--- title: "SEN EdTech Funding for Maths | Times Tables Software | XTables Champions" description: "New LEA grants for neuro-inclusive EdTech are live. Here's how UK primary schools can support ADHD, dyslexia and dyscalculia in maths — and what to look for." 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": "sen edtech funding neuro inclusive maths classroom 2026", "item": "https://math-magicians-academy-25d63273.base44.app/sen-edtech-funding-neuro-inclusive-maths-classroom-2026" } ] }, { "@context": "https://schema.org", "@type": "FAQPage", "mainEntity": [ { "@type": "Question", "name": "What is neuro-inclusive EdTech and why does it matter for primary maths?", "acceptedAnswer": { "@type": "Answer", "text": "Neuro-inclusive EdTech refers to digital tools designed to work for children across a range of neurological profiles, including those with ADHD, dyslexia, and dyscalculia. In primary maths, it matters because standard timed drill approaches can create or worsen maths anxiety in neurodiverse learners. Inclusive tools offer multiple ways into a concept, reduce time pressure, and give educators data to personalise support." } }, { "@type": "Question", "name": "Which Midlands LEAs are offering the neuro-inclusive technology grants?", "acceptedAnswer": { "@type": "Answer", "text": "Several Midlands-based Local Education Authorities have announced this funding wave. Because the specifics vary by authority and are updated regularly, we recommend checking directly with your LEA or visiting your local authority's education pages for the most current eligibility criteria and application deadlines." } }, { "@type": "Question", "name": "How does XTables Champions specifically support children with ADHD?", "acceptedAnswer": { "@type": "Answer", "text": "Children with ADHD often struggle with sustained attention during traditional drills. XTables Champions uses short, social, multiplayer game formats — like Snap and Connect Four — that build engagement naturally. The game structure provides clear goals, immediate feedback, and enough novelty to hold attention without the pressure of timed performance." } }, { "@type": "Question", "name": "Is XTables Champions suitable for children with dyslexia?", "acceptedAnswer": { "@type": "Answer", "text": "Yes. The platform uses visual representations and game-based formats that reduce reliance on rapid verbal recall, which is often a barrier for children with dyslexia. The \"Show Me How\" visual breakdowns allow children to see the relationships between numbers rather than memorise sounds, which is a more reliable route to fluency for many dyslexic learners." } }, { "@type": "Question", "name": "What are SENCO flags and how do they work?", "acceptedAnswer": { "@type": "Answer", "text": "SENCO flags are built-in alerts within the XTables Champions analytics dashboard. They are designed to surface patterns that might indicate a child needs additional support, such as repeated disengagement, consistent errors on specific facts, or unusually slow progression. They give inclusion leads a quick view without requiring them to dig through raw data manually." } }, { "@type": "Question", "name": "Can XTables Champions be used as evidence in a grant application?", "acceptedAnswer": { "@type": "Answer", "text": "Yes, in principle. Schools can reference the platform's neuro-inclusive features, SENCO oversight tools, and game-based approach as part of a rationale for how a technology purchase supports identified pupil needs. We are happy to provide supporting information to schools preparing bids. Contact us through xtableschampions.com." } }, { "@type": "Question", "name": "How can parents support their child's times tables learning at home if their child has ADHD or dyslexia?", "acceptedAnswer": { "@type": "Answer", "text": "The most important thing is to remove the spotlight. Avoid timed tests at home and instead try short, game-based practice sessions where there is no single right answer to produce under pressure. Consistency matters more than duration. Five minutes of calm, game-based engagement several times a week is far more effective than a twenty-minute drilling session that ends in tears." } } ] } ] --- [ 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) # SEN EdTech Funding for Maths | Times Tables Software 24 July 2026 If you work in a Midlands primary school and you have a SENCO, an inclusion lead, or a maths coordinator who has been watching the funding announcements, this article is for you right now. Several Midlands-based Local Education Authorities have confirmed a new wave of grants targeted specifically at acquiring neuro-inclusive technology for pupils with ADHD, dyslexia, and dyscalculia. That is genuinely significant news, and I want to help you make sense of what it means in practice, before the window closes. I am Elisa, content writer at XTables Champions. When I looked into this latest round of LEA announcements, what struck me immediately was how closely the stated grant criteria map to the kind of support schools are already telling us they need — and that they cannot always find in one place. ## Why Times Tables Specifically Are a Problem for Neurodiverse Learners Most of the conversation around SEN and maths focuses on broader numeracy, but times tables sit in a particularly uncomfortable spot. The traditional approach, fast-paced oral drills, timed tests, random-order recitation, is almost perfectly designed to trigger anxiety in children whose brains process information differently. **For children with ADHD, the sustained attention required by drill-and-kill methods is one of the first barriers.