

Delivery

How the activity or initiative was delivered: They contacted schools and met with head/maths lead and delivered a 'sales pitch' to them. They then advertised the course to parents to gauge interest. Next, they set the course up, which ran in around 4-6 schools each week for 4 weeks. They delivered 4 x 2 hours sessions lead by the tutor. In the course, hands on practical resources were shared and freebies were offered including resources to use at home.

Who was involved in the delivery of the activity or initiative: The tutor delivered. Schools hosted. Tutor liaised with heads, deputy heads, maths leads or parent support advisors.

Enablers: Cooperation from all parties. Willingness of the host school contact. Good advertisement and communication.

Challenges: Lack of interest. Reluctance to fill out enrolment forms and administrative activities. Maths and social anxieties of learners were also a challenge.

Learnings: How little parents actually know about maths, primary maths, the language, the tools and resources etc. Thorough explanations and modelling was required to get many of these aspects across.

Other additional information

Any additional information: N/A

Contact for more information: info@oncoursesouthwest.co.uk

Multiply North Yorkshire Collaboration Partnership - North Yorkshire County Council

Name of the activity or initiative: Multiply North Yorkshire Collaboration Partnership

Focus of the activity or initiative: Organisational initiatives and ways of working

Summary description: A partnership of voluntary and community sector organisations was established to ensure that learning was targeted to those furthest away from education who may not normally participate in learning. The Council's lead partner Better Connect worked with North Yorkshire Council, York Council and 20 delivery partners to establish the partnership collaboration. Across the partnership there were a range of providers who worked with the most in need in the community, this included specialist services for neurodiverse adults, those over 50, those with mental health concerns and many more. The partnership worked together to share good practice, have collaborative goals and support one another throughout the work that they did, this allowed for individuals to access different services to support their needs and the impact of the partnership has been vast. By working with partners in this way, learning opportunities for numeracy development were made available and accessible for individuals and groups who have not been able to access adult education in other ways.

Reason why the activity or initiative was undertaken: It was understood that individuals that identify that they need support with numeracy would ordinarily seek out opportunities to develop the skills themselves with a college or a learning provider. Those most in need and with the lowest skills may not have the confidence or the ability to seek out the support that is needed. Working with the community organisations enabled the programme to reach those most in need in a non-threatening way, supporting their individual needs and helping progression into further learning.

Scale of the activity or initiative: Approximately 1400 individuals

Further insight on target group(s): N/A

Delivery dates: 1/9/2023 - 3/31/2025

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council); Voluntary Sector Organisation; Further Education / College

Impact and innovation

Impact statement: The impact has seen individuals make progress not only with their numeracy skills but also in their lives, there are many examples of learners who have made changes in their lives from being homeless to finding employment and a place to live to being able to manage their money effectively to look after their family. In many cases, isolation following the pandemic has had an impact on individuals mental health and attending Multiply has allowed them to make new friendships develop confidence and progress to further learning.

Innovation statement: Bringing services together from across the county including voluntary and community sector services to deliver numeracy learning was something that had not been done before and innovative for the county.

Delivery

How the activity or initiative was delivered: Managed centrally the programme was ideal for VCS to be involved and work with their target individuals. Grant agreements were issued and funding paid to allow delivery that was appropriate to each individual partner.

Who was involved in the delivery of the activity or initiative: Partners from across the local authorities, colleges and voluntary and community sector.

Enablers: Freedom to deliver in flexible ways to meet the needs of the community. Bespoke delivery created for each partner to meet the needs of their service users.

Challenges: The procurement process was the biggest challenge to ensure that partners were paid in a timely manner.

Learnings: The procurement being simplified for the 3 years was useful and saved time.

Other additional information

Any additional information: N/A

Contact for more information: N/A

Adult learning and skills festival - Staffordshire County Council

Name of the activity or initiative: Adult learning and skills festival

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Increasing confidence with numbers for those making the first steps towards formal numeracy qualifications; Helping people use numeracy to manage their money; Delivering numeracy programmes together with employers (including courses designed to cover specific numeracy skills required in the workplace); Encouraging people to upskill in numeracy in order to access jobs/careers; Providing relevant maths modules embedded into other vocational courses; Delivering intensive and flexible numeracy courses targeted at people without Level 2 maths, leading to a Functional Skills Qualification; Helping parents increase their numeracy skills in order to help their children and/or their own progression; Providing numeracy courses aimed at prisoners, those recently released from prison or on temporary licence; Providing numeracy courses aimed at those 19 or over that are leaving, or have just left, the care system; Developing numeracy activities, courses or provision in partnership with community organisations and other partners aimed at engaging hard-to-reach learners (e.g. those not in the labour market)

Summary description: A roadshow to promote community learning and Multiply across the county.

Reason why the activity or initiative was undertaken: Multiply across Staffordshire at the time was struggling for traction with low levels of participation and engagement. The Council hoped that the festival would provide an opportunity for the provision to be visible and the opportunity to engage new learners looking for opportunities to upskill.

Scale of the activity or initiative: 169 unique outreach engagements captured

Target group(s): Learners with additional needs; Ethnic minorities; Employed learners; English for Speakers of Other Languages (ESOL); Unemployed learners; Learners not active in the labour market; Prison leavers; Care leavers; Parents; Education practitioners.

Further insight on target group(s): N/A

Delivery dates: 3/25/2024 - 3/29/2024

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council)

Impact and innovation

Impact statement: The Council received feedback from a learner of ‘Can we do this more often’. They felt it was important to bring these types of opportunities to the town as there was a lack of opportunities beyond the college to upskill. His parting words were ‘Knowledge keeps the mind healthy, it all starts here’ as he pointed at his head and heart.

Another example interaction with a woman from the domestic violence charity: she was astonished to see that there was so much on offer. She was looking forward to engaging with some organisations to support and empower women who have low level skill or no confidence, after being subjected to some harrowing experiences.

One of their delivery partners during the week said, they found the events had ‘real purpose, I’ve had the time to sit with individuals and discuss and identify their needs. Rather than feeling like it was a speed dating session, where you only tell them what you do and send them on their way with a leaflet’.

Innovation statement: The opportunity for partners, stakeholders and learners to engage in one place with the possibility of having a go at something meaningful. The festival also supported the development of a number of links with the community and voluntary sector. Promotion of the event resulted in a significant increase in website traffic and course directory viewing.

Delivery

How the activity or initiative was delivered: Several venues across the county were booked. Partners were offered the opportunity to engage/participate. Staffordshire County Council promoted the sessions county wide using a range of methods inc. social media, posters, newsletters, communication with stakeholders.

Who was involved in the delivery of the activity or initiative: Staffordshire County Council Comms and Marketing team, Staffordshire County Council Direct Delivery Unit, Staffordshire County Council Jobs and Careers Service, 12 delivery partners and member of their workforce.

Enablers: N/A

Challenges: Finding suitable venues at reasonable costs which are accessible on a public transport route.

Learnings: Partners needed to do much more to actively engage potential learners in meaningful and impactful learning.

Other additional information

Any additional information: N/A

Contact for more information: N/A

Basic Key Skills Builder (BKSB) platform - Halesowen College (working with West Midlands Combined Authority)

Name of the activity or initiative: Basic Key Skills Builder (BKSB) platform

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Encouraging people to upskill in numeracy in order to access jobs/careers

Summary description: The Multiply team chose the BKSB platform as part of their blended delivery. It was flexible regarding when the learners could access it to continue their learning (it helped when individuals were employed part time and were looking to increase their hours or become full-time). They used face to face classroom delivery, one-to-one and online delivery as part of the Multiply programme. They supported each learner via a range of face to face, one-to-ones, tele-conversations, and email communications.

The BKSB system allowed them to quickly gather information regarding what aspects of maths the learner was weak in, and for them to then set appropriate targets in support of improvements being achieved by the learner.

Reason why the activity or initiative was undertaken: The initiative was undertaken to allow a flexible approach regarding the delivery of maths improvement, and also suitable for a varied range of abilities.

Scale of the activity or initiative: 75 learners

Target group(s): Employed learners; Unemployed learners.

Further insight on target group(s): N/A

Delivery dates: 2/23/2024 - 12/18/2024

Organisation(s) responsible for delivering the activity or initiative: Further Education / College

Impact and innovation

Impact statement: The impact has been twofold: firstly, the individuals' confidence has increased which has given them positivity regarding their futures - either promotion within work, increased hours etc, or greater self-esteem when applying for jobs. Secondly, witnessing their maths improvement in a relatively short period of time, gives most a sense of satisfaction and self-worth.

Innovation statement: N/A

Delivery

How the activity or initiative was delivered: The initiative outlined is described in previous response - It required a group of those responsible for the recruitment and delivery of Multiply to come together and consider the issues of how a variety of learners at differing abilities could be tutored, helping to improve their maths.

Who was involved in the delivery of the activity or initiative: A head of department, the maths tutors, the business development team (employer engagement).

Enablers: The College already having access to the BKSB system/platform.

Challenges: General IT issues which were overcome with increased Wi-Fi performance.

Learnings: That face-to-face classroom delivery and one-to-one support is still much needed.

Other additional information

Any additional information: N/A

Contact for more information: info@cpctrainingconsultants.co.uk

Multiply bus - West Sussex County Council

Name of the activity or initiative: Multiply bus

Focus of the activity or initiative: Non substantive engagement as well as raising profile of projects and partners

Which item(s) of the Multiply menu of interventions does the practice relate to: Developing numeracy activities, courses or provision in partnership with community organisations and other partners aimed at engaging hard-to-reach learners (e.g. those not in the labour market); Increasing confidence with numbers for those making the first steps towards formal numeracy qualifications; Helping people use numeracy to manage their money; Delivering numeracy programmes together with employers (including courses designed to cover specific numeracy skills required in the workplace); Providing relevant maths modules embedded into other vocational courses; Delivering intensive and flexible numeracy courses targeted at people without Level 2 maths, leading to a Functional Skills Qualification; Encouraging people to upskill in numeracy in order to access jobs/careers; Helping parents increase their numeracy skills in order to help their children and/or their own progression; Providing numeracy courses aimed at prisoners, those recently released from prison or on temporary licence; Providing numeracy courses aimed at those 19 or over that are leaving, or have just left, the care system

Summary description: West Sussex County Council hired a double decker bus which had a custom fitted classroom inside. They organised for the bus to be parked in various areas of the county with high footfall. They asked partners to join them on the bus to engage members of the public as they passed by. They used the opportunity to promote the course (increasing awareness of Multiply) as well as engaging and enrolling learners on the day.

Reason why the activity or initiative was undertaken: The initiative was undertaken to address the issue of promoting the programme. Throughout the life span of the project they struggled to gain the attention of the wider public, with a lot of learners coming through similar referral routes to other programmes.

The bus was very beneficial for this promotion as it was placed in prominent spots resulting in heavy footfall and engagements from a wide number of people who became aware of the offer.

Scale of the activity or initiative: Spoke to around 120 individuals through the bus (although these were not all counted as or submitted an non-substantive engagements as most did not wish to provide their personal information). Over 1,000 people saw the bus / Multiply signage.

Target group(s): Education practitioners; Parents; Care leavers; Prison leavers; Learners not active in the labour market; Unemployed learners; Employed learners; English for Speakers of Other Languages (ESOL); Ethnic minorities; Learners with additional needs.

Further insight on target group(s): As this was designed to draw the attention of all passers by, there was not one target audience that the delivery team focused on. However, unemployed learners and English for Speakers of Other Languages learners were the most common in Crawley.

Delivery dates: 9/2/2024 - 9/9/2024

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council)

Impact and innovation

Impact statement: The activity worked very well in raising the awareness of both Multiply and the wider offering that the Council has to offer learners. It also assisted in promoting the social media avenues that the Council has, since a significant increase in traffic to the Council's adult learning channels. However, the hope was for a significant increase in the number of substantive learners enrolling on the programme in the month following the buses presence which did not occur.

Innovation statement: It was the first time West Sussex had used a promotional bus to promote any of their adult service initiatives to the wider public. The bus provided a unique way to engage with learners and to reach areas which had thus far been untapped. The feedback we received was extremely positive, and although there were some lessons to be learnt from the activity, on the whole it achieved all it was set out to do.

Delivery

How the activity or initiative was delivered: The activity involved hiring a custom fitted bus which had an in built classroom. Inviting partners who deliver for the team on Multiply to specific dates and having the bus placed in prominent places around West Sussex with heavy footfall.

Who was involved in the delivery of the activity or initiative: West Sussex County took a lead on the initiative, however they involved a number of their partners: University of Brighton, Rewards Training, Functional Skills UK, Get Set (Lightbulb), Twin Training, National Numeracy. As well as assistance from local Family Hubs, Worthing Borough Council and Crawley Borough council to assist with delivery.

Enablers: Everyone who took part and the bus hiring company.

Challenges: Biggest challenges were getting agreements from borough councils to park the bus in prominent places, and the weather. Some boroughs were extremely accommodating and saw it as a very beneficial way of engaging with residences in there areas, whereas others did not seem to be keen to have the delivery involved. The other challenge, which was out of their hands was the weather. During the start of the week, it was sunny and warm, resulting in a consistent stream of learners enquiring about the services. However, the end of the week was met with heavy rain, meaning a dramatic decrease in the amount of passers by.

Learnings: The delivery team found that the activity was a big success, and this has been seen in the increase in social media engagements, with a wider number of people being aware of the offer. It has also helped promote partners and give them more exposure in the areas they deliver, something which would not have been possible for the smaller organisation as they do not have the budget for such an event. The other take aways found were that the time of the course / weather has a very strong impact. This event took place in September, when weather is usually still fair. On the days this was the case the footfall was strong, whereas on the rainier days there was a noticeable downfall. The other issue that was faced, was given the size of the bus (a double decker) certain areas were reluctant for us to visit. With a smaller vehicle (although it may not have the same wow factor), we would be able to visit more locations, and possibly bring the idea out to the more remote locations around the county.

