--- title: "Why Traditional MTC Prep Fails SEND Students (And How to Fix It for Next Year) | XTables Champions" description: "UK schools are reviewing MTC results and finding SEND students struggled with drill-based apps. Here's why game-based fluency works better." lang: en json-ld: | [ { "name": "XTables Champions", "@context": "https://schema.org", "@type": "WebSite", "url": "https://xtableschampions.com" }, { "name": "XTables Champions", "logo": "https://qtrypzzcjebvfcihiynt.supabase.co/storage/v1/object/public/base44-prod/public/68cac2c61c34894625d63273/cae3abbca_logo.png", "@context": "https://schema.org", "@type": "Organization", "url": "https://xtableschampions.com" }, { "@context": "https://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": 1, "name": "Home", "item": "https://math-magicians-academy-25d63273.base44.app/" }, { "@type": "ListItem", "position": 2, "name": "mtc prep send students game based fluency", "item": "https://math-magicians-academy-25d63273.base44.app/mtc-prep-send-students-game-based-fluency" } ] }, { "@context": "https://schema.org", "@type": "FAQPage", "mainEntity": [ { "@type": "Question", "name": "Why do SEND students tend to struggle with the Year 4 Multiplication Tables Check?", "acceptedAnswer": { "@type": "Answer", "text": "The MTC is a timed, high-pressure assessment, and for children with maths anxiety, dyscalculia, ADHD or other neurodivergent profiles, the format itself can interfere with recall. A child may genuinely know their times tables but blank under timed conditions because their working memory is disrupted by stress. The issue is often the preparation format reinforcing anxiety, rather than a gap in understanding." } }, { "@type": "Question", "name": "What is the difference between drill-based practice and game-based fluency for times tables?", "acceptedAnswer": { "@type": "Answer", "text": "Drill-based practice typically involves repeated flashcard-style questions, often timed, with a focus on speed and score. Game-based fluency embeds the same number facts inside engaging game mechanics, so the child's motivation comes from wanting to play rather than fear of getting something wrong. For anxious learners, this shift in emotional framing makes a significant difference to how well knowledge is retained and recalled under pressure." } }, { "@type": "Question", "name": "When should schools start preparing SEND pupils for next year's MTC?", "acceptedAnswer": { "@type": "Answer", "text": "The period after the current MTC window closes (mid-June onwards) is an ideal time to evaluate tools and begin planning. Starting preparation early in the autumn term, rather than ramping up in the weeks before the check, gives SEND and neurodivergent pupils time to build genuine fluency without last-minute pressure. Consistent, low-stakes practice across the year is far more effective than intensive drilling in April and May." } }, { "@type": "Question", "name": "What should SENCOs look for in inclusive times-tables software?", "acceptedAnswer": { "@type": "Answer", "text": "Key things to look for include: a non-timed or low-pressure practice mode, an interface that is calm and uncluttered to reduce sensory overload, intrinsic engagement (the child wants to use it), and meaningful progress tracking that helps identify pupils who need additional support. Software that was designed for neurodivergent learners from the outset will differ noticeably from tools that have simply added an accessibility label." } }, { "@type": "Question", "name": "How does multiplayer game design help children with maths anxiety?", "acceptedAnswer": { "@type": "Answer", "text": "Multiplayer games shift a child's focus from \"I might get this wrong\" to \"I want to keep playing\". The maths becomes the mechanism of the game rather than the thing being judged. This reduces the self-monitoring and performance anxiety that interfere with recall, and creates the kind of positive repetition that builds fluency over time. Children return to the game because they enjoy it, which produces the consistent practice that actually matters." } }, { "@type": "Question", "name": "Is XTables Champions suitable for children with dyscalculia specifically?", "acceptedAnswer": { "@type": "Answer", "text": "XTables Champions was designed with neurodivergent learners in mind, including children with dyscalculia. The platform avoids unnecessary timed pressure in practice modes, uses a visually calm interface, and builds progress through game engagement rather than raw scores. That said, every child is different, and we're always happy to talk through specific needs with SENCOs or teachers to help them decide whether it's the right fit." } }, { "@type": "Question", "name": "How can a school get started with XTables Champions before next year's MTC?", "acceptedAnswer": { "@type": "Answer", "text": "The simplest step is to visit xtableschampions.com and get in touch directly. We're a founder-led team and we talk to schools personally. We can walk you through how the platform works, discuss your SEND cohort's specific needs, and help you think through how to introduce it in a way that sets children up for a genuinely better experience in next