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Strengthening adaptive teaching practice through coaching
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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 a one-form entry primary school, pupils with cognition and learning needs were making limited progress in writing due to a "middle-of-the-road" curriculum and inconsistent adaptation. Despite prior training, staff lacked confidence to apply adaptive strategies in practice. A targeted coaching model was introduced, with the SENDCo working fortnightly alongside teachers to baseline transcription skills, co-plan adaptations, model teaching and refine assessment for learning. Early evidence from book scrutiny, pupil voice and staff feedback shows improved handwriting, punctuation and confidence among pupils, alongside greater teacher clarity about pitch and progression. While resource-intensive, the approach demonstrated the value of coaching in embedding adaptive practice and improving outcomes for learners with SEND.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), teacher professional development, coaching, adaptive teaching