Other additional information

Any additional information: N/A

Contact for more information: N/A

School holiday activities - West Nottinghamshire College (working with Nottinghamshire County Council)

Name of the activity or initiative: School holiday activities

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Helping parents increase their numeracy skills in order to help their children and/or their own progression; Developing numeracy activities, courses or provision in partnership with community organisations and other partners aimed at engaging hard-to-reach learners (e.g. those not in the labour market)

Summary description: Sessions were provided during school holidays for parents and children to attend; this activity was focussed in the two most deprived areas of Mansfield (and also the county). These two-hour sessions included a variety of maths games, cooking and other assorted activities. Attendance was really good which was unusual for these two areas, as engaging adults from these areas in any form of learning has historically been very difficult.

Reason why the activity or initiative was undertaken: These two Lower Super Output Areas were ranked first and second in Nottinghamshire, and from the start there was a desire within the college to try to engage learners from the hardest-to-reach areas rather than focus on areas where it was easier to engage adults and therefore meet the learner targets. A significant amount of groundwork was required from the West Nottinghamshire College (WNC) Multiply team to build trust within the local community and provide a consistent and ongoing presence on a wider scale, rather than just turning up for the delivery. This presence is ongoing despite the Multiply funding coming to an end.

Scale of the activity or initiative: 88 enrolments (long and short enrolments combined).

Target group(s): Parents; Unemployed learners; Learners not active in the labour market.

Further insight on target group(s): Many of these learners were severely lacking in confidence.

Delivery dates: 8/1/2023 - 8/22/2024

Organisation(s) responsible for delivering the activity or initiative: Further Education / College

Impact and innovation

Impact statement: It provided an ongoing presence within deprived communities, building trust with local residents that the college is committed to delivering appropriate, relevant courses on an ongoing basis and not just for a short-term funding initiative.

Innovation statement: At the time this engagement and longer-term trust building wasn't being offered in these communities.

Delivery

How the activity or initiative was delivered: Onsite, indoors and outdoors, parents and children. At Ravensdale it was a combination of WNC staff and staff from the children's centre involved in the delivery.

Who was involved in the delivery of the activity or initiative: WNC/leaders and managers/community engagement officers/teaching staff.

Enablers: Regular meetings with children's centre staff and local parents, building trust over a period of time.

Challenges: Internal politics within external stakeholders, initial lack of trust from the local communities, suitable venue space.

Learnings: The initiative was more successful than anticipated - expecting really small numbers to start with but at the first session the numbers were healthier than expected.

Other additional information

Any additional information: N/A

Contact for more information: N/A

Partnership building - West Sussex County Council

Name of the activity or initiative: Partnership building

Focus of the activity or initiative: Organisational initiatives and ways of working

Which item(s) of the Multiply menu of interventions does the practice relate to: Increasing confidence with numbers for those making the first steps towards formal numeracy qualifications; Helping people use numeracy to manage their money; Delivering numeracy programmes together with employers (including courses designed to cover specific numeracy skills required in the workplace); Providing relevant maths modules embedded into other vocational courses; Encouraging people to upskill in numeracy in order to access jobs/careers; Delivering intensive and flexible numeracy courses targeted at people without Level 2 maths, leading to a Functional Skills Qualification; Helping parents increase their numeracy skills in order to help their children and/or their own progression; Developing numeracy activities, courses or provision in partnership with community organisations and other partners aimed at engaging hard-to-reach learners (e.g. those not in the labour market); Providing numeracy courses aimed at those 19 or over that are leaving, or have just left, the care system; Providing numeracy courses aimed at prisoners, those recently released from prison or on temporary licence

Summary description: The Multiply team encouraged partnership building through face to face partnership meetings, online discussions, newsletters, bespoke marketing activities and sharing best practice.

Reason why the activity or initiative was undertaken: Multiply was used to provide money and assistance to smaller providers who were new to this space, along with larger organisations. The team had looked to bring both sides together to share best practices and to signpost learners amongst themselves to give a better learner experience.

Scale of the activity or initiative: 16 providers for Multiply, but part of the outcomes of this has been several smaller organisations have been successful in other funding streams with them, bringing the larger network up to 26.

Target group(s): Programme administrators.

Further insight on target group(s): Although aimed with the idea of enhancing the smaller providers, larger providers were also part of the process to share lessons learnt.

Delivery dates: 4/1/2023 - 3/31/2025

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council); Further Education / College; Training provider; Voluntary Sector Organisation; Higher Education/learning institution

Impact and innovation

Impact statement: The biggest impact we have seen is that following starting on Multiply, West Sussex has had 3 small providers be successful in getting additional grants through West Sussex CC Tailored learning programme. This provides some form of continuity to what has been on offer. Additionally, the training and upskilling that has taken place has allowed one provider to be granted additional funding from the Arts Council, which would not have been possible without the initial Multiply investment.

Innovation statement: Although not innovative, the use of online newsletters such as sway, online recordings, and bringing in outside resources (such as a dyscalculia specialist) to provide training was not something that West Sussex adult learning team had done previously.

Delivery

How the activity or initiative was delivered: Through a variety of platforms, with online meetings and face to face talks being the most common.

Who was involved in the delivery of the activity or initiative: All providers, from the delivery officers, tutors and marketing personal to try to bring all elements together.

Enablers: An open mindedness to working together, strong networking links and use of a variety of meeting platforms that enabled all participants to take part in.

Challenges: Getting provider buy in was the most challenging aspect, along with some providers having a higher turn over to staff than we would like.

Learnings: Understanding the outcomes that you wish to achieve from the start. Although, this was also the most difficult as they have sometimes changed mid programme based on the needs to the providers. The more experienced it become the greater the outcomes have been.

Other additional information

Any additional information: N/A

Contact for more information: N/A

Numeracy for Engineering and Warehousing Workers - Momentum Recruitment Limited (working with West Midlands Combined Authority)

Name of the activity or initiative: Numeracy for Engineering and Warehousing Workers

Focus of the activity or initiative: Learner provision and delivery

Summary description: The Multiply team delivered Numeracy for Engineering through 3 I's:

- Intent: To identify mathematical skills required for progression within the engineering sector.

- Implementation: Explore and gain an understanding of how mathematics is used within the engineering sector.

- Impact: To gain skills, knowledge, and confidence to progress within the engineering sector.

The Multiply team delivered Numeracy for Warehousing through the same 3 I's:

- Intent: To identify mathematical skills required for progression within the logistics sector.

-I mplementation: Explore and gain an understanding of how mathematics is used within the logistics sector.

- Impact: To gain skills, knowledge and confidence to progress within the logistics sector.

Reason why the activity or initiative was undertaken: The Combined Authority felt that the course content helped to address gaps in numeracy skill.

They delivered courses on numeracy for Engineering, which included learning focused on:

- Learners completing the BKSB Math Initial Assessment.

- Identification of different math symbols.

- Understanding of where math is used in different job roles and activities within the engineering sector.

- Learners to identify where addition is specifically used within the engineering sector.

- Learners to identify where multiplication is specifically used in the engineering sector.

- Learners to identify where division is specifically used within the engineering sector.

- Learners to identify when area is used and the formulae for calculating squares and rectangles.

- Learners to identify how to calculate the area of circles and triangles.

- Learners to identify what ratio and proportion are and when they may be used.

- Learners to identify what mean (average) is and when it may be used.

- Learners to identify what fractions and percentages are and when they are used.

- Learners to complete the BKSB Math Initial Assessment to identify new learning,

- Learners to complete the Reflective Practice in their folder to identify new learning and how this will support them in the future.

They also delivered numeracy courses for those in Warehousing, which included:

- Learners to complete the BKSB Math Initial Assessment.

- Identification of different math symbols.

- Understanding of where math is used in different job roles and activities within the warehouse and logistics sector.

- Learners to identify where addition is specifically used within the warehousing and logistics sector.

- Learners to identify where multiplication is specifically used in the warehousing and logistics sector.

- Learners to identify where division is specifically used within the warehousing and logistics sector.

- Learners to identify when area is used and the formulae for calculating squares and rectangles.

- Learners to identify how to calculate the area of circles and triangles.

- Learners to identify what ratio and proportion are and when they may be used.

- Learners to identify what mean (average) is and when it may be used.

- Learners to identify what fractions and percentages are and when they are used.

- Learners to complete the BKSB Math Initial Assessment to identify new learning,

- Learners to complete the Reflective Practice in their folder to identify new learning and how this will support them in the future.

Scale of the activity or initiative: 450 learners

Target group(s): Employed learners.

Further insight on target group(s): N/A

Delivery dates: 4/29/2024 - 3/28/2025

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council)

Impact and innovation

Impact statement: The impact of these courses has shown that 96% of Multiply learners have improved their numeracy skills. This improvement includes: higher confidence in numeracy, better knowledge of how numeracy can be applied in the work place and higher level scores for maths initial assessments and diagnostics upon completion of their numeracy courses.

Innovation statement: Digital skills have improved through the delivery of maths courses via tablets. Innovative team building activities including games and projects have helped improve learners working as a team.

Delivery

How the activity or initiative was delivered: 1. Engagement with employers and recruitment agencies.

2. Employer and provider led design of courses to better suit numeracy in the work place.

3. Course schedule given to both learners and employers.

4. Delivery of courses which are classroom based face to face delivery model.

5. Learner and employer feedback to look at areas of development.

6. Standardisation meetings held monthly discussing data, best practices and areas of development.

Who was involved in the delivery of the activity or initiative: Led by the quality manager who oversaw the delivery of all English and Maths based course. 2 staff under the quality manager were tutors who specialise in both English and Maths.

Enablers: Business Development Director, Quality Manager and Contracts Director led on the mobilisation and implementation of this initiative. Started with the Business Development manager finding employers to work with to upskills numeracy for their workforce. Quality Manager led on the creating and designing the curriculum. Contract directors ensured the number of engagements and courses were planned throughout the contract year to ensure profiles will be met. Communication between the employers, business development team, quality team and contracts director was key to the successful implementation of this initiative.

Challenges: Main challenge was delivering courses to employed learners who have busy schedules.

Learnings: Managing the courses to suit different employers needs were key learning points which affected meeting the individual objectives and goals for learners.

Other additional information

Any additional information: N/A

Contact for more information: N/A

Increased financial literacy game - Ideal for All (working with Sandwell Council)

Name of the activity or initiative: Increased financial literacy game

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Increasing confidence with numbers for those making the first steps towards formal numeracy qualifications; Helping people use numeracy to manage their money; Encouraging people to upskill in numeracy in order to access jobs/careers; Developing numeracy activities, courses or provision in partnership with community organisations and other partners aimed at engaging hard-to-reach learners (e.g. those not in the labour market)

Summary description: The Multiply team created a 6-week short course programme looking at practical activities that would enable learners to understand more about financial literacy.

Reason why the activity or initiative was undertaken: A lot of the clients the Council supported were from low income backgrounds and had limited knowledge of borrowing, finance and debt repayments. The sessions they provided were very practical and included the use of games to understand the different terms and definitions associated with lending money and budgeting. They also completed budgeting skills and learning about finance and annual percentage rate.

Scale of the activity or initiative: N/A

Target group(s): Learners with additional needs; Employed learners.

Further insight on target group(s): N/A

Delivery dates: 8/26/2024 - 9/30/2024

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council); Voluntary Sector Organisation

Impact and innovation

Impact statement: Clients that had completed the training were very positive about the outcomes and showed increased understanding of financial literacy terms and budgeting. From this, people were able to manage their household budget more accurately.

Innovation statement: It was a practical, hands-on learning experience that took real life experiences as examples. People were able to relate to the real life scenarios.

Delivery

How the activity or initiative was delivered: There were 6 sessions held weekly covering banking and maths in everyday lives, planning future purchases, expenses, budgeting and money management, credit scores and lending and understanding wage slips, national insurance and tax.

Who was involved in the delivery of the activity or initiative: Ideal for All, Sandwell Consortium, Sandwell Council.

Enablers: Excellent community links.

Challenges: Encouraging people that were employed to attend training.

Learnings: N/A

Any additional information: N/A

Contact for more information: N/A

Bills, Payslips and Money Saving Tips - Module 2 - Brushstrokes (working with Sandwell Council)

Name of the activity or initiative: Bills, Payslips and Money Saving Tips - Module 2

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Helping people use numeracy to manage their money; Encouraging people to upskill in numeracy in order to access jobs/careers; Helping parents increase their numeracy skills in order to help their children and/or their own progression

Summary description: The "Bills, Payslips & Money Saving Tips" Module 2 provided essential guidance on managing personal finances, including understanding bills, interpreting payslips, and identifying effective money-saving strategies. It equipped participants with practical tools to improve financial literacy and make informed decisions to enhance financial stability.

Reason why the activity or initiative was undertaken: The "Bills, Payslips & Money Saving Tips" module was designed to reduce structural barriers participants faced with managing their finances. It aimed to improve understanding of the UK financial system, including payslips, net vs. gross pay, and taxes, while providing practical money-saving strategies. The purpose was to empower participants to make informed financial decisions and put into practice ways to save more, helping them move beyond merely surviving the cost of living to living a more sustainable lifestyle.

Scale of the activity or initiative: N/A

Target group(s): Ethnic minorities; English for Speakers of Other Languages (ESOL); Unemployed learners; Employed learners; Parents.

Further insight on target group(s): N/A

Delivery dates: 5/21/2024 - 12:00:00 AM

Organisation(s) responsible for delivering the activity or initiative: Employer

Impact and innovation

Impact statement: Delivering this project provided significant value by empowering participants with the financial knowledge and skills needed to navigate the complexities of the UK financial system. By addressing key topics such as understanding payslips, managing bills, and implementing money-saving strategies, the project helped reduce financial barriers and promoted financial literacy. This enabled participants to make informed decisions, gain greater control over their finances, and build a sustainable lifestyle. Ultimately, the project fostered greater financial confidence and resilience, enhancing participants' ability to thrive in a challenging economic environment.

Innovation statement: N/A

Delivery

How the activity or initiative was delivered: Regular one-to-one sessions and occasional group sessions.

Who was involved in the delivery of the activity or initiative: Brushstrokes staff

Enablers: N/A

Challenges: A common challenge encountered is coordinating appropriate dates and times with participants who are working, ensuring availability while accommodating their schedules.

