MOS Inclusive Adaptive Teaching: Core Principles

Every Pupil is an Active Participant in Learning	High Expectations Belong to Every Child	Inclusion Begins with High-Quality Universal Classroom Practice that Anticipates and Reduces Barriers	Support Promotes Independence Rather Than Dependence
Teaching is planned so that all pupils can access, contribute to and engage with learning alongside their peers. In our mixed-age classes, collaborative learning, discussion, leadership and peer support ensure every pupil belongs, participates and has a meaningful role within the learning community	All pupils are challenged to achieve ambitious outcomes. Learning is adapted through support, scaffolding, pacing and curriculum design rather than by lowering expectations. In mixed-age classes, pupils are supported to achieve success appropriate to their age, stage and individual starting points whilst accessing ambitious learning.	Teachers proactively plan for the diverse ages, stages and needs within the class. Consistent routines, explicit instruction, flexible grouping, adaptive resources and carefully sequenced learning reduce barriers before additional intervention is required.	Support is designed to build pupils' confidence, resilience and self-regulation. Adults, peers, resources and technology provide temporary scaffolds that are gradually removed, enabling pupils to become increasingly independent learners within the mixed-age environment.
Learners Understand and Engage in Their Learning Journey	Emotional Safety and Belonging Underpin Learning	All Pupils Have Meaningful Ways to Demonstrate Understanding	Inclusion is Everyone's Responsibility
Pupils understand what they are learning, why it matters and what success looks like. Through regular feedback, reflection, discussion and self-assessment, pupils take increasing ownership of their learning and understand their next steps.	Strong relationships are at the heart of inclusive practice. Our small-school community fosters belonging, mutual respect and trust, enabling pupils of different ages and stages to feel known, valued, supported and confident to take risks in their learning.	Assessment is flexible and responsive, enabling pupils to demonstrate understanding through a range of approaches, while maintaining the same ambitious learning goals whenever appropriate.	All staff share responsibility for meeting the needs of every pupil. Teachers, support staff, leaders, families and external professionals work together to create an inclusive learning environment where every child can thrive. Pupils themselves contribute through collaboration, mentoring, leadership and mutual support.

 

 

 

What Inclusive Teaching Looks Like Every Day at Milton on Stour Primary School

These approaches are expected consistently across all classrooms and underpin high-quality inclusive teaching.

1. Language & Communication Support (Every Lesson)

• Colourful Semantics supports teaching and learning across spoken language, writing, and comprehension
• Assistive technology is routinely considered as a tool to support access, recording and communication, including speech-to-text and adapted writing supports where appropriate.
• Adult modelling of language and thinking (clear sentences, worked examples, think aloud)
• Structured pupil talk explicitly taught (sentence stems, routines, listening and discussion skills)
• Opportunities for pupils to orally rehearse and refine ideas before recording
• Communication and interaction are explicitly planned, modelled and scaffolded throughout learning.

2. Dual Coding as Standard Practice

• Spoken and written language always paired with key visuals.
• Symbols and visuals are used appropriately to support learning objectives, instructions, success criteria and key vocabulary
• Visuals explicitly taught, modelled and reused (e.g. timetables, Now/Next boards, Widgit symbols)

3. Manipulatives & Concrete Resources First

• Manipulatives available and accessible in all lessons
• Pupils taught to use resources independently
• Concrete experiences precede abstract recording
• Learning is sequenced and chunked to reduce cognitive load, with high expectations maintained through scaffolded support and gradual removal

4. Scaffolded Independence

• Use of visual timetables, Now/Next/Then boards, and chunked instructions
• Learning objectives, success criteria and the purpose of learning are made explicit so pupils understand what they are learning, why it matters and what success looks like.
• Adults prompt and question rather than complete tasks
• Adults model thinking (metacognition) and support pupils to plan, monitor, and evaluate learning using checklists and success criteria
• Gradual release towards independence – faded support and taught independence strategies
• Pupils routinely reflect on their progress and identify next steps
• Opportunities for self-assessment and peer discussion are embedded

5. Inclusive and Responsive Lesson Design

• Adaptive teaching planned from the outset through deliberate macro adaptations informed by the EEF Five-a-Day approach.
• Same learning objective with multiple routes to success
• All pupils access ambitious learning, with adaptations made to the route rather than the destination where appropriate.
• Alternative methods for pupils to demonstrate understanding (e.g. oral responses, technology, visuals, supported recording)
• Flexible grouping used responsively and reviewed regularly based on need and formative assessment.
• Ongoing formative assessment used to adapt teaching in the moment, with misconceptions addressed and immediate, actionable feedback provided
• All pupils are provided with regular opportunities to explain, discuss, justify and apply their thinking
• Participation is planned, scaffolded and expected from all learners
• Adaptations respond to common barriers such as working memory, processing speed, and task initiation.
• Feedback helps pupils understand what success looks like, recognise what they have achieved and identify their next step
• At Milton on Stour, adaptive teaching operates at two levels:

Macro adaptation: planning and designing learning to anticipate barriers.

Micro adaptation: responding in the moment to pupils as they learn

6. Vocabulary & Knowledge Pre‑Teaching

• Pre‑teaching of vocabulary using visuals and oral rehearsal
• Adapted knowledge organisers or road maps with symbols or pictures and simplified language
• Pre-teaching prioritised for pupils who are at risk of disadvantage or who require additional support to access learning
• Regular opportunities to read and hear high-quality texts
• Fluent reading modelled and comprehension supported through discussion

7. Emotional Safety & Regulation

• Predictable routines supported visually
• Soft starts, check-ins and planned transition supports are available to all pupils at key points throughout the day
• Access to calm spaces, sensory tools, and movement breaks
• Regulation strategies modelled daily (e.g. mindful breathing, grounding, Stormbreak)
• Zones of Regulation language used consistently
• Emotionally available adults with consistent language
• Clear routines for attention, transitions, and participation

8. Consistent Staff Practice

• Consistent use of visuals, prompts, and expectations across staff
• Teaching assistants deployed as learning facilitators, supporting rather than replacing high quality teaching
• Ongoing professional development in adaptive teaching, inclusive practice, SEND and effective deployment of support
• Consistent engagement and support for whole school principles and procedures around family engagement, attendance, transition, enrichment opportunities, and intervention

These principles are for all pupils, every day, with additional provision layered on where required.