** A child who cannot hold focus for thirty seconds of rapid-fire questions is not failing maths. They are being asked to perform in a format that does not suit how they learn. For children with dyslexia, the visual and phonological confusion between similar-sounding numbers (six and seven, thirteen and thirty) compounds the difficulty significantly. For children with dyscalculia, rote memorisation without conceptual grounding is genuinely close to impossible — they are being asked to recall strings of arbitrary sounds rather than understand relationships between quantities. What I keep hearing from the schools we speak to, and from parents of children who have been through this, is that the anxiety outlasts the lesson. Children who have been put on the spot in front of peers carry that experience home. It colours how they feel about maths at secondary school and, in some cases, for life. ## What Neuro-Inclusive Actually Means in Practice The term "neuro-inclusive" appears in the LEA grant language, but I notice it is not always defined clearly. From everything I have read and the conversations we have had, what schools are actually looking for comes down to a few concrete things. First, a learning environment that removes time pressure as the primary measure of success. Speed is not the same as understanding, and for many neurodiverse children it actively prevents understanding. Second, multiple representations of the same concept. A child who cannot grasp a multiplication fact from a number sentence alone may immediately understand it from a visual array, a physical game, or a pattern they spot themselves. Offering more than one way in is not a luxury, it is basic inclusion. Third, low-stakes repetition. The research case for spaced repetition in building long-term memory is solid, but the word "repetition" alone should not mean grinding. Repetition inside a game that the child is genuinely enjoying is neurologically different from a worksheet. The emotional context matters. And fourth, flagging tools for educators. A SENCO managing twenty pupils with different profiles needs data that surfaces who is struggling and where, not a uniform progress report that flattens individual differences. As our founder Gal Darrash puts it, \*"We built the flags and the analytics because we know teachers are stretched — the last thing a SENCO needs is another tool that creates more admin rather than less."\* ## How XTables Champions Aligns with the Grant Criteria I want to be straightforward about who we are: XTables Champions is a young, founder-led company. We are not a giant platform with decades of institutional research. What we have built is a multiplayer game-based platform that takes the games children already play, Snap, Connect Four, Bingo, Guess Who, Battleships, Sudoku, Dominoes, and rebuilds them around times tables content. The games are social. They remove the spotlight of individual timed performance. They allow children to engage at their own pace, within a structure that still builds genuine fluency. The SENCO flags within the platform are designed to surface patterns that matter to inclusion leads: which children are disengaging, which are showing consistent error patterns, which might benefit from a different approach. The "Show Me How" visual breakdowns give children a conceptual scaffold for each fact rather than presenting bare memorisation as the only option. When I look at what Midlands LEAs are describing as grant-eligible technology, the criteria consistently mention reducing anxiety, supporting diverse learning profiles, and providing educator oversight. Those are not aspirational extras for us. They are what we built from the start. ## What Schools Should Do Before Applying If you are a SENCO, inclusion coordinator, or headteacher looking at this funding round, here is what I would suggest doing now. First, pull together your current data on which pupils are formally identified with ADHD, dyslexia, or dyscalculia and are also underperforming in maths. Grant applications are much stronger when they connect the funding ask directly to a named pupil need. Second, review what your LEA's specific grant documentation says about evidence requirements. Some rounds ask for a rationale, others ask for a trial or pilot plan. Knowing that in advance means you can gather the right evidence before you submit rather than scrambling afterwards. Third, think about implementation, not just acquisition. A tool that sits unused because no one had the training or the time to embed it is wasted regardless of how good it is. If you are writing a bid, include a realistic note on how it will actually be used, whether that is a lunchtime club, a guided group session, or home access for parents to continue the practice. Finally, talk to your SENCO before talking to your maths lead. The most effective SEN EdTech bids come from schools where the inclusion perspective shapes the purchase, not where it is added as an afterthought. ## Talk to Us Before the Window Closes If you are a UK primary school, a SENCO, or an inclusion lead in the Midlands and you want to understand whether XTables Champions fits the criteria for this round of neuro-inclusive EdTech funding, please get in touch directly. We are a small, founder-led team and we have real conversations, not automated funnels. We can walk you through how the platform works, show you the SENCO flags and analytics in practice, and help you think through whether it is the right fit for your pupils. You can reach us through [xtableschampions.com](https://xtableschampions.com). Reach out now while the funding window is open — we would genuinely love to help. ## Frequently Asked Questions What is neuro-inclusive EdTech and why does it matter for primary maths? Which Midlands LEAs are offering the neuro-inclusive technology grants? How does XTables Champions specifically support children with ADHD? Is XTables Champions suitable for children with dyslexia? What are SENCO flags and how do they work? Can XTables Champions be used as evidence in a grant application? How can parents support their child's times tables learning at home if their child has ADHD or dyslexia? ## 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)