Ordinarily Available Inclusive Provision

Teaching and learning

Contents

Expectation

There is an agreed whole school or setting 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.

  • Accordion

    • Why? Evidence base

      • An agreed approach allows schools and settings to embed good teaching and learning practice, ensure consistency and inform staff of the setting’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 setting

      • There is a clear agreement about what inclusive and adaptive teaching looks like and this is embedded in practice across the setting. This should include scaffolding language, executive function and emotional regulation.
      • Agreed whole school or setting approaches or non-negotiables are regularly monitored, revisited and reviewed considering the impact to all groups of pupils.
      • All leaders conduct regular observations and learning walks to ensure that inclusive practice is embedded across the setting and 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.
      • All children, including those with SEND, have access to quality teaching.
      • 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.

    • How? Early years

      • Practitioners understand that teaching is a broad term that covers the many different ways in which they help young children learn. It includes their interactions with children during planned and child-initiated play and activities.
      • Practitioners assess what children know, understand and can do, as well as taking account of their interests and dispositions to learn (characteristics of effective teaching and learning). Practitioners use this information to plan children’s next steps in learning and to monitor their progress.
      • Practitioners communicate and model language; showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what children are doing, facilitating and setting challenges .
      • Practitioners decide when to stand back, when to interact and how to respond to children.
      • Careful consideration is given to the resources and equipment that are available to support learning.
      • Attention is given to the physical environment, as well as the structure and routines of the day that establish expectations. Children are given regular opportunities to move and engage in activities that provide physical challenge.
      • Multisensory learning opportunities are provided across the setting.
      • Practitioners consider needs of the children and prioritise play opportunities and high-quality interactions to support learning and development.
      • Safe learning environments are created where it is okay to have a go and make mistakes.

    • How? Classroom

      • There is allocated time for coaching/mentoring in the classroom, alongside teaching.
      • All pupils, and especially those with SEND, have access to quality teaching from the class teacher.
      • Agreed school strategies are embedded in all lessons – for example, those described in the Education Endowment Foundation, Five-a-day approach:
        • 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 okay to have a go and make mistakes.
    Teaching and learning resources

Expectation

The curriculum is designed to be accessible, relevant and meaningful for all learners.

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.

  • Accordion

    • 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.
      • Pupils who feel that school is meaningful and have a strong sense of belonging have better attendance rates.

    • How? Whole setting

      • The curriculum is designed to meet the needs and aspirations of children and young people attending the setting.
      • The curriculum ensures that children gain the skills and knowledge they need to be able to develop their independence.   
      • Preparation for adulthood is built into the curriculum from the earliest opportunity ensuring that pupils will develop the skills and knowledge they need to be independent.
      • Whole-school or setting 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? Early years

      • Staff expand, extend and broaden the educational programmes so that children make progress in the areas of learning.
      • Adults support children to develop, consolidate and deepen their knowledge, understanding and skills across the curriculum and build positive attitudes to learning.
      • Practitioners plan opportunities for discussion (in pairs and groups for example), to share ideas, share learning etc. Where appropriate, these opportunities are scaffolded, for example, through sentence stems, visuals. (this applies to children in Reception classes).
      • There is proactive planning for adaptive teaching to meet needs, for example, pre-teaching groups, key vocabulary, preparation for questions, breaking learning down into small steps and structures of tasks. (this applies to children in Reception classes).

    • How? Classroom

      • Flexible, mixed-ability groupings are carefully planned for.
      • Teachers plan opportunities for discussion (in pairs and groups for example), to share ideas, share learning etc. Where appropriate, these opportunities are scaffolded, for example, 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, for example, pre-teaching groups, key vocabulary, preparation for questions, breaking learning down into small steps and structures of tasks.
    Teaching and learning resources

Expectation

There are high expectations for all pupils, regardless of their starting points and any challenges they may face.

All staff understand the needs of the learners in their classroom and specifically plan and adapt their lessons accordingly.

  • Accordion

    • 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 setting

      • Curriculum content includes having high expectations for all children with built in reasonable adjustments to enable all children and young people to achieve ambitious targets and aspirational outcomes.
      • Leaders and staff evaluate the impact of the curriculum by checking what children and young people know and can do.   
      • There are clear systems in place to ensure all staff know the needs of the children and young people well, for example pupil passports. These systems are developed with children, young people and their families and regularly reviewed.

    • How? Early years

      • Curriculum content and sequencing for each area of learning is clear and allows children to make progress.
      • Staff know the starting points of children, and plan accordingly with high expectations.
      • Teaching is adapted according to children’s own strengths and interests to encourage, motivate and inspire learning.
      • Staff plan opportunities for children to apply their skills and learning in different contexts.
        Staff spend time with all children, supporting their learning.

    • How? Classroom

      • Teachers know the starting points of children and young people, and plan accordingly with high expectations and opportunities of extending learning.
      • Lessons are planned and adapted according to pupils’ own strengths and interests to encourage, motivate and inspire learning.
      • Teachers plan opportunities for children and young people to apply their skills and learning in different contexts.
      • Teachers spend time with all pupils, supporting their learning.
    Teaching and learning resources

Expectation

All staff support all learners to work towards independence by providing support and scaffolding as required.

  • Accordion

    • Why? Evidence base

      • Scaffolding empowers children and young people, 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 setting

      • A whole-school or setting approach focuses on ensuring all staff, including support staff are skilled in how to support pupils to grow in independence.

    • How? Early years

      • Staff ensure appropriate scaffolding is used when needed and carefully reduce this, when appropriate, to support the development of independent skills.
      • All adults in the room are planned for and well directed.
      • Metacognitive strategies are integrated into the setting.
      • Activities are well planned to enable success for all.
      • Resources to scaffold learning are accessible independently (this applies to children in reception classes) .

    • 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, for example, key word lists, writing frames and multiplication grids.

Resources

Useful resources for school leaders, teachers, SENCOs and early years practitioners.