For UK primary schools
Access for every child, in every lesson.
Each child gets the version, support and format that gets them there — generated automatically from the lesson you're already planning. Built for teachers, not one more platform to learn.
✓ Grounded in EEF & DfE evidence, National Curriculum alignedEvery child in the class has their own symbol — tap one to see their version of today's lesson.
Today's lesson · Can I describe a setting using expanded noun phrases?
Illustrative example — Emblem generates the real wording from your own lesson.
Inclusion starts with high-quality teaching
Emblem doesn't replace that. The Education Endowment Foundation's guidance on SEND in mainstream schools puts it directly: strengthen universal classroom practice first, then provide additional adaptations where they're genuinely needed. Emblem exists for that second part — turning a lesson a teacher has already planned well into an individually pitched version for every child who needs one, in the time it used to take to adapt just one.
A generated adaptation is only ever the output of a decision a teacher has already made about a child — not a substitute for making it. Emblem is a tool for carrying out professional judgement faster and more consistently, not a replacement for knowing the child in front of you. We'd rather say that plainly than let a sales page imply otherwise.
Adapting every lesson eats the hours teachers don't have
Every class includes children for whom the lesson as written isn't yet accessible — a reading age behind their peers, EAL, a processing difficulty, a diagnosed or undiagnosed barrier that changes what they need in order to get in. Writing a second, third and fourth version of every task, every day, across every subject, is real work that rarely shows up on a timetable.
Emblem takes the lesson a teacher is already planning and generates a version for every barrier in the class automatically. Each child gets a task pitched at their level, printed or on a tablet, without the teacher writing it twice. What used to be an evening job becomes a couple of taps.
How it works
Six steps, done once a term and once a day.
- 1
Set up your class
Add children once, with the type of support each one needs.
- 2
Print book labels
One per child. Sticks in a book. Lasts the whole year.
- 3
Bring a lesson
Use a plan you already have, or generate one from scratch.
- 4
Assign it
Emblem writes a version of the task for every barrier in the class — right down to adding colour to a diagram if the task itself calls for it.
- 5
Printed, or scanned in
Works as a normal printed sheet if that's what you've got. Where tablets are available, scanning the label opens a child's own dashboard — just their work, nothing else.
- 6
Mark it, or hand it back
Submissions land in one place. Mark it, or send it back with feedback — the child sees exactly what to improve, and resubmits.
Further support for teachers, for a greater impact on inclusion
Knowing what a child needs is often the harder half of the job — the research most consistently points to simple, teacher-usable screening as the way in, not lengthy formal assessment. Emblem's reflection tool is built on that same principle.
A few short, plain-language questions, covering the same broad areas real screening approaches use — never a formal test, never a diagnosis. For a teacher who genuinely isn't sure where to start with a child, it's a way in that's grounded in something more than a guess.
The aim is a faster, better-informed first step, not a label: specific Emblem barriers are suggested based on the answers, never auto-applied — always a tap to confirm. Nothing entered is ever saved. It exists to help a teacher think it through once, not to build a record.
Goes further when one child needs more
The six steps above are the whole loop for most children. A few extra, optional layers are there for the ones who need something more specific — turned on child by child, never a default for the whole class.
One question at a time
For some children, a whole page can be overwhelming before they've read a single word. Turn this on for a specific child and their iPad shows a single item at a time, with only the vocabulary that item needs — print still shows the full sheet as normal.
Structured peer talk
Peer-mediated learning — structured pairing, not just sitting near a friend — shows consistent evidence of improving outcomes across reading, maths and language needs alike. Emblem builds in a short, reciprocal exchange anchored to what's shared across the class, so it works even though every child's sheet is genuinely different.
Daily check-in
Structured daily check-ins are a well-evidenced way to build a child's own self-regulation, particularly where behaviour is linked to needing more consistent attention. Emblem's version is a lighter, self-monitoring take: a child rates how they did against a few specific, agreed goals each time they finish something — a real pattern building across the day and the term, not a one-off note.
Grounded in evidence, not instinct
Three things shaped how Emblem works: established research on what helps, DfE's own evidence reviews on SEND needs, and where national policy is heading.
