Both external and internal barriers for learners of numeracy were considered in this topic. Exploring external factors highlights the responsibility of schools to provide a barrier-free leaning environment for numeracy. Considering learner factors, atypical learners of numeracy can present with exceptional talent in numeracy, i.e. are more able and talented (MAT) in numeracy, or can present with delay in numeracy mastery. As teachers it is crucial to recognise when delay may be a disorder such as dyscalculia. Whether a learner is MAT, is presenting with delay or a disorder in numeracy development, that learner has additional needs in the learning environment. Just as we have ‘Dyslexia Friendly’ schools (external link), we also need ‘dyscalculia friendly’ schools.