Adaptive Teaching: Understanding the Barriers and Enablers

Adaptive teaching involves making adjustments to instructions and teaching materials for children, based on how their needs present in the moment. It is based on the premise that students with additional needs don’t benefit from being handed out segregated worksheets and tasks. Instead, the whole class is encouraged to engage with the same learning objectives and broadly the same (or very similar) content.

The adaptive approach recognises that:

– there are different starting points and ways into a topic
– some children might need greater support or scaffolds to access learning
– every child’s learning pathway can look slightly different.

Teachers are encouraged to continuously modify their approach, content and delivery in real-time, based on how their students are responding during the lesson.

The concept of adaptation appears in the DfE’s Teachers’ Standards but it is only in the last couple of years that the notion of ‘adaptive teaching’ has really come into its own. So much so, that the UK Government has made it a priority in the revised initial teacher training. Most British International schools are also now embracing the adaptive teaching model.

While it is universally agreed that adaptive teaching is the way forward, the extent to which it has been successfully embedded in teaching practice still varies hugely. Before we look at how we can overcome this in both UK and international schools, it’s worth revisiting why it has come about.

Why has adaptive teaching replaced differentiation?

For all the good intentions around differentiation, it became a byword for setting low expectations of children with learning difficulties. The use of “all, most, some” learning objectives, as a classic example, shut off parts of the curriculum to those in the ‘bottom’ tier.

Research suggested that this raised stigma without improving outcomes. In 2019, OFSTED conducted a review and found that ‘in-class differentiation, through providing differentiated teaching, activities or resources, has generally not been shown to have much impact on pupils’ attainment.’ Creating different resources had become a distraction from meeting the present needs of each individual. Sara Alston, a leading voice on adaptive teaching recently summed this up neatly, writing in Headteacher Update: 

“Fear of Ofsted and others wanting to see evidence that differentiation was happening has led over the years to monstrosities such as three-layer planning, multiple worksheets, static ability groups, and low fixed expectations for all.” -Sara Alston, SEN consultant and former SENCO

This is not to say that we should throw the baby out with the bathwater. There are aspects of a differentiated curriculum that will always be required. It is not fair or reasonable to expect children working two years below age-related outcomes, for example, to meet the same learning outcomes as their peers. There will also always be a place for specific, targeted interventions, such as for literacy support.

The below table shows how adaptive teaching attempts to nudge us out of the bad habits brought about by a misunderstanding of differentiation.

What does good adaptive teaching look like?

There is no single blueprint for adaptive teaching that can be easily lifted from a book in the same way a lesson plan can. However, there are common strands to the underlying method, which can benefit a range of children beyond those with SEND, including EAL students, absentees and high achievers.

Meets emotional needs and promotes a growth mindset

Learning must adapt to the child’s present emotional state. If a pupil is already feeling anxious the teacher might need to allow for a movement break or put more scaffolds in place that day. If they are feeling insecure in their understanding, re-teaching might be required. If they are bored or frustrated you might need to adapt the direction of the lesson on the spot or offer choice in how they want to learn.

Follows a cyclical process of assessment and adaptation for individuals

Adaptive teaching requires continual assessment of where students are. This means knowing your students, understanding how much scaffolding they need, acknowledging differing curricula and accepting multiple ways of expressing and demonstrating learning. Adjustments happen in real-time based on continual assessment throughout the lesson, followed by adaptations that might include going down a different lesson path.

Makes effective use of scaffolds but withdraws them when no longer required

There are different ways of approaching adaptive teaching, one popular method is the scaffolds, scale, structure and style approach outlined brilliantly by Alex Quigley. The diagram below shows more about how these concepts work together. The most important thing about scaffolds is that they are removed once the pupil builds confidence – the “I do, we do, you do” model is just one framework you can use to start to encourage independence.

Meets sensory needs as well as balancing cognitive load

If a child’s sensory needs are not being met they will not be in a position to learn. This can be as simple as making effective use of sensory breaks, providing fidget tools, changing the lighting, or adjusting a uniform policy. Some children might benefit from ear defenders or visual supports, or being able to take their shoes off in order to feel the carpet. Writing in the TES, Leyla Gambell, an experienced SENCO, suggests having a range of pre-agreed sensory supports:

“Encourage open dialogue with and between students, where they can ask each other if they are feeling overwhelmed and offer tools to help.” – Leyla Gambell, SENCO

The graphic below sums up the difference between the two approaches.

