Expectation
There is an agreed whole school approach to teaching and learning that is underpinned by inclusive pedagogy and practice.
A range of high-quality teaching strategies and approaches are used flexibly to meet the needs of all students.
Why? Evidence base
- An agreed approach allows schools to embed good teaching and learning practice, ensure consistency and inform staff of the school’s expectations.
- Staff can confidently deliver lessons that respond to the strengths and needs of all learners.
- We know that whilst predictability and consistency is important, a ‘one-size fits all’ approach does not enable everyone to thrive.
How? Whole school
- Agreed whole school approaches or non-negotiables are regularly monitored, revisited and reviewed considering the impact to all groups of pupils.
- The SENCo and subject leads conduct joint learning walks to ensure that inclusive practice is embedded in all subjects.
- All staff are supported to apply and embed agreed strategies and approaches through regular training, mentoring, coaching and monitoring.
- There are opportunities for staff to share good practice with each other and other settings.
- Staff are supported and encouraged to think flexibly about their approach to teaching and learning – they can go ‘off script’ or revisit specific areas when they feel it is needed.
- There is a clear agreement about what inclusive and adaptive teaching looks like in practice across the setting.
How? Classroom
- There is allocated time for coaching/mentoring in the classroom, alongside teaching.
- All children and especially those with SEND, have access to quality teaching from the class teacher.
- Agreed school strategies are embedded in all lessons such as Education Endowment Foundation, 5 a day:
- Scaffolding
- Explicit Instruction
- Cognitive and Metacognitive strategies
- Flexible grouping
- Using technology
- Whole class strategies scaffold language, executive function and emotional regulation.
- Teachers give pupils the opportunity to participate in regular movement breaks to support regulation and promote better engagement.
- Concrete resources, visuals and manipulatives are used to support all learning where appropriate.
- New vocabulary is explicitly taught and revisited.
- Modelling is embedded and teachers regularly ‘Think Aloud’
- Multisensory teaching approaches are used.
- Concrete examples of the expected outcome are given.
- Safe learning environments are created where it is ok to have a go and make mistakes.
Resources
- Examples of visuals to support teaching and learning
- Examples of scaffolding
- Examples of metacognitive strategies Teacher promotes whole class regulation strategies e.g. scaling, modelling, movement breaks
- Tools to support vocabulary learning for all learners.
- Examples of targeted questioning/ turn and talk to enable broad participation
Expectation
The curriculum is designed to be accessible, relevant and meaningful for all students.
The curriculum is designed to give all learners the opportunity to work in different ways including in different pairs, groups and independently, based on strengths, needs and content.
Why? Evidence base
- When learners find the curriculum relevant, they are more engaged, motivated and actively involved in their learning journey.
- A meaningful curriculum makes it more likely that learners will achieve better academic outcomes and prepares them for a successful future.
- Children who feel that school is meaningful and have a strong sense of belonging have better attendance rates.
How? Whole school
- The curriculum is designed to meet the needs and aspirations of children and young people in the local community.
- Preparation for adulthood is built into the curriculum from the earliest opportunity ensuring that children will develop the skills and knowledge they need to be independent.
- Whole school consideration is given to ‘how’ children learn, in addition to ‘what’ they learn.
- Leaders ensure that there is adequate time for planning and delivery of all aspects of the curriculum.
How? Classroom
- Flexible, mixed ability groupings are carefully planned for.
- Teachers plan opportunities for discussion (pairs and groups) e.g. to share ideas, share learning etc. Where appropriate, these opportunities are scaffolded e.g. through sentence stems, visuals.
- Examples of new concepts come from pupil’s own real-life experience.
- There is proactive planning for adaptive teaching to meet needs e.g., pre-teaching groups, key vocabulary, preparation for questions, learning down into small steps, structures of tasks.
Resources
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Expectation
There are high expectations for all pupils, regardless of their starting points and any challenges they may face.
Teachers understand the needs of the learners in their classroom and specifically plan and adapt their lessons accordingly.
Why? Evidence base
- High expectations encourage equal opportunities for success and create a culture where the potential of each pupil is recognised, regardless of their background or abilities.
- All learners are able to make progress when their needs are understood, and appropriate adaptations are made.
How? Whole school
- Curriculum content includes having high expectations for all children with built in reasonable adjustments to enable all CYP to achieve ambitious targets and aspirational outcomes.
- There are clear systems in place to ensure all staff know the needs of the children well e.g. pupil passports. These systems are developed with children, young people and their families and regularly reviewed.
How? Classroom
- Teachers know the starting points of children and plan accordingly with high expectations and opportunities of extending learning.
- Lessons are planned and adapted according to pupils’ strengths and interests to encourage, motivate and inspire learning.
- Teachers plan opportunities for children to apply their skills/learning in different contexts.
- Class teachers spend time with all children supporting their learning.
Examples
There is a consistent routine and structure to lessons to support predictability
Expectation
Teachers support all pupils to work towards independence by providing support and scaffolding as required.
Why? Evidence base
- Scaffolding empowers children and promotes confidence. Self-regulated, independent learning has a significant impact on pupils’ progress.
- Scaffolding stems from Vygotsky’s ‘Zone of Proximal Development’ theory and is in line with approaches to adaptive teaching described in the early career framework.
How? Whole school
- A whole school approach focuses on ensuring teaching assistants and support staff are skilled in how to support children to grow in independence.
How? Classroom
- Teachers ensure appropriate scaffolding is used when needed and carefully reduce this, when appropriate, to support the development of independent skills.
- Any additional adults in the classroom are planned for and well directed.
- Metacognitive strategies are integrated into the classroom.
- Tasks are well planned to enable success for all.
- Resources to scaffold learning are accessible independently e.g. key word lists, writing frames, multiplication grids.
Resources and examples
- https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/teaching-assistants
- Links to task planners
- Now and Next boards and individual visual timetables
- Communication and Interaction friendly environments – clear visuals or labels to enable independent access