Become - The Parent Programme
Become - The Parent Programme
Become - The Parent Programme
━ THE PARENT PROGRAMME
Become the expert in your child's maths journey
When your child is struggling with maths, it can be difficult to know what will genuinely help.
Become is an eight-session live online programme for parents and carers of primary-aged children (or secondary-aged children working at a primary level) with persistent maths difficulties, including diagnosed or suspected dyscalculia.
It will help you understand what may be happening beneath the surface, recognise meaningful patterns in your child’s learning and make more informed decisions about support.
A formal diagnosis is not required.
━ THE PARENT PROGRAMME
Become the expert in your child's maths journey
When your child is struggling with maths, it can be difficult to know what will genuinely help.
Become is an eight-session live online programme for parents and carers of primary-aged children (or secondary-aged children working at a primary level) with persistent maths difficulties, including diagnosed or suspected dyscalculia.
It will help you understand what may be happening beneath the surface, recognise meaningful patterns in your child’s learning and make more informed decisions about support.
A formal diagnosis is not required.
━ THE PARENT PROGRAMME
Become the expert in your child's maths journey
When your child is struggling with maths, it can be difficult to know what will genuinely help.
Become is an eight-session live online programme for parents and carers of primary-aged children (or secondary-aged children working at a primary level) with persistent maths difficulties, including diagnosed or suspected dyscalculia.
It will help you understand what may be happening beneath the surface, recognise meaningful patterns in your child’s learning and make more informed decisions about support.
A formal diagnosis is not required.
━ WHEN ADVICE IS NOT ENOUGH
You do not need another list of things to try
Parents are often surrounded by advice.
Practise number facts. Use objects. Make maths fun. Build confidence. Speak to school. Try a different method. Go back to the basics.
Much of this advice may be well intentioned, but it rarely helps you decide which ideas are relevant to your individual child.
You may find yourself asking:
Why can my child understand something one day and seem to have forgotten it the next?
Why can they complete one type of task but become completely stuck by something that appears similar?
Is anxiety causing the difficulty, or is the difficulty causing the anxiety?
Should we practise more, practise differently or step back?
What should I be asking school?
Could this be dyscalculia?
How do I know which support will actually help?
Become is designed to help you move beyond the disconnected advice.
Instead of simply collecting more strategies, you will develop a clearer framework for understanding your child, interpreting what you see and deciding what matters most.
━ WHEN ADVICE IS NOT ENOUGH
You do not need another list of things to try
Parents are often surrounded by advice.
Practise number facts. Use objects. Make maths fun. Build confidence. Speak to school. Try a different method. Go back to the basics.
Much of this advice may be well intentioned, but it rarely helps you decide which ideas are relevant to your individual child.
You may find yourself asking:
Why can my child understand something one day and seem to have forgotten it the next?
Why can they complete one type of task but become completely stuck by something that appears similar?
Is anxiety causing the difficulty, or is the difficulty causing the anxiety?
Should we practise more, practise differently or step back?
What should I be asking school?
Could this be dyscalculia?
How do I know which support will actually help?
Become is designed to help you move beyond the disconnected advice.
Instead of simply collecting more strategies, you will develop a clearer framework for understanding your child, interpreting what you see and deciding what matters most.
━ WHEN ADVICE IS NOT ENOUGH
You do not need another list of things to try
Parents are often surrounded by advice.
Practise number facts. Use objects. Make maths fun. Build confidence. Speak to school. Try a different method. Go back to the basics.
Much of this advice may be well intentioned, but it rarely helps you decide which ideas are relevant to your individual child.
You may find yourself asking:
Why can my child understand something one day and seem to have forgotten it the next?
Why can they complete one type of task but become completely stuck by something that appears similar?
Is anxiety causing the difficulty, or is the difficulty causing the anxiety?
Should we practise more, practise differently or step back?
What should I be asking school?
Could this be dyscalculia?
How do I know which support will actually help?
Become is designed to help you move beyond the disconnected advice.
Instead of simply collecting more strategies, you will develop a clearer framework for understanding your child, interpreting what you see and deciding what matters most.
━ A DIFFERENT KIND OF SUPPORT
What is Become?
Become is a live, small-group programme that helps parents develop a deeper understanding of persistent maths difficulties and dyscalculia.
