One of the most pressing priorities in schools right now is ensuring every pupil can access the full ambition of the National Curriculum, not just some of it, not just the 'easier bits', but all of it. this isn’t always happening. For pupils with SEND, access to a high-quality, well-sequenced curriculum isn’t an optional extra. It’s an entitlement. But we still have classrooms where teachers know exactly what they want to teach yet struggle with how to teach it so that every learner, from pupils who need greater scaffolding to those who are ready for advanced stretch and challenge, can engage and succeed. That “how” is where things often unravel. It’s not about knowing the content; it’s about designing lessons that meet the diverse needs of real children, in real time, with all the complexities that brings.
For example, the Geography guide from Dymchurch sets out simple but powerful strategies like vocabulary walls, dual coding, pre-teaching of tricky terms, and retrieval tasks that make complex geographical concepts accessible to all pupils. They have helped staff to see inclusion not as a theoretical idea but as a set of practical, actionable strategies that make a difference.
The starting point was the work we were
already doing, peer-to-peer reviews across the Trust that brought SENCos,
school leaders, and school teams together in open, reflective conversations
through paired up schools across the trust, with solutions-focused inclusion
questions created by schools, happening throughout the year. These reviews were
an opportunity for school leaders and SENCos to look at both the micro and
macro viewpoints of inclusion and work in a truly integrated way (this is
talked about in the previous blog ‘two roles, one mission’ ). They were about
listening, spotting the patterns, and asking hard questions about inclusion.
What we found wasn’t surprising, but it was telling. Subject leaders were often
highly secure in their curriculum knowledge, they could tell you the
progression of knowledge in science or history inside out, but they weren’t
always confident about how to adapt their teaching for pupils who might
struggle or how to explain this to colleagues who were teaching the same curriculum.
Not because they didn’t care or weren’t trying, but because inclusive teaching
is deeply subject-specific, and the strategies that work in PE don’t
necessarily translate to maths or art. We realised what we needed wasn’t a new
framework or another layer of “expectations.” We needed a practical tool that
teachers could actually use to make their lessons accessible from the start.
Subject leaders are the experts in their
field. They know their subject inside out, its progression, its nuances, and
the places where pupils are most likely to stumble. Whether it’s an abstract
concept in science that feels miles away from pupils’ lived experience, a
tricky historical timeline that demands holding multiple events in sequence, or
the challenge of connecting a new mathematical skill to previously learned
knowledge, subject leaders have the insight to anticipate these sticking points
before pupils even encounter them. This deep understanding is what allows them
to see where additional scaffolding or adaptive teaching will be needed, not to
dilute the challenge, but to make the route to success clearer and more
achievable.
When subject leaders work alongside SENCos,
this expertise becomes even more powerful. A SENCo brings a wealth of knowledge
about learning needs, processing difficulties, and the kinds of barriers that
can turn a challenging concept into an insurmountable one for certain pupils.
Together, they can design adaptations that are both targeted and
subject-specific , refining
explanations, sequencing tasks differently, or using visual and practical
scaffolds to help pupils make the necessary connections. It’s not about bolting
on “extra” support but about designing lessons that allow all pupils to access
the core learning in a meaningful way. When this collaboration is embedded, it
transforms the classroom: lessons become more thoughtfully structured, and
pupils who might otherwise disengage are able to participate fully and succeed.
This work began as a direct response to the challenges we identified during our peer reviews. Time and again, we could see that teachers understood their subjects and their pupils, but they often lacked a practical, subject-specific reference point for adaptive teaching. I wanted to create something that didn’t add to workload but instead made planning for inclusion feel natural and achievable. I started with the Whole School SEND Teacher Handbook (Here ) specifically the subject guidance, and used it as the backbone for what would become our adaptive teaching guides. It’s an excellent resource, full of clear, evidence-informed strategies that focus on removing barriers without lowering expectations. From there, I built the first draft: a skeletal mock-up designed to be a flexible starting point, not a prescriptive checklist.
The first school to trial these adaptive
teaching guides was Dymchurch, led by the brilliant SENCo and Head of School,
Jenny Ross, along with her team. I shared the early drafts with them, and what
followed was an honest, collaborative process of feedback and refinement.
Together, they edited the adaptive teaching guides to reflect the school’s
internal resources, preferred approaches, and scaffolding methods. The team at
Dymchurch took the framework and made it their own , tailoring it so it felt authentic and aligned
to the way they already taught, while adding practical tweaks that made it even
more useful. This stage of co-construction was invaluable. It ensured that the
adaptive teaching guides were not just a “trust initiative,” but something
grounded in the reality of classrooms and shaped by the people who would be
using them day to day.