Learnings: N/A

Other additional information

Any additional information: N/A

Contact for more information: N/A

Cost Comparison Supermarkets - Citizens Advice Sandwell & Walsall (working with Sandwell Council)

Name of the activity or initiative: Cost Comparison Supermarkets

Focus of the activity or initiative: Highlighting savings for shopping

Which item(s) of the Multiply menu of interventions does the practice relate to: Helping people use numeracy to manage their money; Developing numeracy activities, courses or provision in partnership with community organisations and other partners aimed at engaging hard-to-reach learners (e.g. those not in the labour market)

Summary description: During course delivery, the team provided a visual comparison of brand name goods compared to shops own brand of the same item in order to highlight the possible savings that could be achieved by small changes to shopping habits to thus enable participants to save money and better manage a small budget. This also worked well during workshops to promote the Multiply course itself.

Reason why the activity or initiative was undertaken: A visual representation was effective at showing groups/individuals the cost savings that are possible with a little change to shopping habits. Most learners benefited from actually seeing and tasting the same items and thereby provided a positive impact that was easily understood by all participants.

For those participating online, an up-to-date cost comparison between various main supermarkets providing brand name goods and own brand goods was provided and possible savings overall that could be achieved by a shopper switching to own brand instead of brand name goods.

Scale of the activity or initiative: 60 learners

Target group(s): Learners with additional needs; Ethnic minorities; Employed learners; Unemployed learners; Learners not active in the labour market; Parents; Employers; Charity groups; NHS.

Further insight on target group(s): This initiative was good at targeting all audiences, no matter the ability of the individual.

Delivery dates: 3/10/2024 - 3/23/2025

Organisation(s) responsible for delivering the activity or initiative: Employer

Impact and innovation

Impact statement: Most people involved in participation were surprised at the possible costs savings with a very little change to shopping habits.

Innovation statement: Providing a visual "taste test" of brand and own brand goods helped groups/individuals to realise the possible costs that could be saved by changing to a shop's own brand item. Overall, this would enable an individual to save money and provide an option for managing and budgeting finances more effectively, with very little change to shopping habits.

Delivery

How the activity or initiative was delivered: By providing a taste test of well known items, i.e. Mars bars, walkers crisps (various flavours), Mr Kipling cakes, Pepsi, etc. Participants were able to carry out a taste test and in most cases were unable to distinguish the brand name from the shops own brand of the same item. The costs of each item were also displayed along with the saving achieved by purchasing the own brand item instead of the brand name.

Who was involved in the delivery of the activity or initiative: Multiply facilitator Citizens Advice, Sandwell & Walsall and Energy Team Citizens Advice, Sandwell & Walsall.

Enablers: A positive engagement by the facilitator with the course participants, as well as members of the public during workshops to promote Multiply overall.

Challenges: There were some individuals who stated that they would "always" purchase the brand name items no matter what, this was after comparing items during a taste test and finding little to no difference. The facilitator engaged the individuals in discussion about cost of living and prioritising and managing a budget effectively when faced with rising costs and possible debts. Most agreed, a change to purchasing shops own brand would be effective in this case.

Learnings: Most participants found they purchase certain brand names because they always have done, as well as parents having done so before them. Most had never considered the option of buying shops own brand instead. This may be due to previous and ongoing promotion of brand name goods by the brand name provider.

Other additional information

Any additional information: N/A

Contact for more information: N/A

Expenditure Cards - Citizens Advice Sandwell & Walsall (working with Sandwell Council)

Name of the activity or initiative: Expenditure Cards

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Helping people use numeracy to manage their money; Helping parents increase their numeracy skills in order to help their children and/or their own progression

Summary description: Within face to face groups, this activity worked well to highlight the difference between what is a priority expenditure and a non priority expenditure.

Reason why the activity or initiative was undertaken: The activity worked well in highlighting that individuals have differing opinions on what they believe to be priority spending. For example, some stated that cosmetics were a priority while others disagreed. This activity helped those especially who provide support to individuals experiencing financial hardship, to take into account the individuals own opinions and beliefs and to not impose their own beliefs or opinions onto a client when supporting regarding finance expenditures.

Scale of the activity or initiative: 60 learners

Target group(s): Learners with additional needs; Ethnic minorities; Employed learners; Unemployed learners; Learners not active in the labour market; Parents.

Further insight on target group(s): N/A

Delivery dates: 3/10/2024 - 3/23/2025

Organisation(s) responsible for delivering the activity or initiative: Employer

Impact and innovation

Impact statement: This activity helped to highlight the difference in various expenditures and provide a visual representation of those sections most people pay for on a daily/monthly basis etc.

Innovation statement: It helped to highlight to individual's what a priority expenditure actually is.

Delivery

How the activity or initiative was delivered: During face-to-face groups, groups were split into groups of 3 and given a set of expenditure cards each and asked to put in order of what is very important, moderately important and not important. After doing so, the groups compared their results together and found varying differences in the results.

Who was involved in the delivery of the activity or initiative: Multiply - Financial literacy adviser

Enablers: Having printed out and laminated cards of most common expenditures, such as utilities, newspapers/magazines, food, cigarettes/alcohol, etc.

Challenges: As this activity highlighted what individuals felt were important, there were many differing results, which helped to generate discussion within the group, led by the facilitator.

Learnings: As the courses progressed, the provider developed a follow up on various ways to save on the varied topics provided to aid in group discussions.

Other additional information

Any additional information: N/A

Contact for more information: N/A

Involving other professionals during specific activities/modules - Citizens Advice Sandwell & Walsall (working with Sandwell Council)

Name of the activity or initiative: Involving other professionals during specific activities/modules

Focus of the activity or initiative: Learner provision and delivery

Summary description: During specific modules, such as energy awareness, the team invited energy advisers to participate within the module with learners.

Reason why the activity or initiative was undertaken: The goal was to enhance and increase the activity and information for learners.

Scale of the activity or initiative: 20 learners

Target group(s): Learners with additional needs; Ethnic minorities; Employed learners; Unemployed learners; Learners not active in the labour market; Parents.

Further insight on target group(s): N/A

Delivery dates: 3/10/2024 - 3/23/2025

Organisation(s) responsible for delivering the activity or initiative: Employer

Impact and innovation

Impact statement: Inviting professionals with a specific focus on the module topic enabled learners to gain more detailed information on that topic.

Innovation statement: Invitation of specialised advisers for specific modules helped to provide a better understanding of module specific information.

Delivery

How the activity or initiative was delivered: Arranged prior to delivery of specific modules and allocated time within the lesson to deliver.

Who was involved in the delivery of the activity or initiative: Citizens Advice, Sandwell & Walsall - Energy, debt, housing teams advisers

Enablers: Forward planning with adviser specialists to ensure ability to attend module provision with learners.

Challenges: On occasion, specialised advisers were unable to attend due to their own workloads, however, this was known in advance and facilitator provided extra information in form of handouts given by specialists.

Learnings: By inviting specialists, this helped to clarify and provide more detailed information/advice on specialised topics.

Other additional information

Any additional information: N/A

Contact for more information: N/A

Sports with numbers - Hertfordshire County Council

Name of the activity or initiative: Sports with numbers

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Increasing confidence with numbers for those making the first steps towards formal numeracy qualifications

Summary description: The "Sports with Numbers" initiative was designed for adults without a formal maths qualification who were eager to improve their numeracy skills in a dynamic and enjoyable way. By integrating numeracy into sports and physical activities, through engaging and educational experiences, participants also developed essential numeracy skills while enjoying the benefits of physical exercise and social interaction.

Reason why the activity or initiative was undertaken: Many adults without a formal maths qualification or those experiencing skills fade are often reluctant to engage in traditional educational settings. The "Sports with Numbers" initiative addressed this issue by creating fun and engaging sessions that integrated numeracy into sports and physical activities. By disguising numeracy in scoring systems and games, the team aimed to support teamwork, communication, and confidence in numeracy skills. This approach was particularly beneficial for adults seeking to improve their employability, community members interested in combining learning with physical activity, and individuals looking to enhance their social and health outcomes.

Scale of the activity or initiative: 577 learners

Target group(s): Learners with additional needs; Ethnic minorities; Learners not active in the labour market; Unemployed learners.

Further insight on target group(s): Our initiative targeted those with special educational needs and disabilities (SEND), young people not in education or training, refugees, and asylum seekers—groups that are often at a disadvantage.

Delivery dates: 10/20/2022 - 3/14/2025

Organisation(s) responsible for delivering the activity or initiative: Training provider

Impact and innovation

Impact statement: The provider had already engaged over 400 people in their courses at the time of submission, and expected to reach 600 completions by March 2025, having collaborated with over 20 groups across Hertfordshire. Their initiative targeted those with SEND, young people not in education or training, refugees, and asylum seekers—groups that are often at a disadvantage when it comes to being active and engaging with education and training to support numeracy. This made their delivery significantly impactful in reaching such audiences. The most impactful aspect of their initiative was the recognition of using sport and physical activity to engage people in numeracy in a positive and enabling way. Participants came to the sessions to have fun, and the tutors skilfully embedded numeracy into activities, which is crucial for engaging these disadvantaged communities where judgment and perception can often limit opportunities for engagement.

Innovation statement: The "Sports with Numbers" initiative was innovative in its approach through embedding numeracy into sports and physical activities, creating an engaging and enjoyable learning environment. By integrating numeracy into scoring systems and games, the delivery team disguised traditional learning methods, making numeracy more accessible and appealing to adults without formal maths qualifications. This approach not only enhanced numeracy skills but also promoted teamwork, communication, and confidence. Additionally, targeting disadvantaged groups such as those with SEND, young people not in education or training, refugees, and asylum seekers, demonstrated a unique and impactful way to reach and support communities that are often overlooked in traditional educational settings. The use of sport as a medium for learning is a novel strategy that breaks down barriers and fosters a positive, inclusive atmosphere for numeracy education.

Delivery

How the activity or initiative was delivered: The "Sports with Numbers" initiative was delivered through weekly in-person sessions featuring activities that combined games and numbers. Learners worked in teams to achieve goals by calculating scores, distances travelled, and other metrics. The team also used technology like the STAT Sports APEX Athlete Series GPS Soccer Activity Tracker, Blazepods, and Fitness Trackers to engage younger learners who wanted to further their sports activities. This approach made learning engaging and practical, helping learners understand numeracy through real-life applications. The use of this equipment provided a high-quality learning experience, motivating learners by linking physical activity with numeracy. It was particularly effective for those closer to working age who were more interested in sports data than traditional maths lessons. This initiative also supported the broader goal of engaging disadvantaged communities in Hertfordshire, inspiring them to be active and interested in sports data.

Who was involved in the delivery of the activity or initiative: HSP - Herts Sport & Physical Activity Partnership one of HCC delivery partners

Enablers: Having the support from Step2Skills - Hertfordshire County Council to run the courses with flexibility and having regular communication to make sure courses run smoothly.

Challenges: One of the main challenges was ensuring learners could commit to the full length of the course, as many had children or other commitments. Keeping learners engaged over the duration of the course was particularly difficult due to these competing responsibilities. Additionally, some learners had language barriers which posed a significant issue for some learners, as their English skills needed to be at a certain level to understand the instructions and numeracy terminology. Furthermore, some learners had learning difficulties, requiring certain activities to be tailored to meet their specific needs. This added an extra layer of complexity to the delivery of the initiative, as we had to ensure that all learners could fully participate and benefit from the programme.

Learnings: The delivery team learned that offering flexibility in terms of timings and course formats was crucial for accommodating learners' diverse needs. Providing engaging, in-person sessions that combined games and numeracy helped maintain interest, but it was essential to monitor attendance and ensure learners could commit to the full length of the workshops. This was particularly important given the competing responsibilities many learners had, such as childcare and other commitments. Additionally, tailoring activities to meet the needs of learners with learning difficulties was necessary for their full participation and benefit. Addressing the language barrier was also important, as some learners needed additional support to understand numeracy terminology in English. Using technology like the STAT Sports APEX Athlete Series GPS Soccer Activity Tracker and Blazepods proved effective in engaging younger learners and those interested in sports data, making the learning experience more relevant and motivating. By incorporating these adjustments, the team was able to create a more inclusive and supportive learning environment that enhanced overall engagement and learning outcomes. This approach not only improved numeracy skills but also fostered a positive attitude towards learning and physical activity.

Other additional information

Any additional information: The "Sports with Numbers" initiative not only focused on improving numeracy skills but also aimed to enhance overall physical health and social interaction among participants. By integrating numeracy into sports, the delivery team created a unique learning environment that encouraged teamwork, communication, and problem-solving skills. This holistic approach helped learners develop a range of competencies that are valuable both in everyday life and in the workplace. By targeting communities in the top 20% of deprived wards in the country, the team ensured that the benefits of this initiative reached those who needed it most. The combination of physical activity and numeracy education proved to be a powerful tool in breaking down barriers to learning and engagement, making a positive impact on the lives of many participants.

Contact for more information: N/A

ESOL Maths - Hertfordshire County Council

Name of the activity or initiative: ESOL Maths

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Encouraging people to upskill in numeracy in order to access jobs/careers

Summary description: West Herts College integrated numeracy lessons into ESOL (English for Speakers of Other Languages) courses, proving to be a successful and innovative approach. This initiative empowered learners by improving their maths language skills, enabling them to understand discounts, bank statements, and assist their children with schoolwork. This programme bridged that gap, enhancing their employment opportunities and job prospects through improved language and numeracy skills.

Reason why the activity or initiative was undertaken: The activity was undertaken to encourage and upskill numeracy for learners to improve opportunities for employment and job opportunities. A lot of learners have no/limited numeracy skills. The team found this was an area to address, as many learners struggled with employment opportunities due to lack of numeracy skills. Another reason for the initiative was to target learners for people that haven't achieved a level 2 qualification.

Scale of the activity or initiative: Delivered to 158 learners to date of submission.

Target group(s): English for Speakers of Other Languages (ESOL); Ethnic minorities; Unemployed learners.

Further insight on target group(s): N/A

Delivery dates: 11/9/2022 - 3/14/2025

Organisation(s) responsible for delivering the activity or initiative: Further Education / College

Impact and innovation

Impact statement: The initiative has been received positively by learners at West Herts College (WHC). They have found it useful for brushing up on their numeracy skills and feel more confident overall. Additionally, this programme has enabled WHC to focus on other areas of development for learners beyond just their English skills. By integrating numeracy into ESOL courses, learners are better equipped to handle everyday maths challenges, enhancing their overall educational experience and boosting their confidence in both numeracy and language skills.

