: Inclusion by design: Calculating Success for All from the Start Cat Wilkinson shares practical insights on building maths lessons that work for every pupil

Cat Wilkinson, SENDCO, LLME/​Equity Lead for the Abacus Maths Hub and ELE at Lancashire Research School, shares practical insights on building maths lessons that work for every pupil.

I observed a Year 4 lesson on comparing fractions that had all the signs for success —manipulatives, varied representations, and engaging tasks. Yet, within minutes, challenges emerged: one child refused to use fraction strips, another was overwhelmed by choices, and some jumped to incorrect abstract calculations, thinking manipulatives unnecessary. This reflects the reality of inclusive-by-design teaching — it doesn’t guarantee perfection, but demands thoughtful, skilled planning from the start and having the ability to adapt the plan in the moment. With a short pause to consider the barriers emerging, through clearly modelled, re-grounding in prior learning, the teacher helped pupils find their footing and enabled progress. This is inclusivity by design in action.

What is Inclusivity by Design?

The 2026 SEND White Paper, ​‘Every child achieving and thriving’, emphasises that mainstream classrooms must routinely provide accessible teaching through adaptive practices. The EEF SEND Guidance Report (2020) Special Educational Needs in Mainstream Schools | EEF reinforces this, advocating for building accessibility into lessons from the outset to avoid pupils struggling for reasonable adjustments later. Inclusivity by design means structuring lessons to prevent barriers before they arise, ensuring all pupils — especially those with Special Educational Needs and Disabilities (SEND) — can engage fully and actively.

Using the Teaching for Mastery maths curriculum as an example, here are steps to consider to help apply inclusive design principles into everyday teaching. Most of these steps are applicable across all curriculum areas.

Step 1: Begin with the Universal Offer

Why? The universal offer is the baseline of what we offer for all – quality first teaching, considered environments, routines, and resources for all pupils, forming the foundation of inclusion.

How?
Here is just a snapshot of what this entails

• Provide multiple ways for pupils to show their thinking, maintaining high expectations without limiting participation.
• Present information in diverse formats — say it, show it, display it, model it.
• Equip classrooms with visual supports, accessible writing/​reading tools, and sensory aids to meet varied needs.

Step 2: Pre-empt Barriers Before They Happen

Why? ​“Early identification and adjustment prevent issues escalating” (SEND White Paper 2026, EEF Guidance 2020).

How?

• Assess prior knowledge before lessons.
• Identify and address potential misconceptions early.
• Use mini pre-teach sessions to close gaps in vocabulary or methods.

Step 3: Build Calm into Lesson Design

Why? Calm, predictable environments support all pupils, especially those with SEND. This should be a culture embedded into the school and a priority outlined in the SEND White Paper 2026.

How?

• Use consistent lesson structures.
• Gain attention before giving short, clear instructions.
• Employ well-rehearsed cues for smooth transitions.
• Use praise and rewards to reinforce positive behaviour.

Step 4: Recap and Connect to Prior Knowledge

Why? Recapping prepares all pupils, particularly those with gaps, to engage with new content.

How?

• Start lessons with a quick recap task activating prior knowledge.
• Check responses collectively, spotting and correcting misconceptions immediately.
• Explicitly link previous learning to current objectives using visuals or models.

Step 5: Decide Your ​“Anchor Representation”

Why? Pupils learn best when ideas are modelled clearly and connected before exploration, reducing cognitive overload.

How?

• Choose one clear representation (e.g. bar model) to anchor the lesson.
• Rehearse this as a whole class before allowing variations.
• Choice and variation is powerful — but can be overwhelming

Step 6: Carefully Select and Model Manipulatives

Why? Manipulatives should be neutrally used by all pupils, not just those struggling, and must have a clear teaching purpose.

How?

• Model manipulative use explicitly, thinking aloud.
• Link manipulatives to visual representations consistently.
• After mastery, allow choice of familiar manipulatives during independent work.

Step 7: Plan Staff Roles Explicitly

Why? Adults’ roles should prevent pupils falling behind, supporting whole-class access rather than reactive intervention.

How?

• TAs support the whole class or flexible groups.
• Use live checking for understanding by both teacher and TA.
• Employ guided practice with teacher modelling and TA support.
• Implement ​“micro-teaches” — brief, responsive re-teaching triggered by live assessment.
  
  

Step 8: Carefully Structured Scaffolds

Why? Scaffolds should enable thinking and independence, avoiding learned helplessness.

How?

• Model scaffolds that pupils can eventually use independently.
• Build in ​“productive struggle” time before adult intervention.
  
• Use fading scaffolds across sequences rather than fixed supports.
• Train TAs to prompt thinking, not provide answers, using scaffolding frameworks.

Final Thought

Inclusive-by-design teaching is challenging but achievable. It requires training, skill, reflection, and constant adjustment. When done well, pupils independently choose representations, misconceptions surface earlier, micro-groups form naturally, and learning deepens.

The Every Child Achieving and Thriving White Paper 2026 sets the expectation for inclusion; mastery maths provides the structure; inclusive design offers the tools. Perfection isn’t necessary — intention, flexibility, and consistency are key.

Calculate the barriers and prepare for success for all from the start.

Further Reading:

• Education Endowment Foundation (EEF). (2020). Special Educational Needs in Mainstream Schools: Guidance Report: Available here
• Department for Education (DfE). (2026). Every Child Achieving and Thriving: Available here
• Education Endowment Foundation (EEF). (2025). Deployment of Teaching Assistants: Guidance Report: Available here
• Settle, C. (2026) Check. Adapt. resource, showing how evidence from pupils can guide teachers’ next steps in the moment. EEF Blog, 23 Feb 2026: Available here