Adaptive Teaching: Enablers

1. Effective use of pupil passports

Sofia Keigher, Assistant Head at Brighton College Bangkok explains why abandoning target-driven IEPs has enabled teachers at her school to embrace adaptive teaching:

 “We found that teachers were planning to meet targets rather than what was actually being presented as an immediate need in the lesson. They also didn’t take into account the fact that needs were differing in different environments…[..] it created a culture of box-ticking between the SENCO and teacher.” Sofia Keigher – Assistant Headteacher, Brighton College Bangkok

If the pupil has a suspected or identified need, the SENCO and class teacher sit down and if they feel it is creating a barrier to how the pupil accesses the school environment, a passport is created. A Google form is used to capture information from staff as well as one-to-one meetings held to capture pupil and parent voice. 

The passports allow staff to share knowledge of the individual in order to adapt their teaching practice as required, without setting artificial targets. The information covered includes adaptations for students within the classroom and in other contexts such as PE, music or at break times, as well as any formal access arrangements, specific interventions or resources in place. Pupil passports are regularly updated as teachers and support staff, students and parents provide feedback on what is and isn’t working.

Sofia encourages staff to use the passports to help them plan lessons, emphasising that they should be living documents. While the SENCO has overall responsibility for updating them, all members of staff, including TAs are encouraged to regularly share observations.

 “Instead of creating a multitude of worksheets, it’s more about having a look at the lesson plan in order to pre-empt what might come up. So, knowing this individual pupil and their pupil passport what might they find tricky? What potential barriers might crop up and what do I plan to do about this?
It perhaps saves pen-to-paper planning time but maybe not the more kind of pedagogical and cognitive planning time.” -Sofia Keigher

  >  Take a closer look at Sofia’s example passport for a hypothetical pupil with autism, or you can download a blank template here.

2. Better use of formative assessment

For adaptive teaching to be a success, teachers need a good understanding of the knowledge children are bringing to the lesson, as well as more feedback about how things are going throughout. Rather than relying just on quizzing and marking, this could take the form of sitting with students and giving useful comments and feedback, or using hinge questions. Two particular things to consider are:

Live modelling going through your own or a student’s response, both in a whole-class or more directed way. 

Self-assessment, particularly through techniques such as thumbs-up, and thumbs-down pictures to help learners express their own level of understanding.

Class whiteboards can help the whole class show what they know and understand, while mini-whiteboards can be useful for directed learning. Some students might find it helpful to receive feedback in the form of audio notes that they can listen to again later.

3. Training and mentorship

Adaptive teaching is not a complete u-turn from what was being practised before and is what many experienced teachers are already doing. However, it can help staff to try a range of approaches, particularly micro-adaptations, and share knowledge of what is working best for a particular individual or individuals in their class. This can be where a mentor steps in. 

It is also useful for teachers to gain a better understanding of the psychology behind working memory to understand why certain scaffolding techniques work, as well as broadening their repertoire, particularly when it comes to supporting pupils with dyslexia, autism and ADHD.

> DISCOVER OUR COURSES on Cognition and Learning, Dyslexia and Autism or other aspects of SEND to deepen your knowledge.

4. Technology

AI and assistive technology have vast and varied potential to support scaffolding.

Just a few possibilities include:

• Adapting a passage of text to remove tricky words or to help provide additional explanation around a work of Shakespeare
• Generating images to help with the concrete pictorial abstract approach in maths
• Front-loading vocabulary
• Providing translation support for EAL students
• Adjusting instructions
• Using AI (ChatGPT/Magic AI etc.) to describe a graph to pupils, or help generate one
• Leveraging text-to-speech generation for longer narrative passages

Adaptive Teaching: Barriers 

1. Curriculum constraints and fear of deviating from the plan

Teachers may have valid concerns over covering the learning objectives and meeting expectations. Yet ultimately children will have a better understanding of the lesson content if the pace of lessons is adjusted to allow for more independent learning and re-teaching. 

 As Ginette Moore, iSENCO tutor with Real Training comments;

“It’s okay to deviate from the lesson plan or even push it straight in the bin if no one has the prior knowledge to access the content or if a small group of children need to come back to the carpet with the TA or teacher to go over examples again.” – Ginette Moore, iSENCO tutor 

When it comes to concerns about time, using split-off groups and adjusting the scale of the task means pupils can still achieve the learning objective but in a less demanding way.

With greater autonomy can come greater uncertainty and teachers need to know when particular programmes might need more conservative fidelity and when there is freedom to deviate.