It is not a course in how to teach maths at home.
It is not tutoring for your child.
It is not a collection of worksheets, activities or quick fixes.
The programme brings together mathematical development, memory, language, anxiety, confidence, home experiences and school support. It helps you understand how these different elements may interact for your child.
Over eight sessions, you will learn how to notice patterns, interpret difficulties more accurately and respond in ways that are thoughtful, practical and appropriate.
Becoming the expert in your child
Becoming the expert does not mean knowing everything about mathematics or dyscalculia.
It means developing a deeper, more informed understanding of your own child.
You will learn to:
Look beneath the task your child is finding difficult.
Recognise possible gaps in understanding.
Distinguish between memory difficulties, misconceptions and lack of confidence.
Notice the ways your child responds to challenge.
Ask more purposeful questions.
Make better-informed choices about support.
Explain your child’s needs more clearly to others.
The aim is not for you to become dependent on an expert.
It is for you to become increasingly confident in your own observations, decisions and advocacy.
━ A DIFFERENT KIND OF SUPPORT
What is Become?
Become is a live, small-group programme that helps parents develop a deeper understanding of persistent maths difficulties and dyscalculia.
It is not a course in how to teach maths at home.
It is not tutoring for your child.
It is not a collection of worksheets, activities or quick fixes.
The programme brings together mathematical development, memory, language, anxiety, confidence, home experiences and school support. It helps you understand how these different elements may interact for your child.
Over eight sessions, you will learn how to notice patterns, interpret difficulties more accurately and respond in ways that are thoughtful, practical and appropriate.
Becoming the expert in your child
Becoming the expert does not mean knowing everything about mathematics or dyscalculia.
It means developing a deeper, more informed understanding of your own child.
You will learn to:
Look beneath the task your child is finding difficult.
Recognise possible gaps in understanding.
Distinguish between memory difficulties, misconceptions and lack of confidence.
Notice the ways your child responds to challenge.
Ask more purposeful questions.
Make better-informed choices about support.
Explain your child’s needs more clearly to others.
The aim is not for you to become dependent on an expert.
It is for you to become increasingly confident in your own observations, decisions and advocacy.
━ A DIFFERENT KIND OF SUPPORT
What is Become?
Become is a live, small-group programme that helps parents develop a deeper understanding of persistent maths difficulties and dyscalculia.
It is not a course in how to teach maths at home.
It is not tutoring for your child.
It is not a collection of worksheets, activities or quick fixes.
The programme brings together mathematical development, memory, language, anxiety, confidence, home experiences and school support. It helps you understand how these different elements may interact for your child.
Over eight sessions, you will learn how to notice patterns, interpret difficulties more accurately and respond in ways that are thoughtful, practical and appropriate.
Becoming the expert in your child
Becoming the expert does not mean knowing everything about mathematics or dyscalculia.
It means developing a deeper, more informed understanding of your own child.
You will learn to:
Look beneath the task your child is finding difficult.
Recognise possible gaps in understanding.
Distinguish between memory difficulties, misconceptions and lack of confidence.
Notice the ways your child responds to challenge.
Ask more purposeful questions.
Make better-informed choices about support.
Explain your child’s needs more clearly to others.
The aim is not for you to become dependent on an expert.
It is for you to become increasingly confident in your own observations, decisions and advocacy.
━ FROM UNCERTAINTY TO ACTION
What could change?
Become will not remove every difficulty or provide a single solution that works for every child.
It is designed to change the way you understand and respond to what is happening.
Before joining, you may feel that you are constantly reacting to the latest problem. You may be unsure whether you are doing too much, too little or the wrong thing altogether.
As your understanding develops, life may look a little different:
the "we've tried everything" feeling eases, replaced by a clearer sense of what's actually going on;
maths difficulties stop feeling random or personal, and start making sense;
a good day followed by a stuck day feels less confusing;
mistakes and frustration feel less like something to manage, and more like useful information;
time at home feels calmer, because you're not guessing at what to prioritise;
conversations with school feel less one-sided, because you can describe what you're seeing;
you stop needing every answer before you feel able to advocate for your child;
the future feels less uncertain, and more like something you can plan for.
For your child, this may mean being better understood.