Innovation statement: The initiative supported learners in achieving their goals, with many aiming to improve their English and Maths skills to enhance job prospects, while others sought to help their children with homework. By integrating numeracy into ESOL courses, the provider catered to learners without prior maths qualifications and those unable to apply for certain jobs due to a lack of numeracy skills. This innovative approach provided tailored support, enabling learners to overcome specific challenges and enhance both their employability and everyday Maths proficiency in a flexible and accommodating manner.

Delivery

How the activity or initiative was delivered: The initiative was delivered through a combination of online and traditional classroom lessons to accommodate student availability and offer flexibility. Each week, students focused on different areas or modules with tutor support. They had individual targets, and their progress was monitored through submitted work and in-class assessments. Additionally, RARPA (Recognising and Recording Progress and Achievement) targets were used to evaluate whether students met their goals by the end of the course. This blended approach ensured personalized support and allowed learners to progress at their own pace. Integrating numeracy with ESOL courses in a practical context made learning more engaging and meaningful. Students could directly apply their skills in everyday situations, boosting motivation and retention. The presence of tutors and the flexible format created a supportive environment where students felt encouraged to ask questions and seek help. This support was crucial for building confidence and overcoming reluctance to engage with numeracy. Overall, this approach not only improved numeracy skills but also enhanced educational outcomes by making learning more accessible, personalized, and engaging. By addressing the specific needs of learners and providing a supportive environment, the initiative helped students achieve their goals and improve their employability and everyday maths proficiency.

Who was involved in the delivery of the activity or initiative: West Herts College Language Literacy Numeracy department/ Language Literacy Numeracy department staff

Enablers: Having the support from Step2Skills – Hertfordshire County Council to run the courses with flexibility and having regular communication to make sure courses run smoothly.

Challenges: One of the main challenges was ensuring learners could commit to the full length of the workshops, as many had children or work commitments. Additionally, the language barrier posed a significant issue for some learners, as their English skills needed to be at a certain level to understand numeracy terminology.

Learnings: It was important to offer flexibility for the learners in terms of timings and a range of courses to suit different abilities. Attendance levels were also important as learners needed to attend a certain number of lessons to meet the funding requirements. It was necessary to monitor attendance each week and offer the courses to those that could commit to the full length of the workshops.

Other additional information

Any additional information: To accommodate the diverse needs of the learners, it was crucial to offer flexibility in course selection, including both online and traditional classroom lessons. This approach ensured that learners who were unable to commit to in-person classes at the college could still participate. By providing a range of courses tailored to different abilities and schedules, they were then able to support learners more effectively and help them achieve their educational and employment goals. This flexibility was essential in addressing the challenges of balancing personal commitments, such as childcare and work, while also overcoming language barriers to understand numeracy terminology.

Contact for more information: N/A

Working in Partnership - Mini Maths Tournament - Hertfordshire County Council

Name of the activity or initiative: Working in Partnership - Mini Maths Tournament

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Increasing confidence with numbers for those making the first steps towards formal numeracy qualifications; Developing numeracy activities, courses or provision in partnership with community organisations and other partners aimed at engaging hard-to-reach learners (e.g. those not in the labour market)

Summary description: The Multiply team decided to do a mini tournament style delivery. The learners were engaged in various activities and games where final scores were added to find the winning team. Games were bingo, cup stacking with number in multiples, skittles and hoops over cones. This initiative was delivered in partnership another Multiply partner: Herts Sport & Physical Activity Partnership (HSP) which introduced the team to the group from the Briars Pavilion - Herts County Council Day Services centre for people with learning disabilities and difficulties in Hatfield.

Reason why the activity or initiative was undertaken: The Council thought this initiative would encourage team building amongst a group with a variety of moderate learning and physical disabilities. The activities were created to enable learners to participate and support each other. The learners would have found the activities too challenging if they had to work independently of others. The “group” style activity provided support and the opportunity to understand numbers through games.

Scale of the activity or initiative: 23 learners

Target group(s): Learners with additional needs.

Further insight on target group(s): N/A

Delivery dates: 11/27/2024 - 11/27/2024

Organisation(s) responsible for delivering the activity or initiative: Training provider

Impact and innovation

Impact statement: Improvement in numbers will now help with day-to-day life skills such as calculating change when shopping and working out journey times.

Innovation statement: This was the first time that the Council had delivered to a group of adults with a broad range of disabilities. They tailored the activities to allow the less able to participate i.e.; the activities focused on “group” work, for example, bingo enabled learners to share their understanding of numbers with each other. This enabled peer support and peer learning.

Delivery

How the activity or initiative was delivered: As part of the Multiply Partnership, the team approached HSP - Herts Sport & Physical Activity Partnership, who specialised in delivering sports sessions to learners. With their knowledge, expertise and contacts, they enabled the team to engage with a day centre for adults with learning disabilities and they thus created a bespoke activity to meet their needs. This was delivered away from the traditional classroom type of delivery and built to suit the needs of participants.

Who was involved in the delivery of the activity or initiative: SPS led the delivery with their tutors and support staff and HSP supported them on the day. The staff at the day centre were brilliant, as they were familiar with the needs of the learners and guided them with specific learning styles when required. The support of all staff led to a seamless delivery and this kept learners engaged and keen to undertake further learning once the initiative finished.

Enablers: The delivery team tailored the activities to allow the less able to participate. As the activity progressed, it was clear that they needed to further adapt the delivery and they allowed additional time for activities as well as shortening some tasks and removing complex scoring. They removed the pressure for learners to complete within a certain timeframe as it was clear that this would have potentially created unnecessary stress. The team continually adapted the activities as they progressed through to enable the learners to complete the tasks. They implemented additional rounds of games to allow learners to fully understand and comprehend what was involved. The activity was tailored for learners to work more slowly and more simply.

Challenges: Through having support from the Briars Pavillion staff and HSP, who knew the learners well, they were able to keep the learners engaged, focused and on task. This would have been more of a challenge without the experienced staff.

Learnings: The delivery team learnt that in order to deliver to a group with learning and physical disabilities, it is important to modify and implement the activity to suit the needs of the learners participating. They maintained this adaptability and flexibility throughout the activity. The measure of success was evident through the individual progress observed by each learner and the positivity that was noted as each learner realised their learning. Given an opportunity everyone is able to learn in their own way.

Other additional information

Any additional information: N/A

Contact for more information: N/A

Managing personal budgets - Shrewsbury Colleges Group (working with Shropshire Council)

Name of the activity or initiative: Managing personal budgets

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Helping people use numeracy to manage their money

Summary description: The council working in collaboration with a Housing Association (HA). This meant they used the HA's community hub to offer informal group sessions on managing personal budgets. In the midst of a cost of living crisis, there were many local tenants struggling to manage and they were keen to join a group in a warm, friendly environment. They had access to a platform where they could share some of their money worries, and gain some new ideas as to how limited funds might just go a bit further, with numeracy at the heart of the advice.

Reason why the activity or initiative was undertaken: Housing Associations provide an excellent service in assisting their tenants with claiming the benefits they are entitled to, as well as advising on managing debt. This service is provided by a small team, on an individual basis, and therein lies the problem. The waiting list to receive this guidance can take months and when debt is spiralling, time is of the essence.

Shrewsbury Colleges Group worked closely with a variety of Housing Associations in the county, providing skills training and apprenticeships for their workforce. Addressing the needs of their tenants however, was not an area that had been explored before. Multiply joined and included an outreach budget and exploratory talks took place.

The College tutor and Business Development Manager met with the Community Hub Team Leader and Financial Advisor, to find out more about what their tenants were typically expected to live on each week and the types of challenges they faced. Rent, heating and food were obvious expenditures, but it was the extra costs that so often go unnoticed, like Christmas and birthdays for example.

The college then worked on a two day programme, spread over two weeks, offering workshops, starting with the basics, 'money in' and 'money out' and then exploring a range of day to day scenarios, like supermarket offers, the Lidl middle aisle temptations, sticking to a list, to name just a few. Many of the attendees shared their own ways of saving and so these sessions became very interactive with many 'self help' aspects.

At the end of the two workshops all attendees were offered a supermarket voucher, which was well received. It was also a great opportunity to promote the college courses and discuss other ways tenants might consider future plans.

Scale of the activity or initiative: 20 learners

Target group(s): Unemployed learners; Learners not active in the labour market.

Further insight on target group(s): N/A

Delivery dates: 3/5/2024 - 3/12/2024

Organisation(s) responsible for delivering the activity or initiative: Further Education / College

Impact and innovation

Impact statement: The service provided to these tenants would simply not be affordable if it wasn't for the funding opportunity provided by the Multiply project. The Council are under no illusion that the client group no longer experienced monetary difficulties, but some useful insights, tips and tricks were provided and feedback was extremely positive.

Innovation statement: A group approach to debt and personal finance management rather than expensive and time consuming individual support.

Delivery

How the activity or initiative was delivered: N/A

Who was involved in the delivery of the activity or initiative: N/A

Enablers: The Housing Association.

Challenges: General attitude to debt and a feeling of hopelessness and embarrassment had to be overcome sensitively.

Learnings: N/A

Other additional information

Any additional information: N/A

Contact for more information: N/A

Individual 1-2-1 learner tuition - Solihull College and University Centre (working with West Midlands Combined Authority)

Name of the activity or initiative: Individual 1-2-1 learner tuition

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Increasing confidence with numbers for those making the first steps towards formal numeracy qualifications; Delivering numeracy programmes together with employers (including courses designed to cover specific numeracy skills required in the workplace); Providing relevant maths modules embedded into other vocational course

Summary description: Tutoring with the individual learner does not take place in a classroom; instead, it starts with an informal discussion about what numeracy means to them and any anxieties they have with numbers. This informal discussion often takes place in the College Cafe with a Coffee, so the student leaner feels as relaxed as possible. The aim of this initial session is to remove the individual's fear of numbers by looking at causes of their anxiety, and what they would feel like if they could overcome them. The session ends by taking the student through a maths method to solve a problem they didn't ever think they could do (working out % increase for example). The student is shown a very simple step by step method and the tutor and student complete the first few examples together, with the student then completing some on their own. This approach always results in the student gaining confidence that they can do Maths, and makes them eager to learn more methods.

Reason why the activity or initiative was undertaken: This initiative was conducted for many students with maths anxiety, for whom the thought of having a maths lesson in a classroom was very daunting and overwhelming. Therefore, the sessions provided by Solihull College and University Centre were deliberately designed to not look like a maths lesson, reducing any anxiety, and increasing confidence via relaxed discussion and practice.

Scale of the activity or initiative: 100 learners

Target group(s): Learners with additional needs; Employed learners; Unemployed learners; Learners not active in the labour market; Parents.

Further insight on target group(s): Mainly focussed on people with maths anxiety

Delivery dates: 8/21/2023 - 3/31/2025

Organisation(s) responsible for delivering the activity or initiative: Further Education / College

Impact and innovation

Impact statement: This initiative has resulted in many more students enrolling on accredited Maths courses and continuing to completing the course. It has also resulted in some students then passing their L2 maths.

Innovation statement: This was innovative as it focussed on understanding the student's maths anxiety rather than teaching maths.

Delivery

How the activity or initiative was delivered: The initiative is bannered on the college social media sites and webpages, with the heading "Need help overcoming your Maths anxiety". Students completed an online form with their contact details and then the Multiply Programme Co-ordinator contacts the student and arranges the first session(s).

Who was involved in the delivery of the activity or initiative: Multiply programme co-ordinator.

Enablers: College Marketing team promoting the service.

Challenges: Working around student availability which sometimes include evening or early morning sessions.

Learnings: Key learning from this programme is not assuming that the student can't do maths just because they tell you they can't.

Other additional information

Any additional information: The Council fed back that all students have provided very positive feedback on this initiative.

Contact for more information: Multiply Co-ordinator at Solihull College and University Centre

Maths by stealth - North Yorkshire County Council

Name of organisation: North Yorkshire County Council

Organisation type (1): Local government (e.g. Local Authority / MCA / Local Council)

Organisation type (2): N/A

Delivery model: Commissioned learner provision as well as doing some direct delivery

Introduction to the activity

Name of the activity or initiative: Maths by stealth

Focus of the activity or initiative: Learner provision and delivery

Summary description: The council provided fun and enjoyable courses with maths embedded throughout. Learners joined to complete a course without maths or numeracy in the title - the big reveal of maths/numeracy skills showed how learners have used and developed skills that they did not know that they had or had little confidence in using.

Reason why the activity or initiative was undertaken: North Yorkshire and York wanted to reach those that lacked confidence to attend classes and stayed away from anything that involved numeracy. They aimed to engage with individuals that needed help with numeracy skills or would shy away from numeracy and avoid it at all costs. The initiative was intended to be creative and spark learners' interest - without mentioning numeracy, otherwise they felt that they would not be able to attract these learners and offer them help and support. There was a selection of courses that were developed with this in mind to ensure that they could attract the hardest to reach learners.

Scale of the activity or initiative: 1,200 learners

Further insight on target group(s): N/A

Delivery dates: 1/10/2022 - 3/31/2025

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council)

Impact and innovation

Impact statement: This initiative has reached more than 1000 learners to undertake numeracy training by stealth - many of these were learners who would not ordinarily attend numeracy courses. Courses included cake decoration, soap making, candle making, murder mystery and beyond. Many have gone on to attend more courses and improve their skills in other areas. The confidence of learners has increased, learners have continued to meet in their groups to continue with the skills taught - as well as starting their own small business. Learners from year 1 who attended further courses in year 2, then became IAG and Numeracy champions in year 3.

Innovation statement: This initiative provided numeracy learning through experiential activities reaching those in the community that would not ordinarily attend a numeracy class. Maths by stealth has supported many individuals to improve their skills in a fun way. Creativity has been a key factor in Multiply provision and has allowed out-of-the-box thinking.

Delivery

How the activity or initiative was delivered: Learning was taken to the learners. The council delivered practical sessions in community groups, schools, libraries and other community spaces. The courage needed to step into a learning centre is built through learning in the community. Learning was delivered in small group sessions by experienced teachers.

