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The impact of Adaptive Teaching scaffolds and models in writing
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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 large, diverse primary school, early implementation of a new writing scheme revealed that pupils with SEND and EAL were either over-supported or overwhelmed, limiting progress. Leaders introduced adaptive teaching strategies including Daily Sentence Accuracy (DSA), sentence circles and explicit grammatical modelling. Actions involved coaching teachers, modelling lessons, regular book scrutiny and collaborative planning. Evidence of impact includes increased independence, improved grammatical accuracy, stronger oral rehearsal, greater pupil motivation and measurable progress in writing for SEND and EAL learners. Staff confidence in adapting challenge and support improved significantly, and strategies are now being rolled out across year groups through an adaptive teaching toolkit.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), adaptive teaching