Key information
Request reference number: MGLA060125-7490
Date of response:
Summary of request
Request
With regards to your authority’s Multiply programme spending, please provide:
- A copy of the original investment plan and/or prospectus agreed with DfE and any updated versions
- List of each intervention funded through the programme, including any descriptive or summary text explaining what the intervention was, how many learners started and completed each intervention so far.
- If possible or easier, please provide this broken down by provider. I would be happy to forego this element if the information is not already available or this would take this request over the amount of time allowed for FOIs.
- A breakdown of the up-to-date outturn/final spend was for each intervention or group of interventions.
- What your authority’s forecast underspend for this year is, if any.
Response:
I can confirm that the GLA holds the information within scope of your request.
For questions 3 and 4 Section 22 of FoIA provides an exemption for information that is intended to be published in the future.
1. A copy of the original investment plan and/or prospectus agreed with DfE and any updated versions
A copy of the investment plans is available at the below link.
MD3035 Multiply Programme 2022-24 | London City Hall
The GLA (Greater London Authority) have followed the DfE (Department for Education) prospectus, the link to which is below in order to complete their investment plans, all versions of which have been agreed with DfE
2. List of each intervention funded through the programme, including any descriptive or summary text explaining what the intervention was, how many learners started and completed each intervention so far.
The list of interventions funded through the GLA Multiply Programme mirrors the interventions being delivered through Multiply nationally. Descriptions of each of the ten interventions delivered are available from the DfE prospectus from pages 7 – 10 and are listed below.
- Courses designed to increase confidence with numbers for those needing the first steps towards formal numeracy qualifications. This includes using best practice to engage new learners such as a cross-agency / partnership approach, working with local employers (for example, to deliver in-work confidence building courses), or the design of new teaching material. We know that adults with poor numeracy are more likely to have had negative experiences at school and may have a “fear factor” in addressing their numeracy needs. That’s why we want to see local interventions that help de-mystify maths by putting it into everyday, relatable, context; and help boost an adult’s confidence to take the next step towards a qualification.
- Courses designed to help people use numeracy to manage their money. This includes focussing on people who are in serious debt (for example through linking with debt advisory services), but may also be an element built into broader numeracy courses where appropriate. The primary aim of the course should be to improve people’s functional numeracy, rather than simply duplicating existing provision in this area.
- Innovative numeracy programmes delivered together with employers – including courses designed to cover specific numeracy skills required in the workplace, with employers committing to offer career progression conversations for those achieving a qualification / completing a course. We know some of the biggest barriers that prevent adults from engaging in skills training are cost and time, including time off work. That’s why we want to see local interventions that are delivered in partnership with employers, such as in the workplace and / or targeted at priority sectors to national and local economies (such as construction, manufacturing or adult social care). Areas should be conscious of potential links between this type of Multiply intervention and wider UKSPF interventions providing tailored wrap-around support to help people in employment address barriers to accessing education and training.
- Courses aimed at people who can’t apply for certain jobs because of lack of numeracy skills and/or to encourage people to upskill in numeracy order to access a certain job/career. This could, for example, be done in partnership with job centres and large employers in your local area, such as NHS Trusts. We know that attainment of maths Level 2 is an important stepping stone into and within work, not just for the next career move but equips adults with evidence of their numeracy skills as they upskill or change jobs throughout their working lives. That’s why we want to see courses that better fit around the needs of adults and employers across the country.
- New intensive and flexible numeracy courses targeted at people without Level 2 maths, leading to a Functional Skills Qualification. FSQs are specifically designed to provide skills for work, study and life and can be delivered flexibly throughout the year. We know achievement of an FSQ demonstrates a sound grasp of mathematical skills and evidences the ability to apply mathematical thinking effectively to solve problems successfully in the workplace and other real-life situations. That can include:
a. Flexible FSQ (or equivalent) courses offered outside of the workplace for local workers that can attend at irregular times.
b. FSQ (or equivalent) courses run in the workplace for employees of local organisations, that allow people to study during/around working hours.
c. Intensive short courses for people e.g. who are unemployed in order to achieve an FSQ (or equivalent) in maths (entry level, level 1 or level 2).
d. Intensive/flexible e.g. 12 week courses to achieve an FSQ (or equivalent) in maths (entry level, level 1 or level 2) that are also accessible for people in work.
e. Fully remote or blended courses for any of the above e.g. using the digital online platform.
