The mission of Maths4Girls is to increase the % of girls choosing to study maths post-16 (GCSEs).
Research has shown a majority of UK Girls drop Maths after GCSEs, cutting off their future career opportunities and depriving employers of the skills of almost half the population. Maths4Girls’ goal is to enrich the pool of talent available to businesses across the UK that rely on mathematical skills. We do this by inspiring girls to explore the myriad of career possibilities that mathematics offers.
Our approach involves close collaboration with educators and businesses to both support and champion role models who must use mathematics to thrive in their careers. These volunteer role models engage with students through captivating talks, showcasing the practical applications of maths tailored to educational context of 11-14 year old girls.
This enhances the girls future career options and provides employers with a larger pool of skilled employees which addresses the skills crisis and stimulates economic growth.
The evidence speaks from the programme speaks volumes. Research shows that a single encounter with a Maths4Girls role model yields significant benefits:
- A 10% surge in confidence in one's mathematical abilities.
- A 19% increase in awareness of the potential of mathematics.
- A 21% boost in the desire to pursue math-related career paths.
What do educators say?
"The M4G session has had a positive effect on pupil engagement; our students now ask about Maths-related careers in their lessons." Head of Maths, The Hemel Hempstead School
“Changing the culture towards Maths (particularly amongst females) is one of the most effective levers we can use to improve attainment and outcomes for students across the UK.” Colin Dimmick, Lead Teacher of Mathematics, Arden Academy, Solihull
“Moments like these live on in our pupils' memories and will influence their future choices” Omar Qureshi, Head of Maths, Selly Park Girls’ School, Birmingham
100% of volunteers recommend it
“I volunteer as a role model for Maths4Girls because I remember what it was like to be a girl and not really understand what I could do with maths.” Sophie Carr, Bays Consulting Ltd
“An alumna visited my school to talk about her career in banking… it was super exciting because it opened my mind to the type of jobs that use Maths skills” Allison Aitken, Allianz Global Investors
“I wish I had more female role models when I was at school. I'm a big believer in "If you can see it, you can dream it.”Shauneen McBirney, CIBC.
Due to requests from the teachers who use our platform, guidance from our Academic Steering Committee and enthusiasm from our partner the Careers & Enterprise Company, we piloted a Special Educational Needs (SEN) programme to showcase the diverse career opportunities available to people with disabilities and who had SEN when they were teens.
We delivered five “virtual assemblies” featuring speakers with various neurodivergent conditions, including Autism, ADHD, Traumatic brain injury and Dyslexia.
Each speaker followed the proven F4S script, which boosts understanding of the importance of maths and other universal skills for careers building confidence in students' abilities. After their talk, speakers were prompted by the host to reveal their neurodiversity. The primary goal was to captivate students with the speakers' impressive careers and then reveal their neurodivergence, rather than focusing on it from the outset.
By presenting real-life success stories, the programme empowers SEN students to recognise their potential and pursue their dreams with confidence and enthusiasm. Through this initiative, we committed to fostering an inclusive environment where every student can envision and work towards a fulfilling and successful future.
At F4S, maintaining the quality of support we provide to educators and students is critical to our mission. One of the key tools we use to monitor and ensure this quality is the Net Promoter Score (NPS) system. By collecting feedback directly from mentees, we can track and assess the quality of volunteers, courses, and workshops available on our platform.
What is NPS and How Does F4S Use It?
NPS is a valuable system that helps us gauge the likelihood of a educator recommending a volunteer, workshop, or course to others. After each encounter, educators are asked to rate their experience, which then informs the recommendations and opportunities given to volunteers.
Educator Ratings and Their Impact on Volunteer Recommendations
Volunteers who consistently receive high ratings are rewarded with additional opportunities, such as invitations to host virtual assemblies or being recommended to other educators. Conversely, volunteers who consistently receive low ratings are not invited to host virtual assemblies, and we stop recommending them to educators.
Feedback on Volunteers at F4S
At F4S, we value all feedback, which is why we collect it systematically through a post-session survey.
Feedback of 9 or 10 is rated as a ‘promoter’
This increases the likelihood that we’ll recommend the volunteer to other educators. It also opens up opportunities for the volunteer to host virtual assemblies on the subject. Feedback provided by educators is anonymised (at their request) and shared with the volunteer after they have completed four sessions to maintain the confidentiality of the user.
Feedback of <6 is classified as a ‘detractor’
This decreases the likelihood that we recommend this volunteer to educators or invited to host virtual assemblies. As with promoters, feedback is shared anonymously with the volunteer, and it’s made available in their dashboard after completing four mentoring sessions.
