This article presents evidence that maths diagnostic assessments, consequent individualized learning programmes and face-to-face maths study support can combine to significantly increase maths related module pass rates and scores for undergraduate engineering students. It is argued that simply having a quiet, relaxed, supported study area, independent of course and maths staff together with promotion of peer-learning study groups helps overcome maths anxiety and results in the tangible student benefits reported. Tutor-maintained reflective teaching logs hone teaching practice to a set of fit-for-purpose approaches, each specific to individual or small group student needs and/or particular maths modules. It is concluded that the methods discussed offer a real solution to the problem of retaining students who struggle with the maths content of their degrees.