Who was involved in the delivery of the activity or initiative: The Multiply team, manager, delivery officers and partnership officer were involved in planning and delivering these sessions - all employed by the local authority.

Enablers: Flexibility in Multiply to allow a creative approach.

Challenges: The biggest challenge was initially assessing numeracy skills in a way that didn't create panic for learners - this was overcome with a user friendly learning journey document and maths confidence assessment.

Learnings: Key learning from this programme is that learners were surprised that they had learnt numeracy skills without realising. Learners acknowledged that they had been avoiding maths and had anxiety about maths which had been overcome by delivering maths in a fun way. Traditional maths learning does not suit everyone and this approach allowed maths to be accessible for all.

Other additional information

Any additional information: N/A

Contact for more information: N/A

The Bridge Project - Blackpool Borough Council

Name of the activity or initiative: The Bridge Project

Focus of the activity or initiative: Learner provision and delivery

Summary description: The council helped learners build essential budgeting skills for people using 'The Bridge Project' which is a Salvation Army on-site drop in for people who are homeless. Learners included; rough sleepers, sofa surfers and people living in temporary accommodation.

Reason why the activity or initiative was undertaken: Blackpool Borough Council wanted to provide a programme that would equip leaners with the skills to better their lives and to enable them to change their life. The courses promoted independence, mental well-being and provided a road to recovery, ending the cycle of homelessness by helping leaners attain the skills to manage money, hold down rental agreements and break the pattern of spending money as soon as it comes in.

Generally, for many people, budgeting is taken for granted. For leaners of The Bridge Project, it’s a skill they had never been taught. Gaining practical skills to manage their finances well meant that they were able to learn how to make their money stretch and make the most of any income that they may have.

Scale of the activity or initiative: 100 learners

Target group(s): Homeless.

Further insight on target group(s): N/A

Delivery dates: 2/16/2023 - 6/1/2023

Organisation(s) responsible for delivering the activity or initiative: Voluntary Sector Organisation

Impact and innovation

Impact statement: Working with Blackpool Council helped enable connections with the often hard-to-reach individuals who could benefit the most.

Innovation statement: Residents were invited to attend the Bridge Project for a further two hours for a budgeting workshop. By inviting learners who were already at the venue, the council were able to reach people who wouldn't have attended the advertised workshop otherwise. It was delivered by a member of staff from The Bridge Project who learners already knew and trusted. The member of staff was trained and given the resources to deliver the workshop. This was found to be more effective than bringing a stranger who they may not have trusted or engaged with.

Delivery

How the activity or initiative was delivered: A member of the Bridge staff was trained in a 'train the trainer' session so that they had the skills and resources to deliver the 2 hour workshop.

Who was involved in the delivery of the activity or initiative: The Bridge Project

Enablers: Being delivered by someone in house (a member of The Bridge Project team) rather than needing a trained teacher. This engaged the learners to attend. It was also at a venue and time which worked for the learners.

Challenges: The biggest challenge was learner engagement - thought this was overcome by the enablers mentioned previously.

Learnings: The key learning from this programme was how effective it is when you deliver in learning in environments which feel comfortable for the learners.

Other additional information

Any additional information: N/A

Contact for more information: N/A

Confidence with numbers, Confidence with money (including budgets) and having Numeracy Champions (staff) - Grace Eyre Foundation (working with Brighton and Hove City Council)

Name of the activity or initiative: Confidence with numbers, Confidence with money (including budgets) and having Numeracy Champions (staff)

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Helping people use numeracy to manage their money; Increasing confidence with numbers for those making the first steps towards formal numeracy qualifications; Delivering numeracy programmes together with employers (including courses designed to cover specific numeracy skills required in the workplace); Developing numeracy activities, courses or provision in partnership with community organisations and other partners aimed at engaging hard-to-reach learners (e.g. those not in the labour market)

Summary description: The council delivered short-term, accredited (with ASDAN) courses supporting people with learning disabilities and/ or autism to engage with tailored, fun, engaging and accessible numeracy courses.

The 'Confidence in Numbers' courses looked at baking and cooking as a way of engaging them with numbers. The 'Confidence in Money' courses looked at identifying money, banking and shopping trips as a way of engaging them with money and budgeting skills.

The 'Numeracy Champions' courses looked at supporting staff - support workers - with their confidence in supporting the students (people we work with) to maintain their long-term learning from the above mentioned courses.

Reason why the activity or initiative was undertaken: The people that Grace Eyre works with have learning disabilities and/ or autism. They are either keen to be in paid work or they are on long term benefits. They are conscious of their budget and want to be able to manage their money well. Numeracy courses provided by the Multiply team were attractive to them. However, finding suitable tailored, fun, engaging and accessible numeracy courses for people with have learning disabilities and/ or autism is challenging.

Grace Eyre wanted to offer this opportunity, as it reflects the feedback of the people they work with and support. Providing these accessible courses enabled the learners to build their own skills and confidence.

Scale of the activity or initiative: 55 students - both people we support and staff across the year. Approx 165 people across the 3 years that we have been delivering Multiply.

Target group(s): Learners with additional needs; Unemployed learners; Learners not active in the labour market.

Further insight on target group(s): Being able to show how money and number courses can be taught in a fun and accessible manner is important to support their sense of well-being and confidence.

Delivery dates: 4/1/2022 - 3/31/2025

Organisation(s) responsible for delivering the activity or initiative: Voluntary Sector Organisation

Impact and innovation

Impact statement: All of the students felt that these courses were of benefit to them. While some could not achieve all of the various levels of accreditation on offer, all students' numeracy skills were improved. They were all invited to a 'Celebration/ Graduation event' that was held in May 2024. It was a great success and the aim is to run another similar event in 2025.

Innovation statement: The courses were designed for people with learning disabilities and/or autism and offered external formal accreditation which was innovative. Using baking as part of numeracy skills (e.g. measuring flour and water) is a positive and fun way to engage our students in this learning and worked well.

Delivery

How the activity or initiative was delivered: This was delivered as an 8 week course. Each weekly session was scheduled to last up to 3 hours, with some breaks to support the students' learning pace. Delivering these courses where people wanted them was also important e.g. community centres and day services.

Who was involved in the delivery of the activity or initiative: One suitably qualified member of staff (with a teaching background) taught a small group of 8 students. They worked through course content, completed tasks and worksheets, and the tutors fulfilled the teaching and recording conditions for the accreditation requirements.

Enablers: When students started courses, they usually found them fun and engaging.

Challenges: Learner recruitment was at times challenging but with determined efforts was ultimately successful. Some students did not have a true awareness of their maths capabilities, or difficulties with maths. Trying to get them to engage with subject could be challenging. This required careful evidencing of the individual students' work and careful communication with them.

Learnings: The key learning from this programme is that there was a need to improve pre-assessment activities (e.g. easy read questionnaires for our Employment & Skills courses). This is to ensure students chose a course suitable to their level of ability. This will improve recruitment and retainment for future courses.

Other additional information

Any additional information: It felt like there was definitely a need for courses and opportunities like this, e.g. in reading, writing and digital skills.

Contact for more information: N/A

Teaching Assistant courses - Hampshire County Council

Name of the activity or initiative: Teaching Assistant courses

Focus of the activity or initiative: Learner provision and delivery

Summary description: The Multiply programme helped Teaching Assistants (TAs) upskill in maths so that they could confidently move to different age groups in the school or apply for promotion or Further Education courses. A maths teacher went into schools on INSET days and worked with groups of TAs specifically. The school benefitted from free training for their staff and each learner was also given a pack of maths teaching resources to use in the school.

Reason why the activity or initiative was undertaken: Hampshire County Council developed relationships with local schools to provide different interventions. In doing so, it was found that many teaching assistants didn't have their level 2 maths skills or qualifications and struggled with their confidence in maths. For many it was holding them back from applying for any promotional opportunities or developing in areas that interested them professionally, like working with pupils who have Special Educational Needs and Disabilities (SEND). They were also not able to apply for TA Level 3 courses and faced many barriers to becoming teachers.

Scale of the activity or initiative: 170 learners without a level 2

Target group(s): Employed learners.

Further insight on target group(s): N/A

Delivery dates: 4/1/2024 - 11/30/2024

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council)

Impact and innovation

Impact statement: This was a very popular initiative which started small, but, through word of mouth and schools talking to each other, the council ended up visiting 14 different schools. This resulted in some schools working together and inviting other schools' TAs to their training.

Innovation statement: This programme was innovative because the team were flexible and made sure they worked with the dates the schools gave and encouraged schools to work together. They ensured the program benefitted both the school and the learner so that they felt they were getting a good deal. This was the council helping the council employees.

Delivery

How the activity or initiative was delivered: One of the Multiply team who had a very good understanding of primary maths delivered this to groups of teaching assistants on their INSET days.

Who was involved in the delivery of the activity or initiative: School staff, headteachers / leaders / Teaching Assistants and the Multiply team.

Enablers: Being flexible and working with the school so that the intervention suited them. Being friendly and taking in some resources which were highly sought after by Teaching Assistants.

Challenges: Initially it was hard to get the schools' trust that it was going to be high quality delivery.

Learnings: The key learning from this programme was that it would be helpful to find out about it programmes like this sooner so that there is more opportunity to work with more schools. The Council was too late in reaching secondary schools for this programme but realised that there was high demand in secondary schools too.

Other additional information

Any additional information: N/A

Contact for more information: multiply@hants.gov.uk

Functional skills qualification - Hampshire County Council

Name of the activity or initiative: Functional skills qualification

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Delivering intensive and flexible numeracy courses targeted at people without Level 2 maths, leading to a Functional Skills Qualification

Summary description: The council provided online and in-person functional skills lessons at all levels. Online independent learning software and tailored resources were also provided.

Reason why the activity or initiative was undertaken: Hampshire County Council wanted to provide learner provision so that leaners without Level 2 functional skills can progress towards attaining it.

Scale of the activity or initiative: 150 learners (in one year)

Target group(s): Learners with additional needs; Ethnic minorities; Employed learners; Unemployed learners; Learners not active in the labour market; Prison leavers; Care leavers; Parents; Education practitioners; Programme administrators.

Further insight on target group(s): A range of learners with different progress destinations have joined.

Delivery dates: 1/1/2022 - 3/31/2025

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council)

Impact and innovation

Impact statement: This initiative offered opportunities for many people wishing to progress in careers, further education, or helping children with maths; and generally made them feel more confident. There was very good feedback from learners and many excellent progression stories.

Innovation statement: This programme is innovative due to providing an online live learning platform so learners can progress at their own pace.

Delivery

How the activity or initiative was delivered: Online and in person.

Who was involved in the delivery of the activity or initiative: Functional skills maths tutors.

Enablers: Flexible hours and sessions and tailored resources.

Challenges: 1:1 sessions for catch up and targeted topics.

Learnings: The key learning from this programme is that having efficient sessions creates good results.

Other additional information

Any additional information: N/A

Contact for more information: N/A

Maths for you and your child - Hampshire County Council

Name of the activity or initiative: Maths for you and your child

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Increasing confidence with numbers for those making the first steps towards formal numeracy qualifications; Helping parents increase their numeracy skills in order to help their children and/or their own progression; Encouraging people to upskill in numeracy in order to access jobs/careers; Providing numeracy courses aimed at prisoners, those recently released from prison or on temporary licence

Summary description: Maths for you and your child was delivered at HMP Winchester. The Council delivered a 3-week course within the prison to support fathers with children, particularly around how to support their children with maths. It provided both practice and discussions on the kinds of maths that children may do from entry into school up to age of 11.

Reason why the activity or initiative was undertaken: Hampshire County Council aimed to improve numeracy and outcomes for men in prison. Working alongside family liaison teams in the prison, the council aimed to help nurture fathers so that they could support their children more on their release.

Scale of the activity or initiative: 6 learners

Target group(s): Learners not active in the labour market; Unemployed learners.

Further insight on target group(s): N/A

Delivery dates: 6/24/2024 - 7/11/2024

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council)

Impact and innovation

Impact statement: Learners on the course embraced the opportunity so that they could develop better relationships with their children and families. Most had very little formal schooling so could not help their children with homework. One learner could not multiply and after a session was excited to show his cell mates a new grid method he had learnt. Improved positivity in the group and ambition for employment upon release were noted as outcomes.

Innovation statement: Delivering information about what mathematics content is covered in different school years alongside the practice of getting parents to understand maths at school now.

Delivery

How the activity or initiative was delivered: This was a 3 week course delivered over 6 sessions.

Who was involved in the delivery of the activity or initiative: A Multiply tutor from Hampshire County Council delivered the sessions alongside the Family Support Charity within the prison.

Enablers: Co-ordinators of the project initially opened communications with the local prison offering course and homework help sessions, both of these providing support and having positive impact on the inmates and their families. The course was then further developed through working with prison education staff and tutors. This was done in order to ensure it was tailored to the needs of the inmates.

Challenges: The course could be interpreted as like 'being at school' for the inmates so in delivering the course they created a workshop atmosphere for discussion, and some competition elements, to ensure a happy environment in the room.

Learnings: The key learning from this programme is that the course could have been delivered in a shorter time period, as the last session had fewer attendees. The impact of the programme was felt and recognised by learners in the first few sessions.

Other additional information

Any additional information: N/A

Contact for more information: multiply@hants.gov.uk

Nutrition and numeracy - Hampshire County Council

Name of the activity or initiative: Nutrition and numeracy

Focus of the activity or initiative: Learner provision and delivery

Summary description: Nutrition and numeracy was a short 2 hour workshop to improve understanding of food labels and budgeting.

It was provided by the council and was intended to be a collaborative nutrition and numeracy course. The course was conducted through short 2-hour workshops. These were delivered in local libraries and community centres across Hampshire.

The aim of the course was to improve numeracy confidence so that leaners would be able to apply the skills learnt to understand food labels, make more informed decisions, budget for food, and plan better. Learners were able to identify fat and surprising sugar contents and compare prices of ready meals versus freshly made and batch cooking, with the ultimate goal of eating healthier and better value meals.

