Our Inclusive Approach & Adaptive Teaching

Every Child Included. Every Child Supported. Every Child Challenged.

At Eaves Primary School, inclusion is at the heart of everything we do. We believe that every child has the right to feel valued, experience success and access a high-quality education, regardless of their individual needs or starting points.

Our commitment to Excellence in Everything means that we have high expectations for all pupils. We recognise that children learn in different ways and that providing equal opportunities does not always mean providing exactly the same support.

We are committed to removing barriers to learning, celebrating individual strengths and ensuring that every child can participate fully in school life.

What Is Adaptive Teaching?

Adaptive teaching is an essential part of our approach to high-quality, inclusive education.

It means that our teachers continually assess, reflect and respond to pupils' understanding and individual needs, making appropriate adjustments to teaching so that all children can access ambitious learning.

Rather than providing entirely different learning experiences, adaptive teaching enables pupils to work towards shared learning goals, with carefully considered adaptations and additional support where needed.

At Eaves, we recognise that adaptive teaching is not about lowering expectations. It is about providing the right support to help every child succeed.

What Does Adaptive Teaching Look Like at Eaves?

Our teachers use a range of strategies to ensure that teaching is accessible, engaging and appropriately challenging.

Clear Explanations and Modelling

Teachers break learning into manageable steps, provide clear instructions and model new concepts and skills. Worked examples and demonstrations help pupils understand what successful learning looks like.

Scaffolding and Support

Children may be provided with additional prompts, writing frames, vocabulary banks, practical resources or visual supports to help them access learning. These are reviewed and gradually reduced where appropriate to develop confidence and independence.

Flexible Grouping

Teachers use their understanding of pupils' needs to organise flexible groups, provide targeted support and create opportunities for collaborative learning. Groupings are reviewed and adapted as pupils develop their understanding.

Visual and Practical Resources

Visual timetables, diagrams, concrete equipment, vocabulary displays and other supportive resources can help children understand instructions, process information and engage with learning.

Responsive Assessment and Feedback

Teachers regularly check understanding through questioning, discussion, observation and assessment. Teaching is adjusted in response to what pupils know, understand and can do.

Supporting Communication and Understanding

Teachers consider how instructions, language and classroom communication can be made accessible. This may include simplifying the language of instructions without reducing the challenge of the learning, allowing additional processing time and using visual cues.

Supporting Independence

We want every child to become a confident and increasingly independent learner. Adults provide appropriate guidance while encouraging children to develop strategies, make choices, solve problems and take ownership of their learning.

Inclusion Beyond the Classroom

At Eaves, inclusion extends beyond academic learning.

We aim to ensure that children with SEND can participate meaningfully in the wider life of the school, including assemblies, educational visits, enrichment opportunities, school events, leadership roles and extracurricular activities.

We recognise the importance of children's emotional wellbeing, friendships, confidence and sense of belonging.

Where appropriate, reasonable adjustments are considered to support pupils' access, participation and wellbeing throughout the school day.

Additional Support When Needed

While high-quality adaptive teaching is the foundation of our approach, we recognise that some pupils may require additional or more personalised provision.

This may include targeted interventions, specialist resources, additional adult support or advice from external professionals.

Where a child requires support that is additional to or different from that ordinarily available, we use the graduated approach of Assess, Plan, Do, Review to identify needs, plan provision, evaluate its impact and determine next steps.

For children with an Education, Health and Care Plan (EHCP), we work to ensure that the provision specified in their plan is understood, implemented and regularly reviewed.

Working Together for Every Child

We believe that successful inclusion is built upon strong relationships and effective communication.

Teachers, support staff, our SENCO, parents and carers, pupils and external professionals all have an important role in understanding individual needs and identifying what works best.

We value children's voices and recognise that their views, experiences and aspirations should help shape the support they receive.

Our aim is not simply for children to access learning, but for them to feel confident, included, challenged and proud of their achievements.

The Eaves Commitment

At Eaves Primary School, we do not expect every child to learn in exactly the same way. We are committed to understanding how each child learns best and providing the opportunities, adaptations and support they need to flourish.

Excellence in Everything.