year's MTC cycle." } } ] } ] --- [ XTables Champions Part of the ESSTA Kids family ](/Welcome) [About Us](/About)[Rewards ](/OurRewards) Tips & Tricks [Games](/Games)Login [ XTables Champions Part of the ESSTA Kids family ](/Welcome) [Learn](/levels-and-progression) [Games](/GamesOverview) [All Games](/GamesOverview)[Connect Four](/connect-four)[Guess Who?](/guess-who)[Times Tables Bingo](/times-tables-bingo)[Snap!](/snap)[Play with Friends](/games/play-with-friends)[Play against Champion](/games/play-against-champion) [Every Learner](/times-tables-for-every-learner) [Adaptive Learning](/adaptive-times-tables-learning) [Schools](/ForSchools) [Lunchtime Clubs](/LunchtimeClubs)[SENCO Support](/SchoolSencoInfo)[Homework Setting](/SchoolHomeworkSetting)[Whole-Class Games](/SchoolWholeClassGames)[Level Matching](/SchoolLevelMatching) [Wellbeing](/wellbeing-and-safeguarding) [Pricing](/pricing) Log In / Sign Up [Back to all articles](/Blog) # Why Traditional MTC Prep Fails SEND Students (And How to Fix It for Next Year) 13 June 2026 If your school has just closed its Year 4 Multiplication Tables Check window and you're sitting with results that don't reflect what you know your SEND students are capable of, you're not imagining things. The problem is often the preparation method, not the child. Right now, across teacher forums and staff rooms, I'm seeing the same conversation repeat itself. Schools analysed their MTC data and noticed a pattern: pupils with dyscalculia, ADHD, dyslexia and broader maths anxiety consistently underperformed relative to their actual understanding. And in a lot of those cases, the tool used to prepare them was a timed, repetitive drill app. That's not a coincidence. ## What Drill-Based Apps Actually Do to Anxious Learners I want to be honest here. Drill-based times-tables apps work brilliantly for a particular kind of learner. Children who are already confident with numbers, who don't experience test pressure as something physical, who can sit through forty consecutive flashcard-style questions without shutting down. That is a real group of children. It's just not every child. For a neurodivergent child, or one already carrying maths anxiety into Year 4, a timed drill is not neutral practice. **The timer itself becomes the obstacle.** When I looked into the research on maths anxiety, what struck me most is how quickly the brain's threat response interferes with working memory. A child who genuinely knows that 7 x 8 = 56 can blank completely under timed pressure. Their recall didn't fail because they hadn't practised enough. It failed because the format of the practice taught their nervous system to associate number recall with stress. Repeat that association often enough in the weeks before the MTC, and you haven't built fluency. You've reinforced the anxiety. ## The Post-MTC Review Window Is the Right Moment to Change This Schools are in a genuinely useful position right now. The MTC is done for this year, which means there's no immediate pressure and there's time to think clearly. What I keep hearing from the teachers and SENCOs we speak to is that they don't want to repeat the same approach next year and hope for different results. They want something that actually fits how their SEND pupils learn. That window between mid-June and the autumn term is prime time for making a considered decision about tools. Not a panicked last-minute subscription in April. A thoughtful choice made when you have data in front of you and proper time to pilot something new before the next MTC cycle begins. As our founder Gal Darrash puts it, \*"We built XTables Champions because we kept seeing the same thing: children who understood maths being failed by the way they were being asked to prove it."\* ## Why Multiplayer Games Change the Dynamic XTables Champions was built specifically around this problem. The approach we use is different in a way that matters: instead of isolating a child with a timer and a score, we put them inside games they already recognise and enjoy, playing alongside others. That shift is not cosmetic. When a child is focused on the game, the maths becomes the mechanism rather than the subject of scrutiny. The emotional stakes move away from "I might get this wrong" and towards "I want to keep playing." For children with maths anxiety, that difference in framing is significant. For neurodivergent learners who thrive on clear structure, immediate feedback and genuine motivation, multiplayer game mechanics provide all three without the artificial pressure of a countdown clock. What we see in our early work with schools is that engagement goes up quickly, and with it, the kind of low-stakes repetition that actually builds fluency over time. Not because we forced more practice sessions, but because children wanted to come back. ## What SEND-Friendly Design Actually Looks Like I think this phrase gets used loosely, so let me be specific about what it means in practice for times-tables software. First, it means no unnecessary timed pressure outside of contexts the child can control. The MTC itself is timed, which is a reality we have to prepare for, but the preparation doesn't have to replicate that stress format