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Strategic implementation of adaptive teaching strategies
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Authors
Editors
Date
2026
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
In this junior school, learning walks showed over-reliance on scaffolds and limited confidence in several adaptive teaching strategies. Leaders adopted the EEF '5-a-day' adaptive teaching framework, embedding it systematically across the year. Each strand was introduced through CPD, implemented over a half-term, and reviewed via learning walks using shared success criteria. Evidence of impact includes improved consistency in explicit instruction, increased teacher confidence, positive SEND pupil voice (clearer instructions, effective modelling), and stronger coherence between teaching policy and classroom practice. The school will re-evaluate impact at year end to ensure all five strands are embedded and linked to improved outcomes.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), adaptive teaching