2. Strategy overload

On a separate, but related note, in an informative blog, Gary Aubin also makes the argument that the most successful schools don’t “overwhelm their staff with strategies” explaining that fixed lists of strategies in pupil profiles can prevent a teacher from being adaptive. Instead, teachers should distinguish between the core “non-negotiables” within pupil profiles and view everything else like a menu of options that may, or may not, be applicable for the pupil, depending upon their approach to delivering the lesson and its universal ‘built-in’ aspects of inclusion.

3. Behaviour change from senior leadership

Historically, leadership often took the presence of multiple colour-coded worksheets as evidence of accommodation for pupils with SEND. Now the way we evaluate success has changed. Lesson observation records need to reflect the new approach and those observing should put themselves in the pupil’s shoes – is it evident that teachers know their pupils?

Leaders need to put their faith in teachers and allow them to act with autonomy. They also need to ensure communication is clear and consistent across the school. It can be frustrating and upsetting if there is an agreement in place between teacher and pupil that they can take their tie and jumper off in one lesson, only for the student to be subsequently told off by another member of staff for doing so in a corridor.

4. Language and mindset

Writing in the TES, Margaret Mulholland describes how several school leaders have had to actively re-think their use of language. One school in particular has ditched the use of acronyms “LATS” (low attainers) and “HATS” (high attainers) as they felt it was leading them into poor habits. 

Often this comes down to pulling apart some of the things that were previously considered good practice – like “all, most, some” and exploring why this language and accompanying mindset is no longer helpful.

5. Poor utilisation of TAs

Teaching assistants can play a fundamentally important support role when it comes to adaptive teaching, (especially as they often spot things about individual children that the teacher doesn’t) and can also elicit student viewpoints while the lesson is taking place. But if they are jumping in to solve things for pupils too soon, or do not have sufficient depth of knowledge around effective support with scaffolds, their impact is diminished. Better training for TAs would rectify this, as well as more CPD for teachers on how to best collaborate with their support staff as well as more time to collaborate.

> EXPLORE FURTHER. Visit our course page on the Level 5 Specialist TA Apprenticeship to learn more about the new SEND career pathways for teaching assistants.

6. Perceived lack of resources or staff (especially in international schools)

Adaptive teaching empowers everyone and means that frontline SEND support is not just the responsibility of the SENCO. Many schools, particularly those in international environments, have reservations because inclusion teams are small or they don’t have the resources, but there are many low and no-cost ways to make adaptations.

The need for fluid learning journeys

Adaptive teaching can benefit all children, fostering a growth mindset and avoiding the scenario where expectations are capped. It requires teachers to both anticipate and respond to needs, and embrace greater fluidity in learning journeys, student grouping and use of teaching assistant support. It recognises that, at times, the curriculum will need to be adjusted for some, but that this should be the exception – not the rule.

Although adaptive teaching builds from the responsive skills and behaviours that many teachers are already deploying, there can be knowledge gaps within schools. 

Some teachers are also hesitant about the idea of going “off-piste” and deviating from the lesson plan. Speaking on a recent podcast, George Athanasiou, a Headteacher and educational consultant underlined the need to let teachers embrace this. His advice? “Focus on the outcome and let the journey happen organically. Let the children decide how they’re going to reach that outcome. The best lessons are the ones that are completely off the page. And as a teacher, you have to be confident in that.”

Resources

Take a look at our recent webinar on adaptive teaching – you can find the recording here.

Alex Quigley writes a great introductory blog explaining the Scaffold, Scale, Structure and Style approach: https://alexquigley.co.uk/adaptive-teaching-scaffolds-scale-structure-and-style

PrimaryTimery: A great article on adaptive teaching with practical examples and strategies to support memory https://primarytimery.com/2024/03/29/adaptive-teaching-the-four-verbs-approach/

The Center for Family Support: A useful step-by-step guide to creating One Page Profiles https://www.youtube.com/watch?v=brcjbVkbph0

Daniel Sobel and Sara Alston’s book The Inclusive Classroom, a fantastic guide for Primary and Secondary teachers. It addresses why we should meet needs rather than focusing on diagnosis, and guides you through different phases of a single lesson and how they can be adapted. Sobel, D. and Alston, S (2021). The Inclusive Classroom. Bloomsbury https://www.amazon.co.uk/Inclusive-Classroom-Daniel-Sobel/dp/1472977920