Their difficulties are less likely to be seen simply as carelessness, avoidance or lack of effort. Support can become more closely matched to what they actually need, rather than focused only on completing more work.
━ FROM UNCERTAINTY TO ACTION
What could change?
Become will not remove every difficulty or provide a single solution that works for every child.
It is designed to change the way you understand and respond to what is happening.
Before joining, you may feel that you are constantly reacting to the latest problem. You may be unsure whether you are doing too much, too little or the wrong thing altogether.
As your understanding develops, life may look a little different:
the "we've tried everything" feeling eases, replaced by a clearer sense of what's actually going on;
maths difficulties stop feeling random or personal, and start making sense;
a good day followed by a stuck day feels less confusing;
mistakes and frustration feel less like something to manage, and more like useful information;
time at home feels calmer, because you're not guessing at what to prioritise;
conversations with school feel less one-sided, because you can describe what you're seeing;
you stop needing every answer before you feel able to advocate for your child;
the future feels less uncertain, and more like something you can plan for.
For your child, this may mean being better understood.
Their difficulties are less likely to be seen simply as carelessness, avoidance or lack of effort. Support can become more closely matched to what they actually need, rather than focused only on completing more work.
━ FROM UNCERTAINTY TO ACTION
What could change?
Become will not remove every difficulty or provide a single solution that works for every child.
It is designed to change the way you understand and respond to what is happening.
Before joining, you may feel that you are constantly reacting to the latest problem. You may be unsure whether you are doing too much, too little or the wrong thing altogether.
As your understanding develops, life may look a little different:
the "we've tried everything" feeling eases, replaced by a clearer sense of what's actually going on;
maths difficulties stop feeling random or personal, and start making sense;
a good day followed by a stuck day feels less confusing;
mistakes and frustration feel less like something to manage, and more like useful information;
time at home feels calmer, because you're not guessing at what to prioritise;
conversations with school feel less one-sided, because you can describe what you're seeing;
you stop needing every answer before you feel able to advocate for your child;
the future feels less uncertain, and more like something you can plan for.
For your child, this may mean being better understood.
Their difficulties are less likely to be seen simply as carelessness, avoidance or lack of effort. Support can become more closely matched to what they actually need, rather than focused only on completing more work.
━ WHAT YOU WILL EXPLORE
Your eight-session journey
1. Making sense of what you are seeing
You will begin by thinking through persistent maths difficulties and dyscalculia.
You will consider the patterns you have noticed, the questions you are carrying and the different factors that may contribute to your child’s experience.
This session establishes an individual starting point for the programme.
2. Confidence, anxiety and the “I can’t” cycle
Maths difficulties do not affect learning alone. But repeated confusion, comparison and failure can influence confidence, motivation and willingness to take risks.
You will look at how anxiety and difficulty may reinforce one another.
This will help you respond to the struggle constructively, rather than dismissing it or lowering what you expect from your child, so your child continues to feel supported even when things feel hard.
3. What mathematical understanding really looks like
A correct answer does not always mean that a child understands, and a wrong answer does not always show what they do know.
You will work through the difference between remembering a procedure and understanding the mathematics beneath it.
This will help you look beyond whether an answer is right or wrong and begin to notice how your child is thinking.
4. Understanding number and the foundations of learning
Many later areas of maths depend on a secure understanding of number, quantity and how they relate to each other.
You will unpack why some children continue to rely heavily on counting and what this tells us about the foundations that may need more support.
The focus is not on returning your child to the beginning, but on identifying the ideas that may need strengthening.
5. Memory, number facts, and why learning doesn't always stick
Some children practise repeatedly but still struggle to retain number facts, methods or sequences.
You will examine the role of working memory and long-term memory, why recall can be inconsistent and why more repetition is not always the answer.
You will also consider what meaningful practice may look like for your child.
6. Methods, procedures and hidden misconceptions
A child may follow a taught method without fully understanding why it works.
You will look at how misconceptions develop, why procedures may break down and how different representations can reveal a child’s thinking.
This session will help you ask more useful questions when your child becomes stuck.
7. Maths language and working constructively with school
Maths has its own vocabulary, symbols and ways of expressing relationships.
You will explore how language can create additional barriers and how to help your child explain what they understand.
