 Mathematics underpins all STEM subjects to a significant extent. For many students, difficulties with mathematics and statistics can be a barrier to successful study. For educators and practitioners worldwide, finding a solution to the so-called mathematics problem has led to the establishment of mathematics learning support at tertiary level. The Irish Mathematic Learning Support Network is a forum for practitioners in Ireland to learn about best practice in maths learning support. Widespread collaboration with the National Forum and with Sigma ensures the efficient dissemination of the latest research findings. In other words, what works and what doesn't work. While the flurry of activity over the last two decades is inspiring, the Irish Mathematic Learning Support Network felt the time had arrived to undertake a thorough audit of mathematics learning support in Ireland in order to inform future development. We are happy to announce the publication of the findings of that audit here today. For those of you actively involved or simply interested in mathematics learning support, please take the time to read this very detailed report which can be found on the Irish Mathematic Learning Support website. A small flavour of our findings reveal 83% of institutions surveyed provide some form of mathematics learning support. One-to-one support was the top choice for students in the majority of institutions. Face-to-face mathematics learning support was provided through drop-in service, appointments and workshops, with drop-in most common being available at 88% of institutions. Opening hours vary widely. 24% of institutions offer at most five hours per week of face-to-face mathematics learning support, while a further 24% offer more than 30 hours per week. The data emphasises the time-consuming nature of mathematics learning support, with each visit lasting at least an hour on average. 39% of respondents cited longer opening hours and 26% cited more tutors as their most pressing need. Later graduates were involved in providing mathematics learning support to their peers. In 36% of institutions, these were mainly universities. Seven out of 20 respondents reported examples of subject lecturers making positive changes to their practice due to the existence of mathematics learning support. These facts influence the extent and nature of MLS that institutional practitioners can provide. A 2015 report by Sigma states that it is widely recognised by UK University senior management that mathematics learning support is essential to their students' satisfaction, retention and progression. A pretty strong assertion. Let's use our report to ensure that the development of Ireland's mathematics learning support provision is effective and appropriate. Let's really hear what those at the core face of mathematics learning support on a daily basis have to say and let's ensure it directs future policy. My co-authors and I would like to thank you for your attention.