Practical support for learning
Explore classroom screeners, diagnostic and readiness checks, and adjustable learning supports that help teachers understand barriers, choose starting points and plan targeted support.
Developed with input from educational psychologists and experts in the field.
The screeners support classroom planning and professional judgement. They are not diagnostic assessments and do not replace advice from an appropriately qualified professional.
Screening tools
Each classroom screener gathers structured evidence to help a teacher or tutor notice patterns, consider support and decide whether further investigation could be useful.
Literacy difficulties support
Explore patterns across reading, spelling, sound awareness, sequencing, memory, processing and reading comfort. Use the resulting support profile alongside classroom evidence and the learner's experience.
Maths learning difficulties support
Explore patterns across number sense, quantity, counting, place value, estimation and practical number contexts. Use the evidence to inform support for maths or math learning difficulties.
Screening is not diagnosis.
A screener may highlight recurring patterns or possible support needs. It cannot confirm dyslexia, dyscalculia or another condition, and no single result should be treated as proof.
Diagnostics & readiness checks
Use a short check to find an appropriate starting point, review prerequisite skills and choose useful next practice. Each live tool keeps its existing access and sign-in rules.
Primary starting point
A Primary maths starting-point assessment with strengths, next-practice suggestions and a teacher summary across sampled CfE skills.
Course readiness
Check the National 3 and National 4 foundations needed before beginning National 5 Applications.
National qualification readiness
Review key National 5 Mathematics foundations and identify useful next practice.
National qualification readiness
Check National 5 foundations and early Higher skills before choosing targeted practice.
From evidence to action
Screening is most useful when it contributes to a wider picture of the learner rather than standing alone.
Adjustable learning environment
Learners can use free light and dark modes. Premium Teacher and School access includes advanced settings designed to reduce barriers without asking a pupil to choose a diagnostic label.
Choose from background colours, reading-friendly fonts, text sizes, line spacing and letter spacing.
Use reduced text, one-question-at-a-time support, a reading ruler, current-question highlighting and keyword highlighting where supported.
Show number lines, place value supports, counters, ten frames and bar models on supported learning pages.
Break down multi-step work and show additional visual or step-by-step guidance where it is available.
Availability varies by page: visual, reduced-text and step-by-step options only appear where the relevant support has been built into the learning activity.
Who this is for
The hub is designed for adults supporting children and young people, and for learners using settings or activities with appropriate guidance.
For noticing barriers, adapting teaching and planning practical next steps.
For staff coordinating SEND, SEN, ASN or additional learning needs support.
For building a clearer picture of how an individual learner approaches literacy or maths.
For a shared learning-support toolkit that can contribute to consistent professional discussion.
Terminology varies by location. Staff may work in additional support needs (ASN), special educational needs (SEN), special educational needs and disabilities (SEND), additional learning needs or special education roles.
International use
CfE Maths Hub originates in Scottish education and remains clearly connected to Curriculum for Excellence, Scottish classroom practice and ASN terminology.
Literacy, processing, number-sense and maths-learning difficulties are not limited to one curriculum. Teachers, tutors and schools elsewhere may find the screening evidence and support principles useful, while applying their own local policies, terminology and referral pathways.
CfE Maths Hub does not claim that its screeners are validated for every country, curriculum or education system.
Professional boundaries
Screening helps organise observations and identify patterns that may deserve support, monitoring or further investigation. It is one part of the evidence available to a teacher or school.
Diagnosis or formal identification follows the rules of the relevant local system and requires an appropriately qualified professional. A classroom screener should never be used to make a medical or clinical claim.
Consider screener findings alongside learner work, teacher observation, teaching history, support already tried, the learner's perspective and discussion with families or support staff where appropriate.
Frequently asked questions
CfE Maths Hub includes dyslexia and dyscalculia screeners, learning-support display and focus settings, visual maths supports, step-by-step guidance on supported pages, and other starting-point or readiness tools.
No. The screeners can highlight patterns and possible support needs, but they cannot diagnose dyslexia or dyscalculia. Results should be considered alongside classroom evidence, learner experience and professional judgement.
The tools are designed for teachers, tutors, schools, learning-support staff and the pupils, students or learners they support. Access varies by feature and plan.
Yes. CfE Maths Hub originates in Scottish education, and its curriculum-specific content reflects that context. Many principles behind classroom screening and learning support are transferable, but schools should apply their own local guidance and requirements.
Light and dark mode are available free. Advanced settings are Premium Teacher and School tools, and some visual, reduced-text or step-by-step supports work only on pages that provide the relevant content.
Use results as one source of evidence alongside pupil work, observation, teaching history, support already tried, discussion with the learner and, where appropriate, discussion with families or support staff.
Next steps
Explore a screener, review current access options or read how CfE Maths Hub approaches privacy and pupil safety.