- Courses for parents wanting to increase their numeracy skills in order to help their children, and help with their own progression. We know the evidence suggests that improving the education qualifications of a parent can also positively impact of the attainment of their child; as well as accrue benefits to the parent themselves. That’s why, where local areas can demonstrate the impact, we are interested in family numeracy programmes, such as those delivered in schools or through numeracy toolkits.
- Numeracy courses aimed at prisoners, those recently released from prison or on temporary licence. In line with the Prisons Strategy White Paper, we want to ensure that people are equipped with the numeracy skills and qualifications that help increase their prospect of finding work on release and contribute towards reducing reoffending. Most prisoners have low levels of education and 42% were excluded from school. Of the prisoners who undertook an initial assessment between April 2019 and March 2020, most were at entry level 1-3 (equivalent to primary school): 57% in English and 61% in maths; and 29% had a learning difficulty/disability (LDD), although a recent study by the Criminal Justice Joint Inspectorate estimates that this could be as high as 50%. That’s why we are interested in courses that may include peer-mentor led approaches; family learning sessions; or other bite-sized learning opportunities which complement existing provision.
- Numeracy courses aimed at those 19 or over that are leaving, or have just left, the care system – given that we know these young adults are more likely to be not in education, employment or training (NEET), with the most recent data showing that 41% of care leavers aged 19-21 were NEET, compared to 12% of young people that age in the general population. We are particularly interested in interventions that help care levers with their financial awareness and budgeting skills.
- Numeracy activities, courses or provision developed in partnership with community organisations and other partners aimed at engaging the hardest to reach learners – for example, those not in the labour market or other groups identified locally as in need. We know that there is no one-size-fits-all when it comes to learning, that not all people will recognise that they necessarily have low numeracy, and that many future learners may not be close to stepping into a classroom. These courses include innovative ideas for wrap around support if local areas can evidence the value for money link to improving numeracy; considering how to use other “touch-points” (such as money advice, community or housing services) to improve people’s numeracy skills; or dedicated community numeracy champions to drive up engagement. Areas should be conscious of potential links between this type of Multiply intervention and wider UKSPF interventions providing employment support for economically inactive people. We will also provide local areas flexibility to use some Multiply funding for activity to maximise the reach of the programme and make sure interventions engage those learners that are hardest to reach. This could include, but is not limited to, communications; reaching out to people via employers, ‘touch points’ such as housing and other community groups, in order to encourage people to take the first steps towards participating in formal learning. Further details on this are available in the technical guidance.
- Additional relevant maths modules embedded into other vocational courses. We know that adults often learn best when they can see the practical application of their learning - for example, ratios for mixing paint, or assessing roof angles, or calculating the number of bricks needed. That's why we'd also like to see numeracy learning brought into other vocational courses, so people can build their skills in parallel.
Number of learners by intervention is shown in the table below. Please note that we record learner participation in substantive learning per intervention, rather than completions. As 2024/25 Q1 and Q2 statistics are subject to change before the end of the financial year, these figures will be published following programme closure.
3. If possible or easier, please provide this broken down by provider. I would be happy to forego this element if the information is not already available or this would take this request over the amount of time allowed for FOIs.
Section 22 of the FOI Act provides an exemption for information that is intended to be published in the future. See *Appendix.
4. A breakdown of the up-to-date outturn/final spend was for each intervention or group of interventions.
Section 22 of the FOI Act provides an exemption for information that is intended to be published in the future. See *Appendix.
5. What your authority’s forecast underspend for this year is, if any.
The GLA expect to fully spend their Multiply allocation in the 2024/2025 Financial Year. This is based on the precedent of spending 100% of our allocation in the 2023/2024 Financial Year and the forecasts provided by our providers through FY 2024/2025 Q2 submissions, which project 102% performance at a programme level.
If you have any further questions relating to this matter, please contact me, quoting the reference MGLA060125-7490.