This will help you share what you're noticing more clearly, and work more constructively with teachers and the SENCo.
8. Looking ahead with greater clarity and confidence
The final session brings the programme together.
You will reflect on what you now understand about your child, identify the priorities that matter most and plan possible next steps.
These may include changes at home, conversations with school, assessment, additional support or longer-term planning.
The aim is not to create a perfect plan. It is to help you move forward with clearer judgement, realistic expectations and greater confidence in your ability to advocate for your child.
━ WHAT YOU WILL EXPLORE
Your eight-session journey
1. Making sense of what you are seeing
You will begin by thinking through persistent maths difficulties and dyscalculia.
You will consider the patterns you have noticed, the questions you are carrying and the different factors that may contribute to your child’s experience.
This session establishes an individual starting point for the programme.
2. Confidence, anxiety and the “I can’t” cycle
Maths difficulties do not affect learning alone. But repeated confusion, comparison and failure can influence confidence, motivation and willingness to take risks.
You will look at how anxiety and difficulty may reinforce one another.
This will help you respond to the struggle constructively, rather than dismissing it or lowering what you expect from your child, so your child continues to feel supported even when things feel hard.
3. What mathematical understanding really looks like
A correct answer does not always mean that a child understands, and a wrong answer does not always show what they do know.
You will work through the difference between remembering a procedure and understanding the mathematics beneath it.
This will help you look beyond whether an answer is right or wrong and begin to notice how your child is thinking.
4. Understanding number and the foundations of learning
Many later areas of maths depend on a secure understanding of number, quantity and how they relate to each other.
You will unpack why some children continue to rely heavily on counting and what this tells us about the foundations that may need more support.
The focus is not on returning your child to the beginning, but on identifying the ideas that may need strengthening.
5. Memory, number facts, and why learning doesn't always stick
Some children practise repeatedly but still struggle to retain number facts, methods or sequences.
You will examine the role of working memory and long-term memory, why recall can be inconsistent and why more repetition is not always the answer.
You will also consider what meaningful practice may look like for your child.
6. Methods, procedures and hidden misconceptions
A child may follow a taught method without fully understanding why it works.
You will look at how misconceptions develop, why procedures may break down and how different representations can reveal a child’s thinking.
This session will help you ask more useful questions when your child becomes stuck.
7. Maths language and working constructively with school
Maths has its own vocabulary, symbols and ways of expressing relationships.
You will explore how language can create additional barriers and how to help your child explain what they understand.
This will help you share what you're noticing more clearly, and work more constructively with teachers and the SENCo.
8. Looking ahead with greater clarity and confidence
The final session brings the programme together.
You will reflect on what you now understand about your child, identify the priorities that matter most and plan possible next steps.
These may include changes at home, conversations with school, assessment, additional support or longer-term planning.
The aim is not to create a perfect plan. It is to help you move forward with clearer judgement, realistic expectations and greater confidence in your ability to advocate for your child.
━ WHAT YOU WILL EXPLORE
Your eight-session journey
1. Making sense of what you are seeing
You will begin by thinking through persistent maths difficulties and dyscalculia.
You will consider the patterns you have noticed, the questions you are carrying and the different factors that may contribute to your child’s experience.
This session establishes an individual starting point for the programme.
2. Confidence, anxiety and the “I can’t” cycle
Maths difficulties do not affect learning alone. But repeated confusion, comparison and failure can influence confidence, motivation and willingness to take risks.
You will look at how anxiety and difficulty may reinforce one another.
This will help you respond to the struggle constructively, rather than dismissing it or lowering what you expect from your child, so your child continues to feel supported even when things feel hard.
3. What mathematical understanding really looks like
A correct answer does not always mean that a child understands, and a wrong answer does not always show what they do know.
You will work through the difference between remembering a procedure and understanding the mathematics beneath it.
This will help you look beyond whether an answer is right or wrong and begin to notice how your child is thinking.
4. Understanding number and the foundations of learning
Many later areas of maths depend on a secure understanding of number, quantity and how they relate to each other.
You will unpack why some children continue to rely heavily on counting and what this tells us about the foundations that may need more support.
The focus is not on returning your child to the beginning, but on identifying the ideas that may need strengthening.