Matched to the barrier, not generic
The Education Endowment Foundation's guidance on SEND is clear that provision needs to be closely matched to a child's actual, identified barrier to learning — not a generic "lower ability" version handed out by label. That's the entire premise behind how Emblem generates work: a version built for the specific barrier flagged for that child, not a one-size-fits-all simplification.
In step with DfE's own evidence base
The Department for Education's own evidence reviews on identifying and supporting SEND needs in mainstream settings — last updated July 2026 — are built around exactly this idea: match the response to the actual need, not a broad label. Emblem's whole approach, adapting by a child's specific identified barrier rather than a generic tier, follows the same principle these reviews are organised around.
Built around where policy is heading
February's Schools White Paper sets a clear direction of travel: inclusion within the mainstream lesson, not separate provision alongside it. Emblem's core idea — one lesson, adapted so every child can access it, rather than a different task pulled out on the side — already sits in that direction. Worth being precise: this is the direction of a white paper still under consultation, not yet settled law, and we'd never claim otherwise.
Pitched to the actual year group, not a broad guess
For Maths and English, Emblem pitches vocabulary, expected methods and sentence complexity to each individual year group — Reception through Year 6 — grounded in the real DfE programmes of study, not an approximate sense of "roughly Key Stage 2." Less guesswork for teachers, and a task that genuinely matches what that year group is expected to do, not just what's convenient to generate.
Sources: Education Endowment Foundation guidance on SEND provision; DfE, "Identifying and supporting the needs of children with SEND in mainstream settings" (last updated 30 July 2026); DfE, "Every Child Achieving and Thriving" White Paper (February 2026) — consultation closed May 2026, formal government response and any legislation still pending; DfE, National Curriculum in England: English and mathematics programmes of study, key stages 1 and 2.
Built for SLT and SENCo oversight, not just the classroom
February's Schools White Paper puts inclusion at the centre of what leaders are expected to show, not just describe — with SENCos taking on a more strategic role and provision expected to be evidenced. Emblem's leadership view is built with that direction in mind.
One whole-school dashboard
A live leadership view of what's been generated, in which class, across the whole school, all year — built from what actually happened, not from a form someone remembered to fill in.
Provision evidence, ready to show
A straightforward record of provision in place, ready for an Ofsted conversation or a governor question — without a separate spreadsheet kept updated by hand.
No extra logging for staff
Every class already using Emblem for lessons is contributing to this evidence automatically — nothing new for a teacher to remember to record.
A head start on MyPlan
One tap turns a child's current needs into a ready-to-copy Assess entry, grouped by the Code of Practice's own four areas — a starting point, not a finished one.
A year that stays navigable
A child's portfolio organises itself into Autumn, Spring and Summer folders automatically, so a full year's evidence never becomes one long, unmanageable list to search through.
Outcomes, not promises
Real numbers from real classrooms — added as we collect them, not invented for a launch page.
Early data — real numbers, published here as trial results come in.
Built for a school's data policy, not around one
No child's name is ever stored. Each child is identified only by their class and a symbol, like ★ or ●, printed on their book label.
Marked work is held in the UK for the school year, then expires automatically — long enough to reach parents' evening, not kept indefinitely.
Staff sign in with their school's access code, which can be revoked straight away if it's ever lost. Leadership views show whole-school totals by symbol — never a name.
Pupil devices will only ever reach that child's own dashboard — never another child's work, and never a teacher or admin screen.
The AI that writes worksheets never sees a child's name, symbol or work, never trains on your content, and every sheet is checked by a teacher before a child sees it. Read our AI safety statement, set against the DfE's product safety standards.
Who's behind this
Edd Chalkley
As a senior leader in a primary school, I see it every day: children for whom even a well-planned lesson isn't yet built to include them, and teachers stretched thin trying to hold every individual need in their head, in an increasingly complex classroom. I built Emblem to close that gap — so every child has a real way in, every child can achieve, and every teacher feels heard.
Request a trial for your school
Tell us a little about your school and we'll set up a trial licence and send you an access code. Free while in trial — no card, no commitment.
If nothing opens when you click send, email us directly at hello@emblemforall.co.uk with your school's name and address instead.
Already trialing Emblem?
Staff sign in with your school's access code on the Emblem app itself — this marketing site never asks for it.
Entered once per device. Lost your code? Ask your school's Emblem lead, or contact us below.