every single session. Building confidence first, then introducing gentle pace challenges, is a more supportive pathway. Second, it means the interface is calm and uncluttered. Sensory overload is a genuine barrier for many neurodivergent learners. Flashing banners, chaotic sound effects and dense visual layouts can all pull cognitive load away from the actual maths. Third, it means progress feels achievable. Small, visible wins matter enormously for children who have already decided they are "bad at maths". Game-based formats where you level up, earn something, or visibly improve at the game itself provide that feedback loop in a way that a raw percentage score often doesn't. XTables Champions was designed with all of this in mind from the start, not retrofitted with an accessibility tab after the fact. ## For SENCOs: What to Look for When Evaluating Tools This Summer If you're a SENCO or a Year 4 lead reviewing your options right now, here are the questions worth asking of any software you consider. 1. Does the tool offer a non-timed or low-pressure mode for early practice, separate from timed assessment preparation? 2. Is the engagement model intrinsic (the child wants to play) or extrinsic (the teacher assigns sessions)? Both matter, but intrinsic motivation sustains practice between assignments. 3. Has the design been considered for learners with dyscalculia, ADHD or processing differences, or has it just been built for the average learner and labelled inclusive? 4. Can you see individual pupil progress in a way that helps you identify who needs more support, rather than just who got the highest score? These questions won't produce a perfect answer from every product. But they'll give you a clear picture of whether a tool was genuinely built for your most vulnerable learners or not. ## Talk to Us Before Next Year's MTC Cycle Begins If you're a Year 4 teacher, SENCO or senior leader looking at your MTC results and wondering whether there's a better way to support your SEND pupils next year, I'd genuinely love for you to get in touch with us at XTables Champions. We're a young company with a specific focus on this exact problem. We're not trying to be everything to everyone. We built our platform for the children that traditional drill apps leave behind, and we're happy to walk you through exactly how it works, answer your SEND-specific questions and help you think through whether it fits your school. Head to [xtableschampions.com](https://www.xtableschampions.com) and reach out to us directly. The best time to make this decision is now, while the MTC data is fresh and next year still feels like a real opportunity to do things differently. ## Frequently Asked Questions Why do SEND students tend to struggle with the Year 4 Multiplication Tables Check? What is the difference between drill-based practice and game-based fluency for times tables? When should schools start preparing SEND pupils for next year's MTC? What should SENCOs look for in inclusive times-tables software? How does multiplayer game design help children with maths anxiety? Is XTables Champions suitable for children with dyscalculia specifically? How can a school get started with XTables Champions before next year's MTC? ## Ready to help your child? Join thousands of families using XTables Champions to make multiplication click. Get Started Free XTables Champions Game-based times tables for children aged 6 to 11. No timers, no tears. For parents, schools and tutors. Part of ESSTA Kids. #### Platform - [Schools](/ForSchools) - [Levels & Progression](/levels-and-progression) - [Our Programme](/Programme) - [Rewards](/OurRewards) - [Pricing](/pricing) - [About Us](/About) - [Learning Philosophy](/LearningPhilosophy) - [Contact](/Contact) #### Community - [Insights](/Insights) - [For Parents Blog](/Blog) - [Tips & Tricks](/TipsTricks) - [Success Stories](/SuccessStories) - [Events & Competitions](/Events) - [Live Results](/Results) - [Lunchtime Clubs](/LunchtimeClubs) #### ESSTA Kids Expert learning programmes for children who need extra support. [Visit esstakids.com →](https://esstakids.com) © 2026 XTables Champions, An ESSTA Kids Programme. All rights reserved. [Privacy Policy](/PrivacyPolicy)• [Terms & Conditions](/TermsConditions)• [Sitemap](/sitemap.xml) XTables Champions Game-based times tables for children aged 6 to 11. No timers, no tears. For parents, schools and tutors. Part of ESSTA Kids. #### Platform - [Schools](/ForSchools) - [Levels & Progression](/levels-and-progression) - [Our Programme](/Programme) - [Rewards](/OurRewards) - [Pricing](/pricing) - [About Us](/About) - [Learning Philosophy](/LearningPhilosophy) - [Contact](/Contact) #### Community - [Insights](/Insights) - [For Parents Blog](/Blog) - [Tips & Tricks](/TipsTricks) - [Success Stories](/SuccessStories) - [Events & Competitions](/Events) - [Live Results](/Results) - [Lunchtime Clubs](/LunchtimeClubs) #### ESSTA Kids Expert learning programmes for children who need extra support. [Visit esstakids.com →](https://esstakids.com) © 2026 XTables Champions, An ESSTA Kids Programme. All rights reserved. [Privacy Policy](/PrivacyPolicy)• [Terms & Conditions](/TermsConditions)• [Sitemap](/sitemap.xml)