5. Memory, number facts, and why learning doesn't always stick
Some children practise repeatedly but still struggle to retain number facts, methods or sequences.
You will examine the role of working memory and long-term memory, why recall can be inconsistent and why more repetition is not always the answer.
You will also consider what meaningful practice may look like for your child.
6. Methods, procedures and hidden misconceptions
A child may follow a taught method without fully understanding why it works.
You will look at how misconceptions develop, why procedures may break down and how different representations can reveal a child’s thinking.
This session will help you ask more useful questions when your child becomes stuck.
7. Maths language and working constructively with school
Maths has its own vocabulary, symbols and ways of expressing relationships.
You will explore how language can create additional barriers and how to help your child explain what they understand.
This will help you share what you're noticing more clearly, and work more constructively with teachers and the SENCo.
8. Looking ahead with greater clarity and confidence
The final session brings the programme together.
You will reflect on what you now understand about your child, identify the priorities that matter most and plan possible next steps.
These may include changes at home, conversations with school, assessment, additional support or longer-term planning.
The aim is not to create a perfect plan. It is to help you move forward with clearer judgement, realistic expectations and greater confidence in your ability to advocate for your child.
━ LIVE, REFLECTIVE AND PRACTICAL
How the programme works
Become takes place through eight live online sessions, each lasting no more than 90 minutes.
The group is deliberately kept small so that the sessions can remain thoughtful, interactive and connected to the experiences parents bring.
Understand, reflect, and apply
Each session follows the same three-part learning process:
Understand
Learn what may be happening and why.
Reflect
Consider what the ideas mean for your child.
Apply
Identify realistic next steps.
This keeps the programme relevant to your family while allowing the group to learn together.
Your Parent Reflection Journal
You will receive a Parent Reflection Journal to use throughout the programme.
It will help you:
Record meaningful observations.
Connect new learning to your child.
Identify patterns.
Prepare for school conversations.
Keep track of questions.
Decide what you would like to try or change.
The journal is not intended as heavy homework. It is a place to bring your thinking together as your understanding develops.
You'll also have opportunities to ask questions about the session content and how something may apply to your circumstances. The programme cannot provide detailed individual assessment or unlimited advice about every issue a family may be facing.
Highly individual or urgent questions may be better explored through one-to-one guidance, assessment or a relevant AEDDS resource. Where this is the case, I will help you identify the most appropriate next step.
━ LIVE, REFLECTIVE AND PRACTICAL
How the programme works
Become takes place through eight live online sessions, each lasting no more than 90 minutes.
The group is deliberately kept small so that the sessions can remain thoughtful, interactive and connected to the experiences parents bring.
Understand, reflect, and apply
Each session follows the same three-part learning process:
Understand
Learn what may be happening and why.
Reflect
Consider what the ideas mean for your child.
Apply
Identify realistic next steps.
This keeps the programme relevant to your family while allowing the group to learn together.
Your Parent Reflection Journal
You will receive a Parent Reflection Journal to use throughout the programme.
It will help you:
Record meaningful observations.
Connect new learning to your child.
Identify patterns.
Prepare for school conversations.
Keep track of questions.
Decide what you would like to try or change.
The journal is not intended as heavy homework. It is a place to bring your thinking together as your understanding develops.
You'll also have opportunities to ask questions about the session content and how something may apply to your circumstances. The programme cannot provide detailed individual assessment or unlimited advice about every issue a family may be facing.
Highly individual or urgent questions may be better explored through one-to-one guidance, assessment or a relevant AEDDS resource. Where this is the case, I will help you identify the most appropriate next step.
━ LIVE, REFLECTIVE AND PRACTICAL
How the programme works
Become takes place through eight live online sessions, each lasting no more than 90 minutes.
The group is deliberately kept small so that the sessions can remain thoughtful, interactive and connected to the experiences parents bring.
Understand, reflect, and apply
Each session follows the same three-part learning process:
Understand
Learn what may be happening and why.
Reflect
Consider what the ideas mean for your child.
Apply
Identify realistic next steps.
This keeps the programme relevant to your family while allowing the group to learn together.
Your Parent Reflection Journal
You will receive a Parent Reflection Journal to use throughout the programme.
It will help you:
Record meaningful observations.