Jon Eaton writes a guest blog about how adaptive teaching has benefitted his Trust: https://educationendowmentfoundation.org.uk/news/moving-from-differentiation-to-adaptive-teaching

A basic pupil passport template can be downloaded here

The Education Endowment Fund (EEF) have good general information about adaptive teaching https://educationendowmentfoundation.org.uk/news/eef-blog-assess-adjust-adapt-what-does-adaptive-teaching-mean-to-you

Sara Alston writing in Headteacher Update: neatly summarises what went wrong with our previous use of differentiation: https://www.headteacher-update.com/content/best-practice/adaptive-teaching-or-differentiation/

George Athanasiou gives a great interview on the School Behaviours podcast where he describes how adaptive teaching can boost engagement, reduce behavioural issues and improve outcomes.https://beaconschoolsupport.co.uk/podcast/the-impact-of-adaptive-teaching-on-pupils-with-semh-needs-with-george-athanasiou

According to the DfE’s Working Lives of Teachers report, staff working in state schools now have lower levels of wellbeing than the general adult population. To many, this will come as little surprise, especially given known issues with workload and burnout.

While a lot of this hinges on Government policy, there are practical things that school leaders and senior mental health leads can do to ease stress and improve the mental fitness of their staff in the here and now.

We’ve explored some of these below, including some thoughts from teachers and senior leaders, who were kind enough to tell us what’s working at their school.

1. Flexible working

Some schools are enabling teachers to work from home to complete PPA. However, this is not widespread; the latest 2024 NASUWT Teacher Wellbeing Survey suggests that less than half (42%) of respondents had the option to work flexibly.

One teacher told me how much flexible working meant to her:

“A compulsory staff meeting about improving wellbeing can be counterproductive – we’d simply rather have that time back in the day. My school allows us to work from home to do PPA sessions which is great. It means we finally have some of the flexibility that other professions have had for years. Being able to stick a wash on or go for an appointment or do a pilates class earlier in the day and catch up with work later that evening creates a bit of space for us to look after ourselves and have more control over our time in the week.” 

– Hannah, Primary School Teacher 

Other schools, such as Dixon’s Academy Trust have recently made headlines by trialling a nine-day fortnight where staff at any level (including senior management) have every other Tuesday, Wednesday or Thursday off. Katie Knighton their Senior Vice Principal has created several videos that explain in detail how they managed the timetabling with minimal reduction in contact time.

2. Reduce staff workload and consolidate after-school commitments

Another way to get to grips with workload is to eliminate unnecessary admin and reduce mandatory after-school commitments. A Deputy Head at a South London Comprehensive told me what they were putting in place this year:

“We’ve invested in our admin team to reduce the burden on our teachers and have centralised systems for things like detentions and reprographics. This year we have reduced our formal assessments from three to two times a year and spaced them strategically across the year. We’re also providing an Autumn and Spring marking and feedback day to allow staff a little more headspace to reflect on class data and next steps. After school, we have streamlined all training and events to happen on a Thursday and ensure they fall within directed hours.”

– Deputy Headteacher, South London Comprehensive

AI also has the potential to save time, but needs a clear policy around its safe and secure use in schools. Many staff in schools are already using it to aid the creation and adjusting of resources, writing emails to parents and recording and summarising meeting notes. Schools and MATs need effective ways to share these pockets of innovation to make adoption easier and reduce anxiety amongst staff feeling left behind.

3. Staff supervision

Supervision used to be largely reserved for staff working in special schools, but over the past year, educational psychologists at our sister company, Real Psychology, have been seeing an increasing number of requests from mainstream settings. 

Teachers, senior leaders and DSLs in particular can end up absorbing a lot throughout the week as they help pupils with significant needs, often taking on secondary trauma. Supervision provides a means to have structured discussions where staff can offload some of the emotional weight and work through solutions, rather than taking it home with them. It differs from counselling in that it focuses more on finding strategies to help with the work you are doing rather than working on yourself and understanding the history and root cause of why you react in a certain way. 

“Often we can assume that because we see each other every day we can check in – especially in smaller primary schools – but there’s a real power to more structured supervision. We are currently developing triads of schools that can collaborate across the trust to provide this enhanced support.”

– Andrew Chadwick, Safeguarding, Inclusion and Ambition Lead, Focus Trust 

You can find out more about different approaches to supervision and understand how to run group or individual sessions in our Senior Mental Health Leadership Advanced Award.

