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Increasing Independence: 'Now, Next, Then' boards
Authors
Editors
Date
2025
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This lesson study was conducted in a mainstream secondary school with a Strategic Resourced Provision (SRP) to explore how 'Now, Next, Then' boards could support learners with Special Educational Needs and Disabilities (SEND) in increasing independence and engagement during science lessons.
Aims: The study aimed to evaluate whether visual sequencing tools - specifically 'Now, Next, Then' boards - could reduce reliance on Learning Support Assistants and help students follow lesson structures more independently.
Methods: Three lesson study cycles were completed with two Year 9 students with EHCPs for Speech, Language and Communication Needs (SLCN) and autism. The intervention progressed from individual A4 boards to a whole-class A3 board and integrated symbols within PowerPoint slides. Observations focused on pupil engagement, independence and responsiveness to visual prompts. Ethical consent was obtained for anonymous publication.
Findings: Student 2 showed immediate gains in independence using the A4 board. Student 1 initially struggled due to literacy barriers but responded positively when the whole-class board and PowerPoint symbols were introduced. Both students demonstrated increased engagement and reduced reliance on adult prompts. Learning Support Assistants adapted their support, using the boards to redirect pupils rather than providing verbal instructions.
Implications: The study highlights the value of visual sequencing tools in promoting independence for learners with SEND. It recommends integrating 'Now, Next, Then' boards into whole-class teaching, extending their use across subjects, and sharing effective practice through CPD. The approach fosters inclusive learning and supports pupils in navigating lesson routines with greater autonomy.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), autonomy, engagement, visual aids, scaffolding