Accountability for “No Shows”
F4S maintains a strict accountability system, ensuring that both volunteers and educators adhere to our guidelines.
Educators who fail to show up for scheduled encounters are given two warnings before being temporarily paused from access to self-serve. However, they will still have access to virtual assemblies and workshops.
Volunteers who miss scheduled sessions are also given two warnings before being temporarily paused from hosting encounters.
Appeals Process for “No Shows”
We understand that there may be legitimate reasons for no-shows, such as health issues or personal conflicts, so F4S has implemented an appeals process. If a no-show occurs due to unforeseen circumstances, educators and volunteers can appeal to have their account reinstated, allowing us to maintain a fair and flexible approach.
At F4S, we’re committed to upholding high service standards for our educators, volunteers, and students. Our NPS system plays a vital role in ensuring that we consistently deliver quality support and create an environment that fosters positive, productive relationships. By using feedback to drive improvements, we can maintain a high level of accountability and continually provide the best possible experiences for all users.
In England, careers guidance has in the past been patchy, not always reaching those most in need. Against this background, the Gatsby Foundation created a framework of eight guidelines that define the best careers provision for schools and colleges.
“94% of Careers Leaders believe that the Gatsby Benchmarks have helped to improve career guidance” Careers and Enterprise Company, Careers Lead Report.
To ensure our student-employer encounters have a long-lasting impact. F4S has designed our service based on these eight benchmarks.
- A stable careers programme:
Our digital platform enables time-poor education to create a structured careers programme quickly and simply. We provide educators with clear guidance on the types of events they can book and, using smart algorithms, make recommendations on which speakers and volunteers will have the most impact. - Learning from career and labour market information:
We enable educators to discover the latest growing companies and industries in their local communities by simply entering their postcode. As such we give students and educators live labour market information in their pocket.
- Addressing the needs of each pupil:
With our advanced filtering system, we put control of the student-employer encounters firmly in the hands of the educator, ensuring they can select the speakers who are best suited to inspire their students. Educators can filter by industry, gender, race, company revenue and growth.
- Linking curriculum learning to careers:
We encourage all educators to bring their subject to life with Student-Employer-Encounters. Our machine learning algorithms remember educators' preferences and recommend talks based on subject areas.
- Encounters with Employers and Employees:
Our service connects children and young people directly with business leaders from their local communities. Our digital platform recommends a varied programme of career encounters including career talks, speed mentoring, enterprise activities and workplace visits, all of which are available to book instantly through our platform.
- Experiences of workplaces:
F4S enables educators to book workplace visits for their students with ease. Educators can simply request workplace visits and we can contact local, high-growth businesses to host.
- Encounters with further and higher education:
We enable educators to connect with a wide range of employers and employees who can speak to young people about their career paths. By providing a diverse perspective on how they have approached their careers, students will be able to understand the different academic and vocational routes that are available to them. - Personal guidance:
Using our clever digital platform, F4S is able to take into consideration the individual needs of education and students. This means we can guide them towards encounter types and potential speakers to ensure they have the greatest impact.
At Meldrum Academy, Mrs. Simone Coetser organised an insightful online career event for her students as part of their Level 4 - Steps to Work curriculum. This initiative was aimed at helping students understand the importance of soft skills, a crucial element for success in the workplace.
How the Event Worked
After attending an F4S Webinar designed to support educators in delivering career education, Mrs. Coetser booked a session with F4S). The event was hosted via Teams and lasted for 30 minutes, with two speakers each delivering a 10-minute talk followed by a Q&A session. Students participated actively, asking questions both verbally and through the chat function. One standout question asked was: “What advice would you give to your younger self?”
The Impact
The students gained valuable insights into what makes an employee stand out. The speakers provided clear examples and shared tips on interview preparation, what employers look for, and how to present oneself professionally. The students particularly appreciated one speaker’s use of a PowerPoint, which helped them better understand the information being shared.
The session helped learners understand the importance of providing concrete examples that demonstrate their skills, which will be crucial when completing their skills profiles and preparing for their mock interviews.
Mrs. Coetser shared her appreciation for the support F4S provided in setting up the event and assisting with preparation. She described the process as “relatively easy” and was excited to share the experience with her colleagues. The event’s success has sparked her interest in organising similar events for other classes.
Key Takeaways
The key messages from the event were clear: flexibility, a positive attitude, and a willingness to learn are essential in today’s ever-changing job market. The students also learned that jobs evolve over time—what exists today may not have existed 20 years ago. The event also emphasised the importance of asking for help and taking responsibility for one’s actions.
This event gave Meldrum Academy students the tools and understanding they need to succeed in their future careers, and Mrs. Coetser is excited to continue providing these opportunities for her students.