Connect new learning to your child.
Identify patterns.
Prepare for school conversations.
Keep track of questions.
Decide what you would like to try or change.
The journal is not intended as heavy homework. It is a place to bring your thinking together as your understanding develops.
You'll also have opportunities to ask questions about the session content and how something may apply to your circumstances. The programme cannot provide detailed individual assessment or unlimited advice about every issue a family may be facing.
Highly individual or urgent questions may be better explored through one-to-one guidance, assessment or a relevant AEDDS resource. Where this is the case, I will help you identify the most appropriate next step.
━ WHO THE PROGRAMME IS FOR
Is Become right for you?
Become is designed principally for parents and carers of children aged approximately 7–11 (or children at secondary school who are working at a primary level) who experience persistent difficulties with maths.
It may be right for you if:
you are receiving conflicting advice;
you are considering an assessment but want to understand more first;
you want to communicate more confidently with school;
you want to support your child without turning home into another classroom;
your child has been diagnosed with dyscalculia or SpLD in maths;
dyscalculia or SpLD in maths has been suggested or suspected;
your child works hard but maths learning does not seem to stick;
your child relies heavily on counting;
maths is beginning to affect their confidence or willingness to participate.
Your child does not need a diagnosis to take part.
You do not need to be confident with maths yourself.
Your child does not attend the sessions. This is a programme for parents and carers.
Become is not a replacement for specialist assessment, appropriate teaching, tutoring or support from school. It can, however, help you understand how these different forms of support may fit together and what may be most relevant for your child.
━ WHO THE PROGRAMME IS FOR
Is Become right for you?
Become is designed principally for parents and carers of children aged approximately 7–11 (or children at secondary school who are working at a primary level) who experience persistent difficulties with maths.
It may be right for you if:
you are receiving conflicting advice;
you are considering an assessment but want to understand more first;
you want to communicate more confidently with school;
you want to support your child without turning home into another classroom;
your child has been diagnosed with dyscalculia or SpLD in maths;
dyscalculia or SpLD in maths has been suggested or suspected;
your child works hard but maths learning does not seem to stick;
your child relies heavily on counting;
maths is beginning to affect their confidence or willingness to participate.
Your child does not need a diagnosis to take part.
You do not need to be confident with maths yourself.
Your child does not attend the sessions. This is a programme for parents and carers.
Become is not a replacement for specialist assessment, appropriate teaching, tutoring or support from school. It can, however, help you understand how these different forms of support may fit together and what may be most relevant for your child.
━ WHO THE PROGRAMME IS FOR
Is Become right for you?
Become is designed principally for parents and carers of children aged approximately 7–11 (or children at secondary school who are working at a primary level) who experience persistent difficulties with maths.
It may be right for you if:
you are receiving conflicting advice;
you are considering an assessment but want to understand more first;
you want to communicate more confidently with school;
you want to support your child without turning home into another classroom;
your child has been diagnosed with dyscalculia or SpLD in maths;
dyscalculia or SpLD in maths has been suggested or suspected;
your child works hard but maths learning does not seem to stick;
your child relies heavily on counting;
maths is beginning to affect their confidence or willingness to participate.
Your child does not need a diagnosis to take part.
You do not need to be confident with maths yourself.
Your child does not attend the sessions. This is a programme for parents and carers only.
Become is not a replacement for specialist assessment, appropriate teaching, tutoring or support from school. It can, however, help you understand how these different forms of support may fit together and what may be most relevant for your child.
━ THE THINKING BEHIND BECOME
Why I created Become
Throughout my work in mathematics education, specialist assessment and support for families, I have met many parents who have worked extremely hard to help their child but still feel unsure about what they are seeing.
They are often given individual pieces of advice without being helped to understand how those pieces connect.
I created Become to provide the time, structure and specialist explanation that are often missing.
The programme draws on my experience as a teacher, school leader, mathematics and education consultant, teacher educator, researcher and specialist dyslexia and dyscalculia assessor.
My role is to explain complex ideas clearly, help you relate them to your child and support you to develop your own informed judgement.
━ THE THINKING BEHIND BECOME
Why I created Become
Throughout my work in mathematics education, specialist assessment and support for families, I have met many parents who have worked extremely hard to help their child but still feel unsure about what they are seeing.
