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Inclusion in Mathematics
At Haslam Park, we believe that every child can be a successful mathematician. We are committed to ensuring that all pupils, including children with Special Educational Needs and Disabilities (SEND) and pupils eligible for Pupil Premium, have full access to a rich, ambitious and engaging mathematics curriculum.
Our approach is based on the belief that inclusion starts in the classroom. We do not lower expectations for pupils because they have additional needs or may have experienced disadvantage. Instead, we identify and remove barriers so that every child can participate, think mathematically and experience success.
Supporting Pupils with SEND
Our mathematics teaching is designed to be inclusive from the outset. Lessons are carefully planned so that children can access the same key mathematical ideas, while teachers adapt explanations, representations, resources, questioning and levels of support according to individual need.
We use a range of approaches to help children develop secure mathematical understanding, including:
- Concrete resources and practical experiences to make mathematical ideas visible.
- Visual representations, models and images to support understanding.
- Clear, explicit explanations and carefully modelled examples.
- Mathematical vocabulary taught explicitly and revisited regularly.
- Small steps and carefully sequenced learning where appropriate.
- Frequent opportunities to practise and apply new knowledge.
- Regular checking for understanding so that misconceptions and gaps can be addressed quickly.
- Additional scaffolding, prompts and worked examples where needed.
- Opportunities to revisit and consolidate important mathematical knowledge.
- Carefully considered use of manipulatives and representations to support children towards greater independence.
We recognise that SEND is not a single category and that children may experience different barriers to learning mathematics. Teachers therefore use their knowledge of individual pupils, alongside assessment information and advice from the SENDCO and other professionals to make appropriate adaptations.
Where additional intervention is required, this is closely linked to classroom learning and is designed to address specific gaps while maintaining pupils' access to high-quality whole-class mathematics wherever possible.
Supporting Disadvantaged Pupils
We are committed to ensuring that pupils eligible for Pupil Premium have the same high expectations and opportunities to succeed in mathematics as every other child.
We recognise that disadvantage can be associated with a range of barriers, but we do not make assumptions about what an individual child can achieve based on their background. Instead, we use assessment, professional knowledge and close relationships with pupils and families to identify the barriers that may be affecting their mathematical learning.
Our approach includes:
- High-quality, inclusive classroom teaching for all pupils.
- Early identification of gaps in mathematical knowledge.
- Targeted support where assessment shows that it is needed.
- Additional opportunities to practise and consolidate key knowledge.
- Small-group or individual support where appropriate.
- Regular opportunities to revisit prior learning and develop fluency.
- Support for mathematical vocabulary and language.
- Encouraging children to explain their thinking and develop confidence in using mathematical language.
- Building positive attitudes towards mathematics and developing children's belief that they can do maths.
- Working closely with families where this can support children's learning.
- Monitoring progress carefully and adapting provision in response to evidence.
We want every child to see themselves as a mathematician. We celebrate effort, reasoning and mathematical thinking rather than simply getting the correct answer quickly. Children who need additional support are encouraged to participate fully in mathematical discussion and problem-solving. We take care that scaffolds and adult support do not create dependency; instead, support is gradually reduced as children develop confidence and independence.
What Inclusion Looks Like in Our Maths Classrooms
Inclusive mathematics teaching is part of everyday classroom practice. We aim to ensure that children are not identified by what they cannot do, but are supported to overcome barriers and develop as confident mathematicians.
In our classrooms, you may see:
Children working on the same mathematical concept, with different levels of scaffolding or support depending on their individual needs.
Concrete resources being used to help children make sense of abstract mathematical ideas. Children are encouraged to move from practical equipment to visual representations and, ultimately, to more abstract methods.
Teachers modelling mathematical thinking clearly, breaking complex ideas into manageable steps and making their thinking visible.
Mathematical vocabulary displayed, discussed and revisited, with children encouraged to use precise language when explaining their reasoning.
Visual prompts and worked examples available to support children who need them, while ensuring that these are gradually removed as independence develops.
Targeted questioning, allowing teachers to check individual understanding, uncover misconceptions and move learning forward.
Talk partners and structured mathematical discussion, giving children opportunities to rehearse their ideas before sharing them with the wider class.
Additional processing time where needed, so that children have the opportunity to think deeply rather than feeling pressured to respond immediately.
Carefully chosen scaffolds, such as sentence stems, partially completed examples or visual prompts, which help children access the learning without doing the thinking for them.
Flexible grouping, where appropriate, based on the mathematical need rather than fixed ability labels.
Pre-teaching and overlearning of important vocabulary, concepts or number facts for children who may benefit from additional preparation.
Opportunities to revisit prior learning, helping children to strengthen their understanding and make connections between different areas of mathematics.
Targeted adult support, with adults prompting children to think, explain and solve problems rather than simply providing answers.
Challenge through depth rather than simply more work, encouraging children to explain, justify, make connections, find patterns and explore different methods.