Each one is built around a few key prompts: the classroom
environment, the resources, the teaching approaches, and how we check
understanding in ways that don’t exclude pupils. We’ve included practical strategies
like modelling, sentence stems, dual coding, retrieval practice, not as a
tick-list of “SEND things” to do, but as part of what high-quality teaching
looks like when you’re thinking about all learners. We also include simple
tools like a vocabulary bank or WAGOLL examples (What A Good One Looks Like),
because we know how powerful clarity and modelling can be when pupils are
struggling to grasp abstract concepts. But at the top of every adaptive
teaching guide is the most important question of all: “What challenges or
barriers might children face in this subject?” That question shifts the whole
conversation. It stops teachers from adding adaptations as an afterthought and
starts them designing with equity in mind from the beginning.
Crucially, these adaptive teaching guides
are not intended to be a rigid checklist of “must-dos.” They are designed as an
aide-memoir, a reflective tool to bring what is often unconscious good practice
to the surface. They highlight the strategies that are already happening in
classrooms and give them visibility, acting as a trigger for teachers to
consider the “how” of their teaching as much as the “what.” A struggling Early
Career Teacher can glance at the adaptive teaching guide while planning and immediately
see practical ideas for scaffolding a lesson without lowering its ambition. A
member of support staff can use it to think through how they might best assist
a pupil with a specific barrier. A subject leader can use it as a conversation
starter when explaining to colleagues how to approach their subject inclusively
and consistently.
In the Art and DT guide, inclusion is built
through classroom layout, visual modelling of techniques, and space for
creative exploration. It encourages gradually introducing equipment,
scaffolding practical skills, and using peer or group discussion to share
ideas. This kind of support ensures pupils with fine motor difficulties or
anxiety around creativity are not excluded but instead encouraged to build
confidence step by step.
The PE guide demonstrates how accessibility
can be built into a highly physical subject. It focuses on equipment adaptation
, such as using larger balls or
introducing paralympic sports like boccia and ensuring all pupils can engage
meaningfully. It includes ideas for formative assessment based on progress from
individual starting points, and it highlights the importance of clear visual
and verbal modelling.

While these adaptive teaching guides were
designed with SEND in mind, they’ve proven to be just as beneficial for every
learner. The research behind them, from Rosenshine’s principles to the Whole
School SEND Teacher Handbook, is all about reducing cognitive load and
improving memory and engagement. They help every child, not just those with
additional or different needs.
Some schools across the trust are already
showing what happens when a more linear and consistent approach to teaching is
embedded across multiple subjects. You can see threads running through lessons,
the way modelling is structured, the way scaffolds are built in, the way
assessment flows naturally into teaching. These schools are developing a shared
pedagogy that is not only inclusive but also predictable and supportive for
pupils. Over time, as these approaches become more refined and cemented within
assessment and teaching practices, this consistency will grow. I believe that
in time, we will see all schools in the trust move towards this model, where
teaching is inclusive by design rather than by addition.
One of the reasons these adaptive teaching
guides have worked (albeit early days!) is because they were co-created. They
weren’t cooked up in an office and sent out as a directive. We built them with
our subject network leads, with SENCos, and with teachers who were actually in
the classroom, testing and refining them. We even discovered strengths we
didn’t know we had along the way, like bilingual staff who helped us create
multilingual vocabulary banks, or maths leads who dusted off forgotten
manipulatives to make abstract ideas concrete again.
The impact has been noticeable. Ofsted
inspectors have commented, more than once, on the clarity these adaptive teaching
guides bring to lesson design, particularly in supporting inclusion. Teachers
have said they’re easier to use than many of the over-engineered planning
templates we’ve all seen come and go. And most importantly, pupils are feeling
the difference. Lessons are more accessible, more structured, and more
thoughtfully scaffolded, but without losing ambition or challenge.
We’re not pretending the adaptive teaching
guides are a finished product. They’re living documents, constantly being
refined as teachers use them and feedback. They don’t add to workload; they strip
away the noise and give teachers a structure that works.
It is also important to acknowledge that
not every child will be able to fully access the National Curriculum, even with
the most thoughtful adaptations and scaffolds in place. Some pupils require a
truly bespoke curriculum that is tailored to their individual needs, often
focusing on life skills, communication, or sensory regulation as much as
academic progress. Recognising this is not a weakness in teaching or planning it is an essential part of inclusion. The adaptive teaching guides are not
designed to ‘fix’ every barrier but to support the vast majority of pupils in
accessing a challenging, meaningful curriculum while ensuring that those who
need personalised provision are identified and supported appropriately.
When we talk about inclusion, we’re really
talking about equity. Inclusion is the why. Equity is the how. And the adaptive
teaching guides are one example of how we take the why, the belief that no pupil
should be left behind, and make it real in the classroom. They remind us that
the job isn’t just to cover the curriculum, but to make sure it’s truly
accessible. Because if a pupil can’t access it, they can’t learn it. And if
they can’t learn it, then the curriculum isn’t doing its job.
This work is still evolving, and it always
will be. But every time I see a subject lead and SENCo planning
together, identifying the tricky vocabulary in history or the conceptual leaps
in maths, I’m reminded of why we started this. It’s about making inclusion the
starting point, not the adjustment. When that happens, classrooms stop being
places where some pupils just “get by” and start being places where every child
can thrive.