They are often given individual pieces of advice without being helped to understand how those pieces connect.
I created Become to provide the time, structure and specialist explanation that are often missing.
The programme draws on my experience as a teacher, school leader, mathematics and education consultant, teacher educator, researcher and specialist dyslexia and dyscalculia assessor.
My role is to explain complex ideas clearly, help you relate them to your child and support you to develop your own informed judgement.
━ THE THINKING BEHIND BECOME
Why I created Become
Throughout my work in mathematics education, specialist assessment and support for families, I have met many parents who have worked extremely hard to help their child but still feel unsure about what they are seeing.
They are often given individual pieces of advice without being helped to understand how those pieces connect.
I created Become to provide the time, structure and specialist explanation that are often missing.
The programme draws on my experience as a teacher, school leader, mathematics and education consultant, teacher educator, researcher and specialist dyslexia and dyscalculia assessor.
My role is to explain complex ideas clearly, help you relate them to your child and support you to develop your own informed judgement.
━ Before you join
Frequently asked questions
Does my child need a diagnosis of dyscalculia?
No. Become is suitable for parents of children with diagnosed or suspected dyscalculia, as well as children with persistent maths difficulties that are not yet fully understood.
What age is the programme designed for?
The programme is designed principally for parents of children aged around 7–11. It may also be suitable for some older children whose mathematical learning remains at a primary level.
Does my child attend the sessions?
No. Become is a programme for parents and carers. Your child should not attend the live sessions - it is an adult-only space.
Do I need to be confident with maths?
No. You will not be expected to teach maths or complete difficult maths yourself. The programme is designed to help you understand your child’s experience and make informed decisions about support.
Is this a replacement for assessment or tutoring?
No. Become does not provide a diagnostic assessment or tutoring for your child. It can help you understand whether assessment, tutoring, changes at home or further conversations with school may be useful.
Will I be able to ask questions about my child?
You'll have some space to relate what you're learning to your own child, but the programme can't provide detailed individual assessment or unlimited advice about your family's specific situation. Highly individual or urgent questions may be better explored through one-to-one guidance, an assessment, or a relevant AEDDS resource that I may be able to signpost you to.
When will the next programme take place?
The next programme dates will be shared with parents on the waiting list first. The programme runs across eight live online sessions, usually held weekly with a half-term break in the middle.
How much does Become cost?
The cost of the next programme will be confirmed before enrolment opens. Joining the waiting list does not commit you to taking part.
Will the sessions be recorded?
The main programme content will be recorded and available for a limited period after each session. Parent discussion, individual questions and group reflection will not be recorded, helping everyone speak openly and protecting families’ privacy. Attending live wherever possible will give you the fullest experience of the programme.
What happens if I miss a session?
I understand that family life does not always go to plan. If you miss a session, you will be able to watch the recorded programme content and use the accompanying Parent Reflection Journal pages to catch up.
━ Before you join
Frequently asked questions
Does my child need a diagnosis of dyscalculia?
No. Become is suitable for parents of children with diagnosed or suspected dyscalculia, as well as children with persistent maths difficulties that are not yet fully understood.
What age is the programme designed for?
The programme is designed principally for parents of children aged around 7–11. It may also be suitable for some older children whose mathematical learning remains at a primary level.
Does my child attend the sessions?
No. Become is a programme for parents and carers. Your child should not attend the live sessions - it is an adult-only space.
Do I need to be confident with maths?
No. You will not be expected to teach maths or complete difficult maths yourself. The programme is designed to help you understand your child’s experience and make informed decisions about support.
Is this a replacement for assessment or tutoring?
No. Become does not provide a diagnostic assessment or tutoring for your child. It can help you understand whether assessment, tutoring, changes at home or further conversations with school may be useful.
Will I be able to ask questions about my child?
You'll have some space to relate what you're learning to your own child, but the programme can't provide detailed individual assessment or unlimited advice about your family's specific situation. Highly individual or urgent questions may be better explored through one-to-one guidance, an assessment, or a relevant AEDDS resource that I may be able to signpost you to.
When will the next programme take place?
The next programme dates will be shared with parents on the waiting list first. The programme runs across eight live online sessions, usually held weekly with a half-term break in the middle.