Reason why the activity or initiative was undertaken: In the current economic climate many households are struggling with increased food shopping bills and the country is suffering with an obesity crisis, which has a negative impact on the health service. This course provided by Hampshire Cunty Council not only improved numeracy skills, but raised awareness of healthier food choices and offered cost savings in the family budget.

Scale of the activity or initiative: 65 eligible learners

Target group(s): Learners with additional needs; Ethnic minorities; English for Speakers of Other Languages (ESOL); Unemployed learners; Learners not active in the labour market; Parents; Care leavers.

Further insight on target group(s): These courses were aimed at local communities. As they were held during the day they attracted young mothers, retired people and those who were unemployed.

Delivery dates: 10/18/2024 - 2/24/2025

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council)

Impact and innovation

Impact statement: N/A

Innovation statement: It is hard to engage learners who do not have Level 2 maths but wrapping current topics and well-being around the maths attracted a different audience. The courses were fun and informative and learners could see the everyday benefits of being able to apply their new-found skills. Nutrition and well-being was the hook. The maths content was the hidden bonus in their learning.

Delivery

How the activity or initiative was delivered: The course was designed by tutors with notational and numeracy skills. The Multiply team engaged with local food banks and community partners to market the course using attractive flyers. Local schools also shared the course dates in their newsletters to with their parents. Following successful completion of the course, learners were rewarded with a slow cooker so that they could apply their financial savings knowledge and try their healthy eating batch cooking recipes.

Who was involved in the delivery of the activity or initiative: This was a Multiply team effort. The coordinator ser the dates, the tutors prepared the learning material and resources and delivered the training with the support of the community support workers. Local partners provided the community venues and helped to raise awareness of the course dates.

Enablers: A good relationship with local schools provided access to parents through their newsletters. Regular attendance at Local Children Partnership (LCP) meetings provided access to a range of partners to promote the course through their own organisations.

Challenges: The biggest challenge was poor attendance, even with some great incentives on offer. Although individuals were required to register their interest and were sent frequent reminders about the event, the number of people who actually turned up on the day was always disappointing in comparison to the numbers expected. Sometimes it would only be a 50% conversion rate.

Learnings: The key learning from this programme was that hidden maths an effective approach. It is recognised generally that we need maths in every day life, but it is easier to show the benefits of using maths skills through practical and useful activities, giving hints and tips that make a difference to daily life - rather than focusing on the maths itself.

Other additional information

Any additional information: Multiply has been a fantastic and rewarding project to work on for the Council. They have seen the difference that Multiply have made to so many people's lives, in a variety of different and innovative ways. The funding has made a real difference because it has enabled them to be creative and respond to needs quickly, as well as provide real incentives to engage a very hard to reach target market.

Contact for more information: N/A

Games nights in primary schools - Hampshire County Council

Name of the activity or initiative: Games nights in primary schools

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Helping parents increase their numeracy skills in order to help their children and/or their own progression

Summary description: The council produced a series of games nights, working in partnership with Hampshire Primary Schools. Multiply delivered a 2 hour after school games session to encourage families to develop numeracy skills through play. It provided an opportunity to raise awareness of all the other Multiply courses on offer to parents.

Reason why the activity or initiative was undertaken: Hampshire County Council identified that schools could provide access to all their parents, many of which did not have Level 2 maths, which meant it was a perfect target audience for Multiply. Also, following COVID, it became more apparent that many parents did not know or understand the numeracy methods that their children were being taught in school and that they needed further help to support their children with homework.

Scale of the activity or initiative: 994 parents to date

Target group(s): Parents.

Further insight on target group(s): Schools were very generous in marketing the information directly to parents through their school newsletters, which was a cheap and effective marketing method to spread the word about the Multiply games events.

Delivery dates: 4/18/2023 - 3/6/2025

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council)

Impact and innovation

Impact statement: Multiply games nights were amazing and the feedback has been so positive. They have inspired families to get children off electronic devices and spend quality time together as a family, playing games that enhance numeracy skills. Examples of parent feedback:

"Multiply offered me the chance to learn maths with my children in a fun way engaging session, thank you!"

"Enjoyable session. Great to have one-to-one time and introduce new games."

"There were lots of games and it was fun but mathematical as you have to really think before you do it."

"Very engaging. Good way to get children to enjoy maths."

Innovation statement: The games nights developed the following skills for both the parents and their children: mental calculation, recognising patterns, logical thinking, problem solving, process of elimination, following instructions; and developing systematic thought. It reminded parents of their own childhood and encouraged them to set aside time to play with their own children. Maths was hidden through play and they learned without realising it.

Delivery

How the activity or initiative was delivered: Multiply invested in a range of board games that developed numeracy skills. The games were aimed at both KS1 and KS2 children and included a broad range of games and ability mix. KS1 games included Guess Who, Connect 4, Shut the Box, Penalty Shootout, Uno and Dominos. KS2 games included Battle Ships, Monopoly Deal, Quirke, Yahtzee and Othello. The evening started with a brief presentation to explain the purpose of the Multiply project and why games were so important to numeracy development. Families were encouraged to try new games and were given support with the instructions and maths required. At the end of the session all parents provided feedback and were given progression information about other Multiply courses available to them, either locally or online.

Who was involved in the delivery of the activity or initiative: The Multiply project co-ordinator contacted all the schools to offer a FREE games night. Once a date was identified when the main school hall was available, Multiply created a flyer for the school to advertise the event to their parents. On the day, Multiply team members would arrive to set up the main hall with several tables of appropriate games. Multiply staff were there to welcome the families as the school day finished. Some families did not stay for the full two hours, whereas others were having so much fun that they had to be encouraged out of the hall at 5.30pm.

Enablers: Funding enabled Multiply to invest in the games and provide a free service to schools. Multiply also paid for the cost of room hire and additional school staff time to stay beyond the end of the school day. The resources purchased were a fabulous investment and used across many schools throughout the duration of the project.

Challenges: Finding schools who were able to allocate the time to something new was a challenge, even though it was a free service for their parents. Some teachers were overwhelmed and did not want the extra responsibility of promoting another event to parents. Many schools have after school clubs and could not commit to the space or perceived it as time consuming and therefore did not engage.

Learnings: The key learning for this programme was that schools can provide ways to share information to their community of parents, offering a valuable outreach route when offering something that they see as value to the school, the children and their families.

Other additional information

Any additional information: The games nights had a profound impact in spreading awareness of the Multiply project, which was particularly important without having the benefit of a national government advertising campaign. They mentioned that it enabled them have a great relationship with some schools, who in turn actively supported other events and initiatives that Multiply were offering.

Contact for more information: N/A

Beginner Excel using Century online learning - Hampshire County Council

Name of the activity or initiative: Beginner Excel using Century online learning

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Helping people use numeracy to manage their money; Delivering numeracy programmes together with employers (including courses designed to cover specific numeracy skills required in the workplace); Encouraging people to upskill in numeracy in order to access jobs/careers; Developing numeracy activities, courses or provision in partnership with community organisations and other partners aimed at engaging hard-to-reach learners (e.g. those not in the labour market)

Summary description: The council produced a face-to-face beginner Microsoft Excel course to demonstrate basic skills and then provided leaners with on-going online learning through three use of Century Tech.

Reason why the activity or initiative was undertaken: The initiative provided the confidence and tools to help learners manage their budget and finances. Those that lacked both numeracy and digital skills benefited from 1:1 instruction followed by the opportunity to apply their learning at their own pace and in their own time.

Scale of the activity or initiative: 40 learners

Target group(s): Learners with additional needs; Ethnic minorities; English for Speakers of Other Languages (ESOL); Unemployed learners; Learners not active in the labour market; Parents.

Further insight on target group(s): These courses have been planned in the local libraries with the aim of attracting a diverse target audience from the local community.

Delivery dates: 1/17/2025 - 3/13/2025

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council)

Impact and innovation

Impact statement: This course combines face-to-face learning with online learning. Many learners struggle with pure online learning and the face-to-face introductory session provided the basic knowledge and confidence to log into the online training platform to continue their learning at their own pace. Those that struggled with numeracy learnt how Excel could help them manage their budgets and automate some of the maths calculations to save time and improve accuracy.

Innovation statement: The combination of the face-to-face introduction, followed by online learning, was innovative as it met the needs of learners who needed some reassurance and basic training before they could embrace online learning. It also showed what tools are available to help individuals with maths and calculations.

Delivery

How the activity or initiative was delivered: Multiply has invested in using an online learning platform called Century Tech to support a range of learners and topics. They identified a series of basic spreadsheet modules ("nuggets") that could be packaged into a beginner Excel course. Then they secured venues in Hampshire Libraries and offered a series of short face to face introductory courses. Once the learners completed the introductory course, they could continue their learning online, with support from the Multiply team who would monitor their progress and inspire them to continue with regular progress reminders

Who was involved in the delivery of the activity or initiative: Multiply Team and Hampshire libraries, who provided the venues.

Enablers: Multiply funding to purchase laptops that could be used at different training venues and to purchase the Century licenses.

Challenges: Attendance and registration did not always match with who actually turned up on the day, it was very frustrating when numbers were lower than expected.

Learnings: The key learning from this programme was that not everyone likes online learning. Some basic face-to-face training is often appreciated to help individuals to get started.

Other additional information

Any additional information: This course has been appreciated by those who attended. Learner feedback was positive:

- "Very well run and supported."

- "Increase self confidence in using Excel to be able to do a spreadsheet on my finances."

- "This course helped me with IT skills & developing daily numeracy skills."

- "I feel so much more confident about even using a computer and especially about being able to use excel."

Contact for more information: N/A

Voluntary and community sector community grants programme - Liverpool City Region Combined Authority

Name of the activity or initiative: Voluntary and community sector community grants programme

Focus of the activity or initiative: Organisational initiatives and ways of working

Summary description: The Council delivered a community-based grants programme to reach local communities and engage different cohorts of learners, delivered openly and fairly within financial regulations.

Reason why the activity or initiative was undertaken: The aim of the initiative was to establish alternative and additional progression routes for learners in need of maths skills, who may not otherwise engage. Voluntary and community sector (VCS) organisations were selected as the delivery vehicle as they are embedded and trusted within their communities and often offer a 'safe', less daunting learning environment compared to more traditional college settings. Onward progression of these learners into community learning, stepping stone provision; and statutory entitlement maths provision, was the initial hypothesis of this commissioning, with notable successes now leading to a legacy of Local Authorities looking to continue and build on these arrangements post-Multiply funding.

Scale of the activity or initiative: 2,200 learners across 3 financial years

Target group(s): Ethnic minorities; Unemployed learners; Learners not active in the labour market; Prison leavers.

Further insight on target group(s): N/A

Delivery dates: 11/1/2022 - 3/31/2025

Organisation(s) responsible for delivering the activity or initiative: Voluntary Sector Organisation; Training provider

Impact and innovation

Impact statement: The initial impact of this initiative has been seeing an increase in learner referrals and engagement of learners - particularly those within in the most deprived postcodes which had low attainment levels. The true benefit of the programme could only be assessed via a longitudinal study which would look at the distance travelled at the end of their learning journey.

Innovation statement: Re-instating a refreshed version of learning in deprived communities community grants that is tailored to leaners.

Delivery

How the activity or initiative was delivered: Short and sharp engagement provision via Voluntary and Community organisations (VCS organisations) allowed individuals to be engaged who are hardest to reach at grass root level.

Who was involved in the delivery of the activity or initiative: Voluntary and Community Organisations.

Enablers: A well-established community grants structure that was operated by WEA allowed a quick and proper implementation of the programme with effective management controls.

Challenges: N/A

Learnings: N/A

Other additional information

Any additional information: N/A

Contact for more information: N/A

Voluntary and community sector support and outreach - Essex County Council

Name of the activity or initiative: Voluntary and community sector support and outreach

Focus of the activity or initiative: Community outreach

Summary description: Essex County Council aimed to improve outreach and address low demand for Adult Learning. On Multiply, the Council worked with the voluntary and community sector to support adults through the cost of living crisis - paying them for referrals into Multiply provision and for hosting training providers on their premises in the community.

Reason why the activity or initiative was undertaken: Essex County Council identified that very few adults participated in adult learning in Essex - a county with over 900,000 working-age adults. Only 5,000 local adults were learning Maths.

Scale of the activity or initiative: 5,000 students

Further insight on target group(s): Prisoners, Patients, Refugees, etc.

Delivery dates: 1/2/2023 - 3/31/2025

Organisation(s) responsible for delivering the activity or initiative: Voluntary Sector Organisation; Training provider

Impact and innovation

Impact statement: £1.4m was invested in 100 community organisations. Over 7,000 were supported with wider needs. Over 5,000 disadvantaged and hard to reach adults were referred into and started Multiply training in familiar community venues. Feedback from the learners has been overwhelmingly positive and in many cases life changing - with people reporting that it has helped them to manage their money better, become a savvy shopper, reduce debt, improve their confidence, gain life skills, gain skills for work; and helped their children their homework and improve their attainment at school.

Innovation statement: Innovative elements of this provision were:

- Investing to build capacity among grassroots community organisations to play a critical role in community support and learner recruitment.

- Creating a new systematic referral mechanism for educational outreach and inclusion of the hardest to reach. Maintaining relationships between community organisations and training providers.

Assistant Principal, Colchester Institute said: "What the Essex Multiply Lead and the wider Multiply Team have done is nothing short of a culture change, adopting a new way of working between training providers and the voluntary sector. Multiply has given us the flexibility to deliver every course in a bespoke manner, working hand in hand with local partners.”

Delivery

How the activity or initiative was delivered: Community groups were often not able to write effective funding bids. The Essex Multiply Team reached out to community groups and co-designed how they would support their cohorts to participate in Multiply courses as part of wider package of support. Each member of the team managed a caseload of community organisations as well as training providers and helped to forge links between them. This required deep understanding of the organisations, communities, providers and needs. The team used bi-monthly meetings to bring partnerships together in places and by intervention where required. This created a community of practice and supported collective action. The Multiply team and partners created and shared best practice materials and course content freely. Challenges were discussed openly and innovative solutions were found. Increasingly, these relationships between providers and community groups became mutually supportive and yielded outstanding results in the years of the project. The Multiply Team has continued to support, troubleshoot and analyse and improve performance.

