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Improving SEND outcomes through quality first teaching in maths
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Authors
Editors
Date
2026
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Across a group of high-deprivation secondary schools, SEND reviews revealed below-national attainment in maths, high absence and exclusion rates, and inconsistent classroom experience for learners with SEND. A partnership-wide strategy focused on quality first teaching, with NASEN-led maths CPD supported by Whole School SEND. Actions included peer reviews, maths-lead training, practical curriculum adaptation, strengthened transition support, SENDCo capacity-building and enhanced parental engagement. Evidence of impact includes rising SEN maths attainment, reduced permanent exclusions, improved attendance, more confident maths leadership, and significant improvements in parent and pupil satisfaction regarding support and progress.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), quality first teaching, mathematics education, peer review