Quillattice · Learning access and inclusion

Every Student Matters

Clear learning materials can make a task easier to enter while keeping its purpose, subject and expectations in view.

We start with the learning goal, the teaching context and what the learner says or shows about their experience. A useful adaptation changes the route into learning when needed; it does not assume what a person can do or lower the goal by default.

How we think about access

A practical design method

Start with the learner, the goal and the evidence.

Universal design means making the core resource clear and navigable for a broad range of learners from the outset. Individual adjustments add a response to a barrier that has been identified in this task and context. They are complementary parts of the work.

We ask what the learner is being asked to learn, what the material requires them to do, and what the learner, teacher or specialist has noticed. We then shape a resource to reduce an identified access barrier while retaining the intended learning goal and appropriate challenge.

  1. 01

    Agree the purpose

    Make the subject, intended learning and setting explicit.

  2. 02

    Investigate a barrier

    Use the learner’s voice, existing evidence and teacher context; do not guess from a label.

  3. 03

    Adapt the route

    Change wording, structure, representation or response format where it serves the goal.

  4. 04

    Check usefulness

    Ask whether the learner can use the material and whether it still supports the intended learning.

People and settings

A broad intended audience. An individual starting point.

Quillattice intends to support work for learners and educators across these experiences and settings. This list describes who the work may be for; it is not a claim of specialist expertise or prior experience in each one.

Identities and administrative or funding categories do not define a learner’s ability, potential or specific support needs. In England, Pupil Premium is school funding rather than an individual learning profile; eligibility alone does not tell us what will help a particular learner. See the Department for Education’s Pupil Premium guidance for England.

Questions to explore with the learner

From a possible barrier to a useful check.

These are illustrative possibilities, not diagnoses, assumptions about a group or claims that an adaptation will work for everyone. The learner and teaching context determine what is worth trying.

A word problem with unfamiliar language

Possible barrier to investigate
For a learner who is new to English, a particular phrase, idiom or mathematical term may be worth checking. This is a possibility to investigate, not an assumption about EAL learners.
Resource or design response
Keep the mathematical relationship and intended demand intact. Consider a short glossary, a plain-language instruction, an annotated representation or a second example with a more familiar context.
Practical usefulness check
Ask the learner to explain what the question is asking in a preferred way, then try a parallel question. Check whether the mathematics or the wording is getting in the way.

A missing step after a move or absence

Possible barrier to investigate
A learner who has changed school or missed part of a sequence may not have met a term, representation or prerequisite that the new task assumes.
Resource or design response
Add a concise re-entry note: the prerequisite idea, one worked step and a clear point to resume. Keep the current learning goal visible rather than replacing it with a lower one.
Practical usefulness check
Invite the learner to try one bridge question and explain where they would continue. The teacher can use that response to decide whether the recap or another explanation is useful.

Dense notation or a difficult page to scan

Possible barrier to investigate
For an individual learner, the spacing, contrast, size or amount of information on a page may make the intended mathematics harder to find.
Resource or design response
Test a version with consistent notation, clear grouping, more space between steps and a readable type size. Use an agreed alternative format where the learner or their team has identified one.
Practical usefulness check
Ask the learner to find the starting point, follow one worked step and locate the next instruction. Compare the effort needed to use each version.

A task that misses the learner’s starting point

Possible barrier to investigate
Prior attainment or group placement may not show what a learner understands about this topic now. A task may assume a prerequisite that is not yet secure or offer too little depth to extend reasoning.
Resource or design response
Use a short diagnostic question, worked example or partially worked step to check what is secure. Adjust the starting point, prompts or depth of challenge while keeping the learning goal visible.
Practical usefulness check
Ask the learner to explain a choice, complete one next step or try a related question. Use that response and the teacher’s context to decide what to offer next.

A response route that does not fit the learner

Possible barrier to investigate
A spoken question or written answer may not be the best way for a particular learner to show what they understand, including in a specialist setting.
Resource or design response
Use only a communication route agreed with the learner and the relevant teacher or specialist. A resource might offer a clear sequence, a visual choice or space for the learner’s established way to respond.
Practical usefulness check
Ask the learner and their team whether the route is usable and whether it still lets the learner show the intended learning. Do not infer a communication need from a label.

Returning to learning after time away

Possible barrier to investigate
A learner returning after a break may want to know what the task is for, what they already need and how much time or material it uses.
Resource or design response
Offer a brief orientation, key terms, one example and a manageable first step. If useful to the brief, provide a compact version that can be revisited between sessions.
Practical usefulness check
Ask the learner which part feels clear and what they would try next. A teacher can check one short application and adjust the next resource from that evidence.

An example that feels distant or narrowly framed

Possible barrier to investigate
A context, name or role in a resource may not be familiar or may distract from its purpose for a particular group of learners.
Resource or design response
Choose examples with care, avoid assigning ability or interest by identity, and offer a context that fits the teaching goal and local setting.
Practical usefulness check
Ask learners and the teacher whether the context helps them enter the task and keeps attention on the learning. Revise if the example distracts or excludes.

Evidence, carefully scoped

Research can inform questions. People still judge the fit.

The guidance below informs how we think about teaching, assessment and access. It does not validate a Quillattice intervention, establish outcomes for the learners named here, or replace professional judgement.

Evidence on secondary mathematics cannot be generalised to every subject, learner or setting. The UK has four education jurisdictions, so teams should check the relevant nation, provider and local requirements. Provision names and remits can vary locally.

What Quillattice can provide

Clear materials, shaped and reviewed by a person.

Quillattice creates learning content, mathematical data analysis, presentations and visual assets, and concise educational video plans. AI supports exploration and drafting; a person reviews each deliverable for accuracy, clarity and fit to the brief.

Clear limits matter

Quillattice cannot claim to serve every learner, remove every barrier or guarantee an outcome. It does not provide diagnosis or clinical support, assess learners, make specialist decisions, or replace teachers and specialist professionals. AI is not a specialist decision-maker.

The founder’s stated background includes a BSc in Mathematics from Loughborough University, a PGCE in Mathematical Education from the University of Leicester and current secondary-school Maths teaching, with experience involving higher-attaining pupils, Further Mathematics and UKMT Mathematical Challenges. The site does not claim experience in specialist, alternative or external provision, adult learning, partnerships or outcomes.