Who was involved in the delivery of the activity or initiative: The Essex Multiply team managed the project with limited support from other council services. Training providers. Voluntary and community sector organisations - mostly small grassroots e.g. village halls, religious groups, charities, but also the local prison, a district council, local health trusts, business intermediaries, local community radio stations all played vital roles in making the project successful.

Enablers: The funding was a huge enabler. £1.4 million of community grants were awarded and £1.2 million paid out. Payments were linked to referrals into Multiply provision. Paperwork was kept to a minimum. This gave partners a free hand to offer the support that their communities needed and deliver a steady stream of learners to providers across all interventions. The Essex Multiply Team were incredibly adaptable and functioned as active commissioners, community builders, project/bid writers, champions, innovators, critical friends and partnership matchmakers.

Challenges: Most community groups were unable to write effective funding bids. The Essex Multiply Team therefore co-wrote them. Groups also struggled with any paperwork e.g. submitting client records (those engaged and referred to Multiply training).

Learnings: Key learnings from this programme included:

- Never assume that bidders will tell the whole truth. The council was told that providers had businesses and learners that were ready to start training - this was not always true. Other training providers were clear that recruitment would be tough but were prepared to put in the hard yards. They reaped the rewards once outreach and delivery gained momentum. Without this effort, providers struggled throughout.

- There is no substitute for regular reviews of performance. Providers and community groups benefited from ongoing support and challenge. When there were issues, they needed to be resolved quickly. The Multiply team offered partners scope to innovate, by making funding instruments (community grants) flexible enough to adapt to changing needs.

- Because the Multiply team were so supportive, the local authority was able to secure clawbacks when partners underdelivered, even though delivery was grant funded and was considered as a gift by the LA's legal team.

- Even having a good feel for social policy, we have been overwhelmed by the level of need and disadvantage in local communities. More of this type of initiative is needed that can build community capacity to support those in need, offering the chance to learn new skills that can help people to cope with the challenges that the world throws at them.

- If government wants to get traditionally hard to reach adults to participate in learning, then it's crucial to invest in voluntary and community organisations to enable effective outreach, not just investing in the training provision alone.

Other additional information

Any additional information: N/A

Contact for more information: N/A

Top tips for saving money - Newcastle College (working with the North East Combined Authority)

Name of the activity or initiative: Top tips for saving money

Focus of the activity or initiative: Learner provision and delivery

Summary description: The council provided short courses that were aimed at making learners more aware of personal finances and household bills - and to give them ideas on to save money with everyday shopping.

Reason why the activity or initiative was undertaken: The course enabled learners to look at their everyday household bills and see if they could make any savings. The course enabled learners to share saving top tips.

Scale of the activity or initiative: 150 learners

Target group(s): Parents; Unemployed learners; English for Speakers of Other Languages (ESOL); Learners not active in the labour market.

Further insight on target group(s): Advertised courses in community venues and worked with a number of organisations including local primary schools.

Delivery dates: 12/4/2023 - 3/31/2025

Organisation(s) responsible for delivering the activity or initiative: Further Education / College

Impact and innovation

Impact statement: The 'top tips for saving money' part of the programme had a significant impact on participants. The course covered various ways to save money on food, energy, loans, credit cards, and mobile phones. It also addressed the issues of borrowing from loan sharks and payday lenders, highlighting the benefits of credit unions. Participants learnt where to obtain free goods through platforms like Freecycle and Facebook Marketplace. Additionally, the course introduced the "Dad's 1p Challenge" as a fun way to save money. Learners were encouraged to come up with their own top tips for saving money, which were then shared with others in a different course. One of the course's positive aspects was helping people reduce their everyday bills. For example: A learner reduced their monthly phone bill from £19 to £5 by researching, comparing, and switching mobile phone providers. A family in need of a new washing machine obtained one from Freecycle, avoiding debt from unregulated borrowing. Another family set up a credit union account to save money for Christmas, preventing them from going into debt. A learner switched from paying water rates monthly to using a water meter, saving over £250 a year after using a water calculator. There are many more examples, and the feedback from the courses has been overwhelmingly positive. One of the most unusual money saving tips was a learner who walked around Newcastle with a magnet on a stick to collect dropped change and collected around £10 each week.

Innovation statement: The delivery was innovative, taking place in various venues across the North of Tyne area. Each course was tailored to the specific group of learners, ensuring no two courses were the same. As the course progressed, learners contributed their own money-saving tips, enriching the course material. The course covered a range of topics, and for many participants, it was their first time exploring alternative ways to save money.

Delivery

How the activity or initiative was delivered: The courses were established in collaboration with community groups. Initially, existing contacts were engaged to promote the courses. After discussions, the courses were advertised, and learners enrolled. Courses were delivered in various locations, including doctors' surgeries, food banks, parent groups at local primary schools, and community centres.

Who was involved in the delivery of the activity or initiative: There were several partners involved in the delivery of courses, such as: Children Northeast, NUF Foundation, PRS, Newcastle Foodbank, Unison, Unite, Northern TUC, Blakelaw Community Group, Cruddas Park Surgery, Cornerstone Pantry, various local primary schools, Vinnies, Martha and Mary's Community group, North Tyneside Council, Newcastle Council, Public Health North East, Benfield Football Club, Holy Spirit Church and Hat trick.

Enablers: A key enabler was the partnership with the community organisations as they work on a daily basis with the learners and therefore had an existing relationship with prospective learners, having already built trust with them.

Challenges: There were several challenges to this programme, but the paperwork that they learners had to complete was the major one as the majority of learners had not been in education for a number of years. Starting a course with paperwork was a definite barrier, especially as learners had to provide their National Insurance Number. This course was a 2-hour course and the first 15 mins was paperwork.

Learnings: They key learning from this programme was that developing the course with the learners, and incorporating course content, ideas and input from attendees, was effective in building relatable course content.

Other additional information

Any additional information: N/A

Contact for more information: Newcastletuc@ncl-coll.ac.uk

Summer Spectacular programme - Norfolk County Council

Name of the activity or initiative: Summer Spectacular programme

Focus of the activity or initiative: Learner provision and delivery

Summary description: The Council funded the Summer Spectacular programme through the Hardship Support Fund from the Department for Work and Pensions and Department for Education funding through the Multiply programme. This enabled Norfolk County Council’s Adult Learning service’s team to work closely with head teachers at 10 primary schools, targeting families experiencing significant hardship in socio-economically disadvantaged areas across Norfolk. This unique project provided a wide range of both essential support and inspirational educational opportunities for families throughout the school summer holidays.

The primary goals of the Summer Spectacular programme were to: Provide holistic support for families; Provide regular access to food for both adults and their children, as well as food vouchers and other types of support, for example, vouchers for school uniform; enhancing general numeracy skills; providing opportunities to improve skills in budgeting and healthier eating; engaging with and inspiring families who are experiencing significant hardship; breaking down barriers of anxiety or mistrust towards teachers; strengthening links between schools and families; and offering formal and informal opportunities for participants to receive information, advice and guidance on how they can progress into further learning and employment.

Reason why the activity or initiative was undertaken: A significant challenge for educators was breaking the cycle of low aspirations in the most deprived communities. Children from families with a history of unemployment or low educational achievement often inherit these expectations, seeing them as the norm for their own futures. The mission of the Summer Spectacular Team, a dedicated team of 10 educational professionals, was to work with schools located in these deprived areas and start to level the playing field of inequality and education access – ensuring every child has the opportunity to dream big and achieve their full potential.

Through a highly innovative Summer Spectacular programme, the team provided a memorable and enriching summer experience for parents, guardians and their children, who otherwise would have experienced significant hardship through the school summer holidays.

This nomination highlights the team's exceptional efforts and dedication, the programme’s significant outcomes, and the lasting positive effects on the community.

There were 10 participating primary schools across the inner-city, coastal and rural areas of the county.

Scale of the activity or initiative: 10 schools on board with head teachers leading the identification of the families. Engaged with 104 adults with low-level educational skills, who were experiencing significant hardship. 33 adults progressed, with 22 expressing interest in further Maths su

Target group(s): Learners with additional needs; Ethnic minorities; Unemployed learners; Learners not active in the labour market; Parents; Employed learners.

Further insight on target group(s): Engaged with 104 adults with educational attainment, who were experiencing significant hardship. 33 adults progressed, with 22 expressing interest in further maths support and 11 enrolling on other Adult Learning courses.

Delivery dates: 7/1/2024 - 9/30/2024

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council)

Impact and innovation

Impact statement: Impact of the programme included:

- 10 schools on board, with head teachers leading the identification of the families.

- Impactful experiences for 184 most disadvantaged children, supporting their mental and physical wellbeing, and improving their social and educational engagement.

- Engagement with 104 adults with low level educational skills, who are experiencing significant hardship. 33 adults progressed, with 22 expressing interest in further Maths support and 11 enrolling on other Adult Learning courses.

- Incredible impact reports from parents and schools.

As a direct result, family learning programmes are continuing in the schools involved, and additional programmes have been rolled out to a further 50 schools. Over 200 of the games and activities used were gifted to participating schools. The programme not only provided children with enjoyable activities and meals throughout the holidays, but also empowered families to cook healthily on a budget, fostering stronger family bonds and improving overall wellbeing.

Innovation statement: This programme was highly innovative in terms of structure, method of delivery and funding. The team provided an impactful, memorable and enriching summer experience for parents, guardians and their children, who otherwise would have experienced significant hardship through the school summer holidays.

Delivery

How the activity or initiative was delivered: The programme was meticulously structured to maximise engagement and learning:

- Morning Activities: Breakfast for both children and adults followed by group activities with soft Maths integration, such as ‘Greek Olympics’ and games exploring UK culture.

- Cooking Sessions: Group cooking activities focused on healthy, cost-effective meals, with food packs provided for families to recreate meals at home.

- A meal at lunchtime was also provided to ensure families had access to food. (The logistical challenge of arranging food deliveries for every session should not be underestimated!)

- Afternoon Activities: A carousel of activities including crafts, archery, and educational visits, for example, to Gressenhall Museum.

- Additional Support: Weekly food vouchers and vouchers to purchase school clothes for the children, school supplies, and items like energy-saving lightbulbs and toothbrushes.

Who was involved in the delivery of the activity or initiative: The delivery was done by the Summer Spectacular team, consisting of 10 educational professionals. The Multiply programme also enabled Norfolk County Council’s Adult Learning service’s team to work closely with head teachers at 10 primary schools.

Enablers: Despite challenges, the programme was a resounding success:

- Delivered a large-scale programme with a very short lead-in time.

- Fostered positive interdepartmental and external stakeholder collaboration.

- A significant positive impact on families’ ability to feed and engage with their children.

- Received overwhelmingly positive feedback from both parents and schools.

- The Summer Spectacular Team demonstrated exceptional leadership and dedication. Tutors gave up their summer holidays to work and worked additional long hours to ensure the programme's success.

- The team successfully coordinated with various departments across the Council as well as schools and professionals, to ensure the project’s success.

- Deals were negotiated with local businesses for discounts and free entries. The team maintained meticulous budgeting and planning to maximize impact.

Challenges: The team faced and overcame several challenges:

- Varied engagement and promotional effectiveness from schools. Some venues were oversubscribed.

- Tutors had to adapt quickly to working with vulnerable children and parents.

- Overcoming parents’ barriers to learning or involvement, such as mental health, physical health, and neurodiversity.

Learnings: N/A

Other additional information

Any additional information: The Summer Spectacular Team, consisting of 10 educational professionals, created an impactful programme for over 180 disadvantaged children and their families who were experiencing significant hardship in Norfolk. The programme ensured that the families had access to healthy food and promoted healthy eating, provided engaging activities, developed numeracy and budgeting skills, and strengthened family bonds. Despite challenges, the team delivered a large-scale initiative with significant positive outcomes, including increased engagement in learning by adults and improved family wellbeing.

Contact for more information: N/A

Engineering principles - Maths teambuilding - The Inspirational Learning Group

Name of the activity or initiative: Engineering principles - Maths teambuilding

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Providing numeracy courses aimed at prisoners, those recently released from prison or on temporary licence

Summary description: Teambuilding tasks and activities based around engineering. Teams had to answer maths questions to "earn" materials, in order to build structures (for example building a tower out of paper). Maths questions involved looking at the mean, mode, median height of those towers and working out angles of guide ropes etc.

Reason why the activity or initiative was undertaken: Ther initiative aimed to provide provision in prisons to highlight that maths can be applied in everyday circumstances. It aimed to break down the barriers that maths seemed to create.

Scale of the activity or initiative: 70 learners

Target group(s): Prison leavers.

Further insight on target group(s): N/A

Delivery dates: 11/25/2024 - 11/27/2024

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council)

Impact and innovation

Impact statement: The initiative had a positive impact on the learners and they seemed to be very receptive to this type of session.

Innovation statement: Learning maths in a different way and in a team-building setting where learners felt more comfortable to participate.

Delivery

How the activity or initiative was delivered: Once contact had been made with the education team at the prison, the programme was then delivered on-site in their classrooms for either a morning or afternoon.

Who was involved in the delivery of the activity or initiative: Staff, prison staff and mentors.

Enablers: Good collaboration between all parties.

Challenges: Communication with the team at the prison to get the ball rolling and the course started.

Learnings: They key learning from this programme was that it opened eyes to delivering the course in a different setting, something that has not been done previously. They will now proactively be looking for further opportunities to do this.

Other additional information

Any additional information: N/A

Contact for more information: N/A

Embedding numeracy activities into non-maths subjects - Greater London Authority

Name of the activity or initiative: Embedding numeracy activities into non-maths subjects

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Providing relevant maths modules embedded into other vocational courses

Summary description: The Multiply programme aimed to further expand numeracy activities into other subject teaching and learning sessions. The main subjects used were ESOL and Craft subjects.

Reason why the activity or initiative was undertaken: N/A

Scale of the activity or initiative: 950 sessions

Target group(s): English for Speakers of Other Languages (ESOL); Education practitioners; Ethnic minorities; Employed learners; Unemployed learners.

Further insight on target group(s): N/A

Delivery dates: 3/25/2023 - 3/31/2025

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council)

Impact and innovation

Impact statement: Learners were more engaged and the interventions were very focused on the subjects they had enrolled for.

