SEND

How teaching for mastery supports learners with special educational needs and disabilities (SEND)

How does teaching for mastery relate to SEND?

Teaching for mastery is an inclusive pedagogy for the mathematical learning of all learners, including those with SEND. 

The large majority of learners designated with SEND learn mathematics in whole-class settings as part of mainstream schools’ Universal offer, within which commonly occurring needs that every school should be familiar with can be consistently met in mainstream education through adaptive teaching, calm environments, and enrichment opportunities.

Depending on the complexity of learners’ SEND, mainstream schools/colleges can offer increasingly intensive support for learning, and special schools/colleges have expertise working with learners with the most complex needs.

Teaching for mastery is appropriate for mathematical learning at every layer of support in the school/college system.

Teaching for mastery: inclusive by design

This guidance supports the use of teaching for mastery for all learners in whole-class settings, including those with SEND, as part of schools’/colleges’ Universal offer. Teachers’ planning is inclusive by design – mathematical tasks and lessons are designed to anticipate and accommodate learners’ needs. 

The exemplifications describe common and predictable needs that appear in mainstream whole-class settings. Each exemplification considers a learner with SEND, who informs the starting point for teacher planning so that the lesson is inclusive by design. There is a section for each of the Five Big Ideas in Teaching for Mastery.

SEND Leads

SEND Leads bring current, practical experience of working with schools and teachers to remove barriers to participation and learning in mathematics for children with special educational needs and disabilities, ensuring they are supported to access, engage with, and enjoy the subject fully.

SEND Leads draw attention to the Teaching for Mastery: inclusive by design guidance, which exemplifies how teachers’ detailed knowledge of their learners and of the mathematics informs their approach to successfully meeting their learners’ needs. They work across their hub to build understanding of, and confidence in, designing inclusive lessons that enable all learners to access learning, think mathematically, and develop a deep and connected understanding of maths.

Podcast episodes and articles on SEND

EEF

These pages from the Education Endowment Foundation (EEF) will also give you more ideas and information about meeting the needs of learners with SEND in the maths classroom:

Equity in maths education

Through our work on SEND and Oracy, the NCETM and Maths Hubs are working to make maths education more equitable in schools and colleges in all phases across every hub area.

In our work with stakeholders across the school system, we refer to this statement on equity in maths education:

Equity in mathematics education means that all pupils are supported to succeed mathematically. Expert teaching for equitable mathematics education uses an appropriate and inclusive pedagogy and curriculum, recognising systemic barriers to achievement that have historically affected pupils with characteristics such as gender, socio-economic status, ethnicity, special educational needs and disability (SEND). 

Get involved

The Maths Hubs Network has a thriving community of SEND Leads, who bring current, practical experience of working with schools and teachers to remove barriers to participation and learning in mathematics for children with special educational needs and disabilities. If you are interested in developing support for SEND in mathematics in your school, contact your local Maths Hub.