The debate over the levels of mathematical competence of students entering University courses and the balance of skills that they posses remains an ongoing and active issue with regard to pre-university student achievement and of subsequent course curriculum design. Consideration of monitoring student intake abilities and subsequent student support is a feature of many Institutions within the UK with a variety of practices restricted in many instances by the availability of readily useable resources. Following a request from organizations within the Mathematics Community the LTSN Maths Stats & OR Network convened a meeting to clarify the issues and to discuss the merits practicability and funding for creating a national support framework to provide relevant materials dissemination of good practice and to globally monitor ongoing changes in intake capabilities in mathematics to University courses
