Teacher guidance for access and scaffolding

Use gentle backgrounds, readable fonts, larger text, wider spacing, reduced visual clutter, read-aloud support and keyword highlighting.

Use number lines, ten frames, place value grids, counters, bar models, worked steps and concrete-to-pictorial-to-symbolic progression.

Use one-question-at-a-time, reduced text, focus strip, current question highlighting, short task sets and predictable card layouts.

Use no-timer activities, calm feedback, retry options, review links before challenge work and language that separates the pupil from the difficulty.

Start with real materials, move to pictures, then symbols when pupils are ready. Keep diagrams clear and avoid unnecessary decoration.

Keep large tap targets, uncluttered cards, stable layouts and reliable keyboard focus states for pupils using touchscreens or alternative access.

Dyslexia, dyscalculia, ADHD, autism, processing difficulties and ASN may all benefit from different combinations of access settings and teacher scaffolds.

Keep pupil-facing settings focused on what helps: display, focus, reading and maths support. Avoid asking pupils to choose diagnostic labels.