Care-experienced children’s prospects in school and beyond are particularly harmed if they have difficulties in reading and mathematics. Previous trauma and neglect mean that they are often significantly underperforming. Early support in mathematics is vital, but many teachers feel less confident in helping these vulnerable children in maths than in literacy. Rose will use the stories of Skye and Ronan, both aged 8, in different schools and circumstances, to discuss the children’s experience of maths in school, and to think about how to break the pattern of underachievement in this important area of the curriculum.
