What is adaptive teaching? 

Adaptive teaching means that the teaching staff identify the strengths and needs of a learner and make changes throughout lessons to ensure that all children achieve the outcome. Adaptive learning happens throughout the entire school day, from the moment learners walk in the building to the end of the day. Below are a list of adaptive teaching strategies the St Luke's and St Phillip's use to ensure that all learners access the school day so that they are successful. (This list is not exhaustive). 

 

Our High Quality Inclusive Teaching Document has been created by Blackburn with Darwen SEND support service and supports teachers and staff in school to attend to the needs of children in school. 

  • Having high expectations of all pupils 
  • Teaching the wanted behaviours whilst children are in the school building and beyond following the acronym SHINE. Sitting up or standing tall, head up and hands free, instantly ready, noticing and being noticed by others and having eyes on the speaker (all where possible) 
  • Ensuring that staff have strong relationships with learners and understand their likes, dislikes, know their strengths and needs, and take interest in their home lives and hobbies. 
  • Being responsible for the safeguarding, wellbeing and learning of all pupils in our care.
  • Ensuring all children have access to a rich curriculum that is broad and balanced. 
  • Attempting a non-labelling approach, looking at where children need support and filling the gaps and scaffolding learning in an appropriate way. 
  • Promoting the inclusion of all children in all areas of school life and experiences where possible. 
  • Respectful language that provides hope, challenge and high ambition. 
  • Equal time with the most qualified staff. 
  • Pupil voice- children voice their likes/dislikes, wants and needs. 
  • Preparation into the world and beyond. 
  • Best use of teaching assistants and support assistants.  
  • Using visuals to support verbal instruction and learning. 
  • Clear and consistent boundaries.
  • Plans for transitions. 
  • Calm and collaborative environments.
  • Seating and grouping is considered and flexible. 
  • Sensory understanding and adaptation.
  • Emotional regulation spaces and support. 
  • Rich language used daily. 

We have a wonderful document created by our local authority, 'High Quality Inclusive Teaching Framework' and can be accessed using this link.....

BwD High Quality Inclusive Teaching Framework_Sept25 (6).pdf