At Blairgowrie High School, Mrs. Sylvia Hathaway recently organised an online event to help students understand the value of learning languages for future career opportunities. The virtual event connected students with four speakers who shared their experiences of using languages in their careers. Two speakers joined from Scotland, and two from London, offering a range of perspectives on how language skills can enhance career prospects.
How the Event Worked
The speakers discussed their own language-learning journeys and explained how they have applied their language skills in the workplace. After the presentations, students had the chance to ask questions that they had previously prepared, and the speakers took turns answering based on their expertise.
Key Takeaways from the Event
Through this event, students gained a clearer understanding of how languages can broaden job opportunities and open doors to exciting travel experiences. One of the most impactful lessons was the realisation that learning languages can be a significant advantage in the job market. One speaker shared their regret at not having studied languages at school, highlighting how this had impacted their career trajectory. Another speaker, who had learned languages later in life, encouraged students to invest time in learning languages now to benefit their future selves.
The event also showed students that language learning is not a race—everyone learns at their own pace, and the important thing is to stick with it. Many students left the event feeling motivated to continue their language studies, with some even expressing a desire to keep pursuing Spanish, inspired by the real-world applications shared during the session.
Mrs. Hathaway reflected on the success of the event, noting that technology allowed them to connect with speakers from a variety of locations, including London, Edinburgh, and Perth.
She appreciated the support provided by F4S in helping set up the event, finding the right speakers, and addressing any queries. According to Mrs. Hathaway, the students gained a lot from the event, and many expressed interest in hearing from additional speakers in the future.
Career Education Standard “I Can” Statements
The event aligned with several Career Education Standard “I Can” Statements, including:
- “I can discuss the relevance of skills to the wider world and make connections between skills and the world of work.”
- “I can explain to others my ambitions/what I would like to do and look for ways to achieve them/that.”
- “I can recognise the skills I have and need for work.”
- “I can identify people in my network who help me broaden my horizons.”
Student Reactions
The feedback from the students was overwhelmingly positive, with many expressing a newfound motivation to continue their language studies. Some of the comments included:
“Motivated to continue with languages”
“Makes me want to keep doing Spanish”
“I learned how languages are largely used across jobs and can even help you get a job.”
This event demonstrates the significant impact that F4S encounters can have in inspiring students to think about their future career paths and the skills they need to develop to succeed. For Blairgowrie High School, this was just one of many steps in helping students make informed decisions about their futures.
If you’re a teacher interested in organising a similar event, F4S is a valuable resource to connect your students with business leaders who can offer insights and advice that will inspire them to pursue their goals.
At King’s Park Secondary School in Glasgow, Niamh Egan recently organised a F4S encounter for S4 students, focusing on two crucial aspects for career readiness: soft skills and mental health.
The session began by exploring the soft skills required to succeed in an interview setting, offering students practical insights into how they can present themselves confidently in professional situations. In addition, the event addressed the topic of mental health—highlighting its impact in the workplace and fostering open discussions about attitudes towards mental health and wellbeing in the professional world.
This encounter aligned with key Curriculum for Excellence outcomes, including encouraging students to reflect on their skills, make informed career choices, and plan for future transitions. The event also addressed Career Education Standard “I can” statements, helping students understand how to apply the skills they have learned in the classroom to real-world situations, such as job applications and interviews.
A key takeaway from the session came from Valerie Michie from The Huntercombe Group, who shared:
“We all know ways to look after our physical health and we can all learn ways to look after our mental health too.”
The students gained a deeper understanding of how mental health is just as important as physical health, and how they can take proactive steps to ensure their wellbeing in the future.
This event underscores the importance of developing both emotional resilience and practical skills as students transition into the workforce. By tackling mental health alongside career skills, King’s Park is setting a strong foundation for students to navigate the challenges ahead.
If you’re interested in similar opportunities for your school, F4S provides a great platform to connect students with business leaders who can share invaluable knowledge and advice.
At Deanston Primary School near Doune, Alan Atkinson recently organised an engaging F4S encounter for students in P4 to P7. The event was a unique opportunity for young learners to connect with the local business community while covering key elements of the Curriculum for Excellence and the Career Education Standard.
The interactive event allowed students to explore various career paths, with a particular focus on technology jobs, and learn how these careers will evolve in the future. Students were encouraged to think about their own ambitions, how to achieve them, and recognise the skills they possess.
One P5 student shared their key takeaway:
“I learned about different jobs, lots of technology jobs. I learned that jobs will change in the future.”
This encounter helped bring the world of work directly into the classroom, aligning with the Career Education Standard by giving students the chance to discuss career opportunities with employers and understand the different ways to enter various fields.