How much does Become cost?
The cost of the next programme will be confirmed before enrolment opens. Joining the waiting list does not commit you to taking part.
Will the sessions be recorded?
The main programme content will be recorded and available for a limited period after each session. Parent discussion, individual questions and group reflection will not be recorded, helping everyone speak openly and protecting families’ privacy. Attending live wherever possible will give you the fullest experience of the programme.
What happens if I miss a session?
I understand that family life does not always go to plan. If you miss a session, you will be able to watch the recorded programme content and use the accompanying Parent Reflection Journal pages to catch up.
━ Before you join
Frequently asked questions
Does my child need a diagnosis of dyscalculia?
No. Become is suitable for parents of children with diagnosed or suspected dyscalculia, as well as children with persistent maths difficulties that are not yet fully understood.
What age is the programme designed for?
The programme is designed principally for parents of children aged around 7–11. It may also be suitable for some older children whose mathematical learning remains at a primary level.
Does my child attend the sessions?
No. Become is a programme for parents and carers. Your child should not attend the live sessions - it is an adult-only space.
Do I need to be confident with maths?
No. You will not be expected to teach maths or complete difficult maths yourself. The programme is designed to help you understand your child’s experience and make informed decisions about support.
Is this a replacement for assessment or tutoring?
No. Become does not provide a diagnostic assessment or tutoring for your child. It can help you understand whether assessment, tutoring, changes at home or further conversations with school may be useful.
Will I be able to ask questions about my child?
You'll have some space to relate what you're learning to your own child, but the programme can't provide detailed individual assessment or unlimited advice about your family's specific situation. Highly individual or urgent questions may be better explored through one-to-one guidance, an assessment, or a relevant AEDDS resource that I may be able to signpost you to.
When will the next programme take place?
The next programme dates will be shared with parents on the waiting list first. The programme runs across eight live online sessions, usually held weekly with a half-term break in the middle.
How much does Become cost?
The cost of the next programme will be confirmed before enrolment opens. Joining the waiting list does not commit you to taking part.
Will the sessions be recorded?
The main programme content will be recorded and available for a limited period after each session. Parent discussion, individual questions and group reflection will not be recorded, helping everyone speak openly and protecting families’ privacy. Attending live wherever possible will give you the fullest experience of the programme.
What happens if I miss a session?
I understand that family life does not always go to plan. If you miss a session, you will be able to watch the recorded programme content and use the accompanying Parent Reflection Journal pages to catch up.
━ TAKE THE NEXT STEP
Join the waiting list
You do not need to have everything worked out before joining.
You may still be wondering whether your child has dyscalculia. You may be waiting for school support, considering an assessment or simply trying to make sense of the difficulties you see each day.
Become is designed to help you bring those pieces together.
Join the waiting list to receive details of the next programme start, including dates, cost and how to enrol.
━ TAKE THE NEXT STEP
Join the waiting list
You do not need to have everything worked out before joining.
You may still be wondering whether your child has dyscalculia. You may be waiting for school support, considering an assessment or simply trying to make sense of the difficulties you see each day.
Become is designed to help you bring those pieces together.
Join the waiting list to receive details of the next programme start, including dates, cost and how to enrol.
━ TAKE THE NEXT STEP
Join the waiting list
You do not need to have everything worked out before joining.
You may still be wondering whether your child has dyscalculia. You may be waiting for school support, considering an assessment or simply trying to make sense of the difficulties you see each day.
Become is designed to help you bring those pieces together.
Join the waiting list to receive details of the next programme start, including dates, cost and how to enrol.
© 2026 Alice Earnshaw Dyslexia and Dyscalculia Services (AEDDS) Ltd · The Old Courthouse, Clark Street, Morecambe LA4 5HR
A company registered in England and Wales · No. 17128297
Privacy Policy · Ts & Cs · Cookie Policy· Podcast and Resources Disclaimer
© 2026 Alice Earnshaw Dyslexia and Dyscalculia Services (AEDDS) Ltd · The Old Courthouse, Clark Street, Morecambe LA4 5HR
A company registered in England and Wales · No. 17128297
Privacy Policy · Ts & Cs · Cookie Policy· Podcast and Resources Disclaimer