4. Leading by example, creating an open culture and being clear about the right to switch off

Senior leaders need to model good working practices. This includes setting boundaries around work and personal time, saying “no” constructively, or positively engaging with wellbeing activities and celebration days. If you really need to send emails outside of working hours – make it clear that you don’t expect others to respond in the same time frame. A clear policy on the right to switch off can also be useful – only 46% of the NASUWT survey respondents said this was in place in their school.

Often showing vulnerability and empathy is the start of creating a more open culture where staff don’t feel the pressure to be perfect. The main reason teachers don’t seek mental health support in schools is the concern that it would be viewed as a sign of weakness, driving home the need to address this openly. 

Leaders must address the big topics; managing workload, monitoring burnout, and supporting staff who feel stressed, as well as dealing with any potentially toxic relationships. They may also need to challenge their own subconscious bias towards working methods that enact greater long-term harm towards staff than overall benefit to pupils.

5. Staff counselling and mentoring

Counselling can be a valuable safety net for teachers and is often offered as part of a package of support. Parkview Academy, for example, offer six free online sessions of Bupa counselling to all staff; six sessions of face-to-face counselling and supervision sessions with the school therapist.

Mentoring can also contribute to positive wellbeing – with research suggesting positive effects on wellbeing and self-esteem for both for mentor and mentee. Yet a survey carried out last year by the National Institute of Teaching suggested only 1 in 10 respondents in state schools had access to a formal mentor. You might want to use feedback surveys to assess demand in your setting. If you are considering implementing a programme, note that the research also found that it was more effective when carried out voluntarily by someone in the same key stage or subject specialty (and not a line manager).

You can find out more about how to set up effective mentorship programmes in our Coaching and Mentoring in Education course.

6. A clear policy on menopause support

Only 17% of teachers in the 2024 NASUWT survey reported that their school had policies to support women teachers with menopause-related issues. Education Support has some great resources on their site as well as tips for senior leaders about how to have conversations with staff going through menopause. 

It’s also worth considering:

• Have leaders had basic menopause training so they know what reasonable adjustments can be made? 
• Is it feasible to provide classrooms closer to bathrooms or showers? 
• Do staff know when it is appropriate to request time off or more flexible working?

7. Staff wellbeing teams, feedback boxes and wellbeing surveys

Listening to staff voice is imperative. A dedicated wellbeing team can help gather feedback and help initiatives stay on track, but only once you have embedded staff wellbeing into your whole-school strategy with clear and concrete goals. The DfE recommends appointing a designated wellbeing Governor as an advocate to assist if required. 

Most schools now use surveys to monitor wellbeing, but some have more consistent processes around follow-up. Kaleidoscope Independent Special School have decided not to make surveys anonymous but to create an atmosphere of trust and openness in order to use them to provide targeted support.

“We carry out a staff survey twice a year, they aren’t anonymous, which was initially met with a bit of trepidation, but staff have been very forthcoming. Key to success are the follow-up meetings held on an informal basis over two weeks. Staff have cover pre-arranged and are invited for a “brew and a biscuit” where they are encouraged to discuss feelings brought up in the survey.

They are offered support if needed and ideas are shared to improve things, for example, extra time within the school day needed to complete evidencing. We’ve found this works really well and staff feel valued and respected as their ideas are listened to and then plans are put in place to try and support them. The plan is revisited at the next meeting to discover if things have improved.“

– Sarah Shingler, Senior Education Engagement Assistant, Kaleidoscope Independent Special School

8. Equip teachers and TAs with more strategies for SEND and SEMH

Many staff feel out of their depth when it comes to supporting pupils with special educational needs. Fewer than 14% of mainstream teachers have received training in autism, for example, and only 50% of TAs have received training in social and emotional development.

Building skills and knowledge in this area can improve confidence in their teaching techniques, or in the case of teaching assistants, how they deliver one-to-one and rotating group support. Advice on how to communicate with parents can also help reduce stress and build more productive relationships.

There are a raft of new qualifications opening up career pathways for teaching assistants to help them grow in the role. This includes the recently launched Level 5 Specialist TA Apprenticeship, which has a focus on SEND and SEMH.

9. Small wins – Christmas shopping days, domestic leave, gratitude days

Offering benefits such as paid days off to do Christmas shopping, attend a child’s sports day or to support an elderly parent can make a meaningful difference to many people. Teachers leaving the profession often cite instances where they have missed key events in their own children’s lives as factors galvanising their decision. Discounted wrap-around care might also provide more flexibility over how work (or wellbeing activities) can be managed outside of core school hours.

