Inclusive Maths Classrooms
Inclusive mathematics classrooms are built on the belief that all pupils can succeed in maths when barriers to learning are anticipated and removed from the outset. Rather than relying on individual interventions as the first response, the most effective inclusion strategy is high quality, inclusive everyday teaching that benefits everyone – especially pupils who find learning hardest.
Our Inclusive Maths Classrooms training on Thursday 29th January will help you build confidence, consistency, and impact in providing inclusive maths teaching.
This article summarises the key ideas that underpin our session and will form the foundation for professional discussion and reflection.
Inclusion Starts with High-Quality Teaching
Evidence from Ofsted and wider research is clear: strong, inclusive classroom practice has the greatest impact on pupils with SEND and reduces the need for additional adaptations. When lessons are designed accessibly from the start, more pupils can participate confidently and independently.
Inclusive teaching is not about lowering expectations. It is about removing unnecessary barriers while maintaining ambitious mathematical thinking for all learners.
Anticipating and Removing Barriers to Learning
Teachers play a crucial role in identifying where pupils may struggle and responding through thoughtful lesson design. Common barriers in maths include:
- Language and vocabulary demands
- Cognitive overload
- Insecure prior knowledge
- Anxiety and fear of getting things wrong
- Difficulty accessing abstract concepts
Inclusive practice means planning with these barriers in mind and building in support through representations, structure, and clear explanations – rather than waiting until pupils fall behind.
Universal Strategies that Benefit Everyone
Inclusive maths classrooms make consistent use of universal strategies that support a wide range of learners:
Clear Mathematical Language
- Explicit teaching of vocabulary and sentence structures
- Modelling how to talk mathematically
- Frequent opportunities for pupils to rehearse language aloud
Ofsted highlights the frequent use of choral response as a particularly inclusive approach. Low stakes, whole-class responses reduce anxiety, build confidence, and mirror successful approaches seen in early reading and phonics.
Representations and Structure
- Concrete and pictorial representations to support understanding
- Carefully sequenced examples
- Visual supports that remain available during learning
These approaches help pupils make sense of abstract ideas and reduce cognitive load.
Formative Assessment and Responsive Teaching
Inclusive classrooms rely on ongoing formative assessment to inform next steps. Teachers continuously check for understanding and adapt their teaching in the moment.
Strategies such as:
- Targeted questioning
- Mini whiteboards
- Whole class response techniques – Hinge Point Questions
Allow teachers to spot misconceptions early, creating an environment of supportive success.
Reducing Anxiety and Building Mathematical Confidence
Many pupils – particularly those with SEND – experience high levels of maths anxiety. Inclusive teaching deliberately creates a safe learning environment where:
- Mistakes are normalised and valued
- Participation is expected from everyone
- Success is built through carefully scaffolded steps
This approach empowers pupils to see themselves as capable mathematicians and supports long-term engagement with the subject.
High Expectations for All
Inclusive maths teaching is rooted in ambition. Pupils with SEND deserve an education that enables choice, dignity, and opportunity. By combining high expectations with thoughtful support, teachers can ensure that all pupils access rich mathematical learning. Inclusive maths classrooms are not about doing something different for a few pupils. They are about doing something better for everyone.
These principles will be explored in depth during this training session, with practical classroom examples, opportunities for professional dialogue, and time to reflect on current practice. Attendees will leave with clear, evidence-informed strategies that can be implemented immediately to strengthen inclusive maths teaching across their setting.
This session is ideal for class teachers, SENCOs, subject leaders, and senior leaders who want to improve outcomes for all learners through high-quality, inclusive practice.
Ready to find out more?
Join us to build confidence, consistency, and impact in inclusive maths classrooms.
Thursday 29th January, 3.30pm–5.00pm @ Linskill Centre, North Shields NE30 2AY
Article by
Lisa Heatherington
School Improvement Advisor
Primary Maths and English
lisa.heatherington@northtyneside.gov.uk
