To investigate the effect of moderately preterm and near term birth on learning problems in general, and maths problems in particular, comparative data from three cohorts will be analysed: (i) the BLS, (ii) the UK Avon Longitudinal Study of Parents and Children (ALSPAC), and (iii) the UK Millennium (MCS) cohort. These studies have data that extend across the full gestation spectrum and have collected outcomes to 8.5 years (BLS), 7 years (MCS, with data collection at 11 years currently underway) or into adolescence (ALSPAC). Each of the studies have measures of general cognitive function and specific mathematics tests, standardised achievement tests, visual-spatial and language tests, and curriculum based attainment. The analysis will include: a) determination of specific learning problems (in excess of general IQ deficits); b) determine the range of multiple learning difficulties; c) describe the nature and severity of maths difficulties; d) to repeat analysis excluding those with fertility treatment (un-confounded effect of prematurity); e) to analyse and dissect potential components of maths problems: attention problems, visual spatial integration and manipulation problems, verbal comprehension. Finally, population attributable fraction (PAF) of risk for Maths problems or overall learning disabilities due to prematurity (EP, VP, moderate or late preterm, early term) will be determined. PAF can be interpreted as the proportion of disease cases over a specified time that would be prevented following elimination of the exposures, assuming the exposures are causal.