Facilitating a more responsive style of teaching in primary mathematics has implications for not only teaching practice, but also for how we plan for our learners. Grouping decisions, task selection and teacher confidence in mathematical content are important considerations when developing inquiring mathematical communities. This article introduces some core elements of current theory for primary teachers who want to include inquiry principles in their mathematics programme and increase their confidence levels when teaching primary mathematics. Teaching practices that promote learner agency are identified, followed by a planning process that allows for the flexibility required for responsive teaching and also encourages teachers to critically engage in mathematical content as they plan for their learners.