How Pembrokeshire Action for the Homeless have used Multiply funding to embed CENTURY

Dean Flood, Senior Tutor at Pembrokeshire Action for the Homeless, tells us how they have used Multiply funding to embed CENTURY in their setting in order to increase learner confidence in maths.

What initially prompted the decision to adopt CENTURY for your organisation?

We were looking for a teaching and learning solution that tracked learning as well as adjusting to the needs of the individual. CENTURY offers a wide coverage of the content. As a former teacher, I’d used lots of other systems in the past; exploring the content using a test account allowed me to appreciate the quality of the content. We benefit from Multiply scheme funding and the specially adapted courses have been really helpful. It’s also reasonably priced given the cutting edge nature of the technology. 

How have you successfully implemented CENTURY? 

We take a holistic approach to every individual, built around support plans to enhance numeracy skills as well as supporting their wellbeing. To roll CENTURY out we ran initial digital sessions to build confidence and skills in using the laptop. Many of our learners were dealing with anxiety and their experience of school was not always positive. We needed to ensure that these initial sessions were in a learning environment that was comfortable and familiar to them. 

During the first session on CENTURY, learners logged on and completed a couple of nuggets from the Multiply: Building Confidence in Numeracy course – a course designed as an introduction back into learning. In their second session they completed their Smart IA assessments to provide staff with learning data to inform their personal support plans and to adjust the next steps for the learner, where necessary. 

How do you use CENTURY?

We run learning blocks over a 12-week period, following long-term plans. We plan in detail a week ahead to ensure we adapt to learner performance and feedback. Nuggets are aligned to our learning objectives, and we plan activities that reinforce these. Linked to these learning nuggets we plan visits from outside professionals and organise trips in the local community to add value to learning and demonstrate maths in real-life contexts. We also promote active learning: learners particularly enjoyed an ‘escape-room’ style activity where they needed to find codes. It was a terrific way to build on nuggets centred around place value. Afternoon sessions often build on the morning’s learning and consolidate learner knowledge through a practical and hands-on approach. We also offer a range of activities to support learner wellbeing.

Applying skills learned using CENTURY in the classroom to a trip to the beach

What impact have you seen? 

We have tracked learner progress since they undertook the initial assessments. Our objective was that over the course of 12 weeks we wanted 90% of learners to move up one sub-level. Looking at our initial cohort, 100% have moved up one sub-level. Some have gone up 2 or 3 sub-levels. 

Many of these people enter with functional skills typically at entry level 1-3. In a year’s time we hope to have some learners taking their GCSEs. 

Has CENTURY contributed to reducing teacher workload or saving time?

Using CENTURY’s Smart IA has sped up the process of their initial assessment as they are marked online and a score is provided. By getting an instant functional level we can sit down with the learner and talk them through this. I then explain the functional learning levels to them and where they are at in relation to these. If the learner sat our own baseline assessment we can share their progress with them. On all these occasions it has led to learner confidence and satisfaction. Having the Smart IA scores means we are better prepared to track progress and provide the learner with quick feedback on their learning level and progress.

Does it support independent learning?

Yes. We have a handful of remote learners who we can send a list of nuggets to and they get on and complete them. A great thing about CENTURY is there is so much content, so there is always something for them to do. It’s constantly generating the next challenge. 

What do learners like most about the platform?

Learners like the videos that are engaging and contain clear explanations. They also like that the assessment questions build in complexity, often starting with multiple choice options to allow them to build their confidence and then asking for exact answers later on. Learners really enjoy the brain hacking courses as well as these teach them about the workings of the human brain and how we learn. They find the Learner Dashboard helpful for a summary of recent activity. 

What have learners gone on to do with their new maths skills?

Our learners have used their increased confidence to support them in a range of ways. Some are using their skills to help their children with their maths homework. It’s also helped them with everyday tasks, such as measuring ingredients. Other learners want to use CENTURY to improve their reading skills to pass their theory driving test. It has significantly improved their quality of lives. 

What are your plans for going forward with CENTURY?

The Multiply project ends in March next year. Now we’re looking at how to secure funding to offer a broader range of skills, including English and reading skills through CENTURY.

To read about Angela Rayner’s visit to PATH, click here. If you would like to learn more about embedding CENTURY in your organisation, book a demo here.