Innovation statement: The Multiply funding enabled the expansion of sessions, with extra activities for learners to gain confidence using numeracy.

Delivery

How the activity or initiative was delivered: Embedded delivery.

Who was involved in the delivery of the activity or initiative: Teaching staff

Enablers: We were able to train non - maths tutors to more effectively deliver Numeracy into their subjects.

Challenges: N/A

Learnings: N/A

Other additional information

Any additional information: N/A

Contact for more information: Senior manager contracts and funding at Greater London Authority

Dyslexia and maths, dyscalculia and maths anxiety - Dyslexia Association of Staffordshire (working with Staffordshire County Council)

Name of the activity or initiative: Dyslexia and maths, dyscalculia and maths anxiety

Focus of the activity or initiative: Learner provision and delivery

Which item(s) of the Multiply menu of interventions does the practice relate to: Increasing confidence with numbers for those making the first steps towards formal numeracy qualifications; Encouraging people to upskill in numeracy in order to access jobs/careers; Delivering intensive and flexible numeracy courses targeted at people without Level 2 maths, leading to a Functional Skills Qualification; Developing numeracy activities, courses or provision in partnership with community organisations and other partners aimed at engaging hard-to-reach learners (e.g. those not in the labour market);Upskilling individuals with disabilities; upskilling learning mentors in prisons

Summary description: Delivering outreach sessions within a prison to individuals with long sentences who struggled with maths - and to learning mentors within the prison. Showing activities and resources that can make maths concrete and facilitate learning and engagement.

Reason why the activity or initiative was undertaken: Colleagues had awareness of the need for information and support in challenging environments working with young offenders (due to prior work experience as a SENDCo in a young offenders unit).

Scale of the activity or initiative: 40 learners

Target group(s): Learners with additional needs; Education practitioners; Prisoners who have time to serve on their sentence.

Further insight on target group(s): Some prison education staff were also in attendance.

Delivery dates: 10/21/2024 - 3/6/2025

Organisation(s) responsible for delivering the activity or initiative: Voluntary Sector Organisation

Impact and innovation

Impact statement: A new relationship was established with the prison through a colleague and her link with a very supportive SENDCo in the prison. This led to a session for prisoners and learning mentors being created to deliver a session raising awareness of the impact of dyslexia on maths and dyscalculia and maths anxiety, before focussing on activities, strategies and resources that could remove some of barriers to learning for these groups. This led to a second session being requested for another cohort of learners, followed by a third session that would have a literacy focus and not be part of the Multiply offer. There is now an ongoing relationship with the SENDCo for other work and signposting to further maths learning outside prison.

Innovation statement: The council have previously offered ad-hoc sessions within prisons in Staffordshire with limited success. This was the first time that ongoing sessions have been offered, and they have developed an ongoing relationship with any prison.

Delivery

How the activity or initiative was delivered: At the outset, they emailed all SENDCos in prisons and young offender institutions in Staffordshire, which were then followed up by a phone call. They developed an email relationship with 1 prison's SENDCo, explained what they could offer and what they would get out of working with this initiative. The session was then arranged, but was cancelled last minute as there was an incident. The session was then re-arranged and was successful. The second session which was requested also successfully went ahead. The third literacy-focussed session has been arranged for after Multiply ends.

Who was involved in the delivery of the activity or initiative: Prison SENDCo and a tutor on the Multiply programme.

Enablers: The key enabler was a receptive and highly motivated SENDCo. Finding a key person who will drive this sort of initiative is crucial. Organising these sessions takes work on their part, so they need to see the value in what the provision in order to justify the extra time required of them.

Challenges: N/A

Learnings: Key learnings on this programme were:

- Being persistent and not taking no-reply to emails as a 'No'.

- Identifying key people in the organisation who can help to 'sell' the value of what you're offering to the people who give the 'yes' or 'no'.

- Making sessions fun by including lots of activities that don't feel like learning.

- Give prisons and learners strategies, ideas and resources that are free to use, easily created yourself, or very inexpensive.

Other additional information

Any additional information: N/A

Contact for more information: das@dyslexiastaffordshire.co.uk

Mathematics for the construction trade - Brighton and Hove City Council

Name of the activity or initiative: Mathematics for the construction trade

Focus of the activity or initiative: Learner provision and delivery

Summary description: Brighton and Hove City Council commissioned a local FE college to deliver additional units for students who self-identified as being weak in maths (rusty; below Level 2; lacking in numeracy skills) for those on existing college construction programmes. The Multiply classes taught numeracy through, for example, basic maths principles, measuring areas and volumes, interpreting technical drawings and ratios.

Reason why the activity or initiative was undertaken: It was identified that maths is an essential skill for those entering any of the construction trades. In an effort to reduce unemployment, the college offered adult evening classes to those that were unemployed (or those in work seeking further opportunities and training). A percentage of these students were good at practical tasks but weak/lacking confidence in calculations and numeracy.

Scale of the activity or initiative: 28 students

Target group(s): Employed learners; Unemployed learners; Learners not active in the labour market.

Further insight on target group(s): N/A

Delivery dates: 1/6/2025 - 3/31/2025

Organisation(s) responsible for delivering the activity or initiative: Further Education / College

Impact and innovation

Impact statement: The program reduced the chance of non-completion of the main course by strengthening the numeracy skills of those less confident and acting as a stepping stone into the world of construction work.

Innovation statement: Without the Multiply funding the course could not have run and the knock-on effect of increasing confidence whilst reducing drop off rates would not be in place.

Delivery

How the activity or initiative was delivered: This was delivered in the classroom in the hour before the main construction skills course began on the same evening.

Who was involved in the delivery of the activity or initiative: Maths teachers from another wing of the college department.

Enablers: Multiply's flexibility which allows innovative programmes to be funded.

Challenges: Learners were supported in a effort to make sure admitting weakness in basic maths was neither something to hide nor something that could not be overcome with supportive training.

Learnings: They key learning from this programme was that it was very successful overall, was well received by students and it would be something the college would want to continue.

Other additional information

Any additional information: N/A

Contact for more information: Brighton and Hove City Council, Head of Learning (East Campus)

Maths engagement through Multiply - Making Theatre Gaining Skills CIC (working with West Sussex County Council)

Name of the activity or initiative: Maths engagement through Multiply

Focus of the activity or initiative: Learner provision and delivery

Summary description: Each course offered in the Multiply programme was designed to attract learners furthest from education or employment. The brief from West Sussex County Council was to raise the standard of maths awareness and attainment. To achieve this, learners were encouraged to discuss and solve mathematic problems relevant to the practical activities. Many learners were embarrassed by their maths attainment or anxious to join a course that involved maths. Every learner was guaranteed, during their one-to-one initial interview, that they would never be singled out to answer a mathematical question.

Reason why the activity or initiative was undertaken: Learners were asked what barriers they encountered on past maths courses. The most frequent responses were: having to wait weeks to join a course, feeling the pressure of the test at the end of the term, needing to revisit topics due to memory problems; and missing one or two weeks of the course and never catching up.

To address these issues, Making Theatre Gaining Skills’ maths classes operated a ‘spiral’ curriculum which meant that learners could join at any time. Topics were revisited every few weeks, so any missed topics were covered. Learners did not have to take a national test unless they expressed that they wanted to. National tests were booked at any time through the year when learners felt ready and the tutors were confident of a successful outcome for the learners.

Scale of the activity or initiative: 200 learners

Target group(s): Learners with additional needs; Unemployed learners; Learners not active in the labour market;.

Further insight on target group(s): Learners from other categories included homeless, neurodivergent learners, patients in residential mental health support.

Delivery dates: 11/14/2022 - 3/31/2025

Organisation(s) responsible for delivering the activity or initiative: Voluntary Sector Organisation;

Impact and innovation

Impact statement: The most surprising result was the enthusiasm for maths learning which, taking into account a cohort of learners who could be reluctant to take part in adult learning, proved that the method of embedding relevant numeracy into practical and vocational sessions was highly effective. The original plan to offer 2 follow-on maths groups was extended to accommodate the high number of learners seeking to progress. By the end of the programme we ran 5 separate classes each week. Learner satisfaction was proved by high retention levels of approximately 90%. Target outcomes for our contract with West Sussex County Council were also exceeded.

Innovation statement: The maths classes operate a ‘spiral’ curriculum. Learners can join at any time, so if learners get ‘cold feet’ they can join or rejoin at any time. Topics are revisited every few weeks so that any missed topics are covered. Learners do not have to take a national test unless they expressly want to. National tests are booked at any time through the year when learners are ready and the tutor is as confident as possible of a successful outcome. A similar approach to the curriculum was taken for the practical sessions, although here there was no pre-existing list of essential skills to master. Most adults learn and retain a new skill when it is immediately relevant and can be applied to a current project. This learning is further enhanced if the project is of personal interest and relevance to the learner.

Delivery

How the activity or initiative was delivered: Each new learner has an individual learning plan where their initial learning aims / outcomes are noted. The curriculum is divided into 7 courses: Introduction, Exploring, Practising, Understanding, Challenging, Mastering and Achieving. The specific skills gained may vary for each learner according to their stated learning outcomes. Every 8 weeks, the learners assess their progress and very often change their learning outcomes to more challenging targets.

Who was involved in the delivery of the activity or initiative: The curriculum was developed by a Learning Advisor and delivered by a team of tutors and Learning Assistants, working mainly with small groups of learners, typically between 8 - 12.

Enablers: As a small organisation, Making Theatre Gaining Skills benefits from the direct involvement of the company directors in the development of the programme and also the freedom to explore and initiate innovative approaches to learning.

Challenges: Traditional maths classes start with individual assessments and this can be off-putting to learners who have had negative experiences with formal maths learning. To overcome this, no learner was asked to complete an initial assessment until they were comfortable in the maths sessions. This may be as many as six weeks into their learning.

Learnings: They key learning from this programme was that the level of ability was found to be much wider than originally predicted. The tutor was therefore required to deliver appropriate learning from Entry Level 2 up to Level 2. Halfway through the programme we decided to add a bespoke Level 2 group for this reason.

Other additional information

Any additional information: There is a real enthusiasm form leaners on the programme to continue. The Level 2 maths group is continuing to meet every week, even though the programme (and funding) has ended.

Contact for more information: learn@makingtheatre.co.uk

Using a number of different and successful ways to engage learners with Multiply - Leicestershire County Council

Name of the activity or initiative: Using a number of different and successful ways to engage learners with Multiply

Focus of the activity or initiative: Organisational initiatives and ways of working

Which item(s) of the Multiply menu of interventions does the practice relate to: Increasing confidence with numbers for those making the first steps towards formal numeracy qualifications; Helping people use numeracy to manage their money; Encouraging people to upskill in numeracy in order to access jobs/careers; Delivering numeracy programmes together with employers (including courses designed to cover specific numeracy skills required in the workplace); Providing relevant maths modules embedded into other vocational courses ; Delivering intensive and flexible numeracy courses targeted at people without Level 2 maths, leading to a Functional Skills Qualification; Helping parents increase their numeracy skills in order to help their children and/or their own progression; Developing numeracy activities, courses or provision in partnership with community organisations and other partners aimed at engaging hard-to-reach learners (e.g. those not in the labour market)

Summary description: The Multiply team at Leicestershire County Council (LCC) adopted a number of different ways of working which proved invaluable:

1. Providing a grant to a local voluntary and community sector (VCS) group - The Rural Community Council, who had a strong outreach presence across rural Leicestershire. They used number of different projects to promote Multiply including their 'Coffee Connect van'. They conducted visits to rural locations providing free barista coffee and then engaged with residents through conversation about numbers and Multiply courses available, feeding back to the LCC team.

2. The LCC in-house team visited local groups and organisations to develop strong partnerships with local stakeholders, this meant that the LCC heard directly from workers and potential learners exactly what was required. This enabled the development of courses such as; 'Cook, Meet and Eat', delivered in venues where there are food banks operating, where, learners who may have been in need of help with budgeting could access Multiply. In addition to this, the excess produce from the food banks taught learners how to use the certain types of products, reducing food waste. This course was 4-weeks long and had a huge impact with really good learner engagement.

3. The underpinning idea of LCC's engagement strategy was focussing on learners who have not been informed or contacted, not that these learners were 'hard to reach' but rather that they had not been connected with in in the 'right ways'. The LCC conducted a range of events to engage leaners, an example strategy being 'Multiply for Multiply' banner. The LCC continued this theme across National Numeracy Day and Learning weeks.

4. The LCC partnered with the charity called National Numeracy, to train Numeracy Champions across Leicestershire from all different organisations in order to spread the word about number confidence and promote Multiply courses.

5. The LCC worked with libraries to deliver drop-in sessions for learners looking for work. Using numeracy challenges on tablets to engage residents and to promoted the programme through local Job Centres.

Reason why the activity or initiative was undertaken: Leicestershire County Council (LCC) stated that engagement has been one of their biggest strengths of the Multiply programme and this has resulted in a wide breadth of learners accessing adult learning for the first time. From events to workshops the engagement work has been fun and relevant but it is also intensive which means it has high staff costs. This has been the great advantage of the Multiply funding as it has enabled LCC to get out across the rural county and engage meaningfully with learners and partners directly.

Scale of the activity or initiative: N/A

Further insight on target group(s): The development of local partnerships meant that the LCC were able to target specific groups such as those facing homelessness, ethnic minority groups and males, who were all part of Implementation Plan.

Delivery dates: N/A

Organisation(s) responsible for delivering the activity or initiative: Local government (LA/MCA/Local Council); Voluntary Sector Organisation.

Impact and innovation

Impact statement: LCC's engagement strategy enabled them to reach groups that were hard-to-reach before Multiply due to a lack of time and resources. It highlighted the importance of outreach engagement work and forged important links with a wider range of communities.

Innovation statement: N/A

Delivery

How the activity or initiative was delivered: N/A

Who was involved in the delivery of the activity or initiative: In-house delivery and the Rural Community Council (RCC) were specifically involved. But all grants and procured providers had engagement targets and worked hard in this area.

Enablers: The LCC stated that the staff working on the programme were the key enablers.

Challenges: This initiative took a huge time investment, but was noted to be fully worthwhile.

Learnings: N/A

Other additional information

Any additional information: N/A

Contact for more information: N/A