Such initiatives not only inspire students but also prepare them for future careers in an ever-changing world. If you’re looking for ways to engage students with the world of work,
F4S is a fantastic resource to help make these connections.
At Brentford School for Girls, a recent event organised via F4S created waves of inspiration, excitement, and unexpected outcomes. Bobby Ahmadzadeh, a teacher and event organiser, set out to motivate students and broaden their understanding of future career opportunities. The impact exceeded all expectations.
Why F4S?
Bobby first discovered F4S through a tech-industry colleague who advised on the platform. As a Teach First ambassador passionate about raising aspirations, Bobby wanted to help students think big about their futures.
“Sadly, many pupils don’t feel passionate or enthused about their future. F4S seemed like an excellent way to change that mindset.”
The ease of the platform made the decision even easier. From selecting high-calibre speakers to organising the event, the process was seamless and time-efficient—a huge plus for any teacher juggling multiple responsibilities.
An Event That Made an Impact
The after-school event featured four inspirational business leaders, each sharing their unique stories and career journeys. The variety of speakers ensured that every student in the audience connected with at least one role model. Bobby shared:
“The turnout was great, and the event ran well beyond the expected time—students didn’t want it to end!”
The engagement continued after the talks, with nearly 80% of students staying behind to ask questions and network with the speakers.
The event’s success was clear through student feedback and real actions:
- Surge in ambition: Students approached Bobby with new ideas, including an app concept that led to referrals for resources and guidance.
- Career focus: Students began exploring competitive programmes like LSE Choice and summer schools.
- Interest in Economics: A lunchtime economics club was planned, and 6th-form enrolments for economics surged from 25 to 51 students—an unprecedented rise.
- Real opportunities: Maitri, one of the students, pursued an internship through F4S, working on database coding for an app. This experience inspired her to change her university subject of study from History to Computer Science.
“The event far surpassed any expectations. Students were excited, motivated, and actively seeking opportunities beyond the classroom.”
What surprised Bobby the most was the calibre and impact of the speakers. Experienced staff at the school remarked that they had “never seen an event so amazing!” The stories shared were relatable, engaging, and left a lasting impression on students and teachers alike.
“It surprised me how easy it was to set up the event. I only wish more teachers realised this!”
With just 10 minutes of planning, Bobby is already looking forward to the next event for Year 11 students this September.
Inspiring the Future Generation
The F4S event didn’t just motivate students—it transformed their outlook on what they can achieve. From sparking entrepreneurial ideas to inspiring career changes, the event proved the power of connecting young minds with real-world role models.
If you’re a teacher looking to ignite ambition and open doors for your students, F4S can help you make it happen. Start planning your event today!
At The Thomas Alleyne School, Giovanna Newbery, KS5 Curriculum Lead, has been delivering outstanding role model events as part of the Sixth Form Enrichment Programme. Using F4S to connect with local business leaders, Giovanna has given her students the opportunity to explore the world of entrepreneurship and self-employment.
Over the years, Giovanna has organised three role model events featuring local millionaires and successful business leaders. The feedback has been overwhelmingly positive, with students feeling inspired and better informed about their potential career pathways.
Why F4S?
Giovanna first heard about F4S in 2013 through the Principal of North Herts College and has used the platform every year since. When asked why, she shared:
“The ease of access for organising visits and calibre of keynote speakers.”
The platform’s efficiency, combined with its ability to deliver high-quality speakers, has made it a valuable resource for the school.
The events have had a profound impact on students, who benefit from hearing directly from professionals with years of experience. Giovanna highlighted the value of the sessions:
“The benefits are multifold in that all students are inspired in some way by the speakers. The sessions allow students to ask tailored questions and receive advice, guidance, and expertise.”
The students particularly connected with one speaker’s RPM acronym – “Result, Purpose, My Action” – a message that resonates across any career pathway. They also discovered exciting, lesser-known careers such as the role of a “data architect”, broadening their understanding of modern job opportunities.
Students left feeling empowered, equipped with practical advice, and excited about their futures.
Giovanna described the process of setting up events as:
“Efficient, timely, and well organised.”
The simplicity of the platform allows teachers to focus on their students while ensuring the events run seamlessly.
Why Recommend F4S?
For Giovanna, the success of these events speaks for itself:
“Students always enjoy listening to other teachers! The information and guidance they receive is invaluable. I have recommended F4S for all the reasons listed above.”
By connecting schools with inspirational business leaders, F4S continues to empower students to think differently about their future career options and seize new opportunities.
If you’re a teacher looking to inspire your students with real-world insights, start planning your next event!