Gratitude days held once every half term or termly can be a good opportunity for staff to show appreciation for one another – sending e-cards or putting physical notes on a board in the staffroom.

Encouraging the practice of positive psychology can also make a difference. A study carried out last year found improved wellbeing in Primary School teachers who could choose to participate in positive psychology techniques either through 45-minute self-interest groups or 10-minute sessions in staff meetings.

10. Provide a choice of ways for staff to connect

The connections we make with colleagues have a significant impact on our wellbeing and sense of belonging, acting as a buffer against stress and replenishing our energy. 

Two teachers outlined the benefits this brings to them and to others:

“My previous school had an interesting approach to CPD. We had to complete a certain number of hours, but half of this was allocated to essential training and then the rest was handed back to the staff to run their own sessions. There was a whole host of activities on offer – rounders with the PE department, making bath bombs in the science department, learning how to batik/silk print in art/DT etc.  

It was a better alternative to sitting in extra INSETs after school and the requirement to stay felt more “fun” and beneficial rather than being for the sake of it. It meant we were able to spend time bonding with colleagues in a more relaxed, less micro-managed environment. It was a good way to learn new skills that weren’t directly related to the job – a helpful reminder that there is life outside of teaching!“ 

Sam – Secondary School Teacher.

“As a qualified yoga teacher, I provide weekly yoga for our staff. These yoga/meditation sessions are run to support our staff in taking time for themselves, straight from school, without any travel involved and for free. The staff that come to yoga are so appreciative, which in turn supports my wellbeing – it’s good to know that you are making a difference. Everyone leaves so much more relaxed than when they arrived.” 

Julietta Howell – Learning Support Teacher, St John’s College Cardiff.

11. Better spaces for staff to relax

More than half (54%) of respondents in the NASUWT survey said their school does not provide staff with a safe and comfortable space to take time out outside the classroom. 

Several schools are taking this on board by either creating dedicated quiet or wellbeing rooms or partitioning their existing staffroom to make it more accommodating. Being able to adjust the lighting, work in a quiet space and even open a window can be beneficial.

This is the staff wellbeing room at Eden Girls School for example: 

And below is the recently revamped staffroom at Lewis Girls’ School.

Conclusion

Teaching is facing an unprecedented recruitment crisis – with more than a third of teachers thinking of leaving the profession. It is fast attracting the label as a career where workload is relentless and wellbeing is pushed onto the back burner.

Action on staff wellbeing needs to be led from the top and embedded into the culture of our schools. This is one of the reasons we recommend senior mental health leads are part of the SLT and have the time and the training to do the role justice. They also need to be conscious of their own wellbeing and focus their energy on things that can make an impact.

Initiatives must be sustainable and backed up by a well-thought-through plan for universal, targeted and specialist support as part of a whole-school approach. Without this, they can come across (at best) like mere band-aids. 

One teacher mentioned to me that the SLT had created a wellbeing wall in the staffroom at the beginning of this year. It had nice things that parents and the children had said about staff or the school, leaflets and advice about where to go for help, or local yoga classes etc. and a stash of sweet treats that staff could help themselves to at break. It was well received at first and the staff felt it was considerate. But, six weeks on, the sweets haven’t been replaced and none of the information has been updated – leaving them feeling the effort was more for show rather than commitment to long-term impact.

What works in one setting doesn’t necessarily apply to all, and also depends on the maturity of your current processes and provision for staff wellbeing. That said, there is definitely value in schools coming together to share what is working.

We’d love to hear your thoughts.

Level 5 Specialist Teaching Assistant apprenticeship standard has been approved

The Institute for Apprenticeships and Technical Education (iFATE) recently approved the new Level 5 Specialist Teaching Assistant apprenticeship standard. This new apprenticeship will not only enhance the skills of teaching assistants and offer them professional development opportunities, but also directly contribute to improved student outcomes.

This apprenticeship will equip participants with core knowledge, skills, and behaviours essential to the role of a Specialist Teaching Assistant. Furthermore, it offers apprentices the choice to specialise in one of three key areas:

• Special Educational Needs and Disabilities (SEND)
• Social and Emotional Well-being
• Specialist Curriculum Provision

Schools can use the Apprenticeship Levy to fund this programme in order to develop a broad range of expertise within their teaching assistant teams. This will increase a setting’s capacity to address the growing needs of students requiring additional support.

