Main questions

1.  Which areas of maths are learners with FASD confident with and which do they find difficult? (Number, Shape, algebra or Data)

2.  How does their attainment levels compare to their chronological age?

3.  What is the type and amount of classroom support provided.

Others

4.   What lessons can be learnt from work being done in other countries, such as the USA and New Zealand

5. What knowledge do maths teachers have of teaching pupils with FASD either from experience or from training

6. What are the numbers of children with FASD in the various educational settings

7. How does Stoke on Trent / Staffordshire compare to other local authorities in terms of provision for pupils with complex learning difficulties?