The recent curriculum review has sparked important conversations about the future of maths teaching, assessment, and progression in England. Among the most significant opportunities within this shift is the potential to better support learners with dyscalculia and maths learning difficulties – a group too often overlooked in policy, practice and teacher training.

A Positive Direction for Maths Education

Recent findings highlight a move towards a curriculum that is more foundational, more flexible and more relevant to real life (National Numeracy, 2025; Department for Education, 2025). Key themes include:

• A stronger emphasis on securing core number foundations, not just “enough to pass the exam” (DfE, 2025)
• Modular, “bankable” maths qualifications that recognise progress in steps rather than an all-or-nothing GCSE resit (National Numeracy, 2025)
• Greater focus on real-world numeracy such as applying maths to life and work, including financial literacy (DfE, 2025)
• Recognition that repeated compulsory GCSE resits are not working for all learners, especially those with SEND (Francis, 2025)

This marks a much-needed departure from high-stakes, exam-centric maths, towards a system that values confidence, understanding and true numeracy.

Why This Matters for Dyscalculia

Dyscalculia remains significantly under-identified in UK schools, with over 40% of educators reporting limited familiarity with the term (House of Lords Library, 2023). Encouragingly, the curriculum review begins to address this gap:

• Recognition that “one pathway fits all” does not meet the needs of dyscalculic learners (BDA, 2024)
• Acknowledgment that maths often moves on too quickly before key foundations are mastered – a barrier particularly for those with dyscalculia (BDA, 2024)
• Calls for improved teacher training around dyslexia and dyscalculia in ITT and ongoing CPD (BDA, 2024)
• Encouragement towards more inclusive and accessible assessment approaches, aligning with research showing that learners with dyscalculia perform differently depending on question format (Rinne & Myers, 2025)

If implemented well, this could be a turning point for how the system understands and responds to maths learning differences.

The Opportunity for Schools, Colleges and Leaders

Real change won’t come from policy alone – it will happen through leadership choices, teacher practice and early intervention. Schools and colleges can take proactive steps now:

• Prioritise early number sense, fluency and conceptual understanding across the curriculum
• Strengthen teacher development so all staff can identify dyscalculia and implement effective strategies
• Embed inclusive pedagogy such as manipulatives, visual models, overlearning and reduced time pressure (Dyscalculia Network, 2024)
• Use assessment to inform support, not label or limit ability

Signposting to Support: Dynamo Maths & Dynamo Post16

For settings seeking practical solutions aligned with the review:

Dynamo Maths provides early identification and intervention for learners showing signs of dyscalculia and persistent maths difficulties. Its structured, diagnostic and mastery-based approach builds number sense and confidence – aligning strongly with curriculum review priorities.

Dynamo Post16 provides structured support for older learners with dyscalculia or persistent maths difficulties. Its evidence-based screening and profiling help build number sense and confidence, with links to Functional Skills, aligning strongly with curriculum review priorities and post-16 progression pathways.

Both programmes support the inclusive, mastery-centred approach the review calls for.

A Pivotal Moment for Maths Inclusion

This review gives us a chance to rethink what success in maths looks like – not just for confident mathematicians, but for every learner. Especially for those with dyscalculia, who have waited too long for recognition, appropriate intervention and a fair pathway.

The opportunity is here. Will we reshape maths into a subject where every learner can succeed, grow and feel empowered?

If your school or college is reviewing its maths provision or intervention strategy and would like to explore how Dynamo Maths or Dynamo Post16 can support your learners, I’d be happy to share more.

References

BDA (2024) Curriculum and Assessment Review – Interim Report Summary. British Dyslexia Association.

Department for Education (2025) New Curriculum to Give Young People the Skills for Life and Work. London: DfE.

Dyscalculia Network (2024) How to Support Pupils Who Struggle with Maths.

Francis, B. (2025) Compulsory Maths and English GCSE Resits Too Inflexible. The Guardian, 17 October.

House of Lords Library (2023) Dyscalculia: Identifying and Supporting Students with Special Educational Needs.

National Numeracy (2025) Response to the Curriculum Review: Putting Numeracy at its Heart.

Rinne, L. & Myers, C. (2025) ‘Performance on Curriculum-Based Mathematics Assessment in Developmental Dyscalculia’, Centre for Mathematical Cognition, Loughborough University.

Noor Esmail

Empowering Inclusive Maths Education | Director at JellyJames Publishing | NPQLTD-Qualified Leader Driving Innovation & Dyscalculia Awareness