Involvement from Real Training and Educational and Sporting Futures in shaping the standard

Dr. Siobhan Mellor (SEND expert and Director, Real Group) and Jo Pountney (Director, Educational and Sporting Futures) played significant roles in shaping the Specialist Teaching Assistant apprenticeship standard as members of the Trailblazer group. Their extensive experience in education and apprenticeship delivery helped to ensure the Level 5 standard effectively addresses the needs of both teaching assistants and the broader education sector.

Stay Informed

We are co-developing programmes for the new Level 5 Specialist Teaching Assistant standard with Ofsted Outstanding Apprenticeship Provider, Educational and Sporting Futures. Further information is available on our course page. If you’d like to keep up-to-date with the latest developments, you can register your interest through this expression of interest form.

Darleen Grimsby – MEd SEND and Inclusion | NASENCO

Darleen Grimsby is currently Deputy Head of a complex special needs school in Norfolk. Recently she has been promoted to a SENCO position with responsibilities across the entire Trust, something she believes her master’s degree played a pivotal role in helping her achieve.

We caught up with her to see how her students (and her career) have benefited from the Masters in SEND programme.

How has your setting benefitted from your new skills and knowledge?

I would say the biggest impact was the reading model that I created and rolled out during my course of study which was one of my assignments on the Dyslexia Leadership and Intervention course. As a direct result of that piece of work, we now have 90% of pupils who are able to access some sort of reading and most of them can be assessed as well. When you consider that this includes children with profound and multiple learning difficulties or complex physical disabilities this is particularly significant for them and for how we support them in our school.

When OFSTED last came to inspect us they were very complimentary and commented that everything that had been done was very well researched. This is all down to my master’s study. I’ve also helped bring other members of my team along with me. It’s not just me building my career,, but it’s supporting those around me to be the best that they can be as well.

My research project focused on supporting the emotional regulation of non-verbal children with autism. It’s not only helped me better understand the importance of a holistic approach – but Norfolk County Council are treating it as a pilot study and are now rolling it out on a much larger scale. When we get the results it will feedback into our plan next term and will hopefully help other schools and parents in the county. 

What did you enjoy most about studying for your master’s?

The master’s programme helped me become a specialist in my field and as a professional carve out what it is that I want to do. It has allowed me to gain the necessary breadth of understanding about special educational needs (and keep my fingers in lots of pies!), while also doing closer study on reading and providing mental health support for non-verbal autistic children. 

It’s also given me the encouragement to go and do what I want to do and investigate what I am truly passionate about.  

How do you think studying for your master’s has helped with your own personal development?

A lot of what I’ve done here at my current setting has been influenced by what I’ve done through my masters with Real Training. I’ve done a lot of research as part of my study programme and put new things in place and I think that definitely contributed towards my career progression. 

In recent job interviews when people have asked me what type of leader I see myself as, because I’ve done my SENCO training and had time to reflect, I’m pretty clear on that.

The masters has also opened so many doors for me on a personal level. My reading model was used as a case study in published in a book by Dr. Sarah Mosley, I’ve just written an article for a magazine and I’ve been asked to put forward a book proposal.  

What did you select for your enquiry-based research project?

I chose to focus on mental health support for non-speaking autistic individuals aged between four and 16 years old. It’s something I’m very passionate about and we’re also seeing a huge rise in the number of children coming into our setting who are non-speaking. Managing their anxiety can be quite a challenge.

I found that access to a well-known adult and a feeling of trust was an essential component for emotional self-regulation. Getting this in place meant that the child felt that their communication needs were being addressed (sometimes even through non-verbal communication such as glances) and their broader needs would also then be met. This helped to reduce anxiety, as well as further re-enforcing that trusting relationship.

There were lots of strategies that both parents and professionals reported to be effective but the presence of a familiar/ known and predictable adult who honored and followed through with what they communicated was a common thread in a holistic approach.

[You can read more about Darleen’s project here]

What are the top three things you have implemented since or during your study? 

• Launched a new reading model that 90% of children can access
• Implemented strategies to help reduce anxiety in autistic children and promote communication-rich environments including using graded core boards
• Started work to introduce guidance to help children access self-regulation techniques – we’re calling it the ‘pre-zones of regulation’ and I’m working closely with our behavioural specialist

How did you find our online learning experience and tutor support?

Online learning for me really worked because I could pick it up whenever and there was no pressure, which really helped. There wasn’t the need to attend classes. Everything being online gave me the freedom to juggle work and childcare, so that completely worked for me.

