Abstract

Drawing on data from a multi-method study this paper analyses the impact of the General Allocation Model policy on learning support for Mathematics. The findings show that overall pupil access to support has not increased, despite more schools and teachers providing support in the subject. This is explained by reduced teacher caseloads and the redistribution of some teachers from larger schools to small schools. The findings also suggest that pupils with difficulties in Mathematics in non-designated schools are more likely to have their needs addressed than pupils in designated disadvantaged schools. Reported benefits of the General Allocation Model include the creation of special education teams in schools, a reduction in shared learning support teachers and an increase in in-class support.