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What is the impact of embedding adaptive teaching strategies across the whole school on the progress of learners with SEND?
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Date
2026
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Facing diverse SEND profiles and limited capacity to increase support staffing, this primary school used a Whole School SEND Professional Development Group to examine the impact of embedding adaptive teaching strategies school-wide. The focus was on reducing dependency and improving access through quality-first teaching. Actions included introducing a structured '5-a-day Adaptive Teaching' framework, phased implementation supported by staff training, peer review, learning walks, pupil voice, and clear expectations. Early evidence shows increased staff confidence, calmer and more accessible classroom environments, greater use of technology, improved pupil engagement and independence, and more strategic deployment of support staff. Adaptive teaching is now embedded within the school's development planning and monitoring processes.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), teacher professional development, adaptive teaching