I found that as I went along I got even more comfortable finding my way around and interacting with peers. The tutors were always there and it was always a really good experience – they answered things straight away.

Would you recommend this programme to others?

Yes! If you are passionate and have that drive then I think it is an amazing platform. This is really cheesy and I can’t believe I’m saying it, but it’s like the world becomes your oyster. 

Learning with Real Training has had such a huge impact because it’s opened up so many doors for me that I really didn’t think would be there. I’ve also been able to bring other staff along with me – that’s really important.

Stephanie Evans – Masters in SEND and Inclusion |  Certificate of Competence in Educational Testing | Psychology for Education | Social and Emotional Mental Health Needs

Stephanie Evans completed her Masters in SEND and Inclusion with us while she was a SENCO at Bangkok Patana School in Thailand. She has recently returned to the UK and is taking a career break to look after her young family.

After gaining her QTS in England, Stephanie moved to Thailand to become a Business Studies Teacher. She progressed to become Head of Sixth Form and took an interest in pastoral support. Shortly afterwards her Principal approached her and asked if she wanted to take up the role of school SENCo.

Stephanie realised that building her assessment skills would be an immediate requirement – when a gap in the team left them without a qualified assessor. She studied our CCET (Certificate of Competence in Educational Testing) module before going on to do our Access Arrangements Update course, Psychology for Education and Social and Emotional Mental Health Needs modules. 

Her research project investigated whether offering the BTEC would be advantageous to pupils with SEND in the Sixth form as an alternative option to the current International Baccalaureate. As a result of her research, the school is rolling out several BTECs this coming year, providing students with more choice of study options..
 

Stephanie had the following to say about her overall learning experience with us:

 “Studying with Real Training has helped my career and my professional development immensely. I haven’t found anything else that comes close and everyone I speak to has said the same. If you’ve done any level of special needs qualifications – it’s with Real Training.“ Stephanie Evans – SENCO, Bangkok Patana School

Of our CCET course Stephanie commented:

“This was a logical starting point for me, but what surprised me was just how much I enjoyed the course! It was very rewarding to be able to look at the numbers and pinpoint exactly where (and why) a student might be struggling. Often it meant I could sit down with students who told me “I’m just not clever” and show them the numbers that proved they actually were – they just need support in the right areas.“

You can find out more about what she thought about gaining her master’s by watching the video below.

Real Training’s Rosalind Goodwin looks at what makes a strong EHC needs assessment application and how you might be able to streamline the process.

Applications for an EHCNA (Education, Health and Care Needs Assessment) are filling up SENCO “to-do” lists in increasing volume. The number of children with SEND in mainstream schools has risen significantly in recent years; according to DfE statistics, requests for an EHCP increased by a fifth between 2022 and 2023.

As an Educational Psychologist and someone who has sat on many panels where EHCNAs have been considered, I’ve read my fair share of applications. What I’m observing is that an increasing number lack sufficient evidence that the Graduated Approach has been followed, presumably as a result of the sheer volume SENCOs are dealing with. For borderline cases, this can lead to more requests for information from the school, or, in worst case scenarios, decisions not to issue EHCPs that might otherwise have been deemed appropriate. 

An EHCP should not be the “de facto” end goal for every child with SEND. The objective of following the Graduated Approach is to properly evidence what progress can be made with planned support in place – rather than setting out from the beginning to document its failure. For quite a few children with SEND a good programme of classroom support alongside help from external professionals will be sufficient – this needs careful communication with parents from the get-go.

But what about those who really do need the EHCNA? Dealing with applications efficiently and effectively is a fine art. There simply aren’t many shortcuts that can (or should) be taken. That said, there may be opportunities to streamline processes without cutting corners, particularly when it comes to making better use of external professionals’ time. 

Because this is such an important area, I wanted to briefly outline some ideas and personal observations for improving an EHCNA application and the processes that feed into it.

A thoroughly documented Graduated Approach is essential

It may seem obvious but this is where a large number of requests are falling down. Technically evidence of Assess, Plan, Do, Review (APDR) is not, strictly speaking, required for an assessment. However, its absence would mean that in the majority of cases, it would be very difficult to determine whether an EHCP would be needed. Indeed, it could result in a plan not being issued. (See IPSEA guidance for the regulations around asking for an EHC needs assessment.) 

There are three core things I would suggest that will help your application;

• Involve other professionals early and document as you go along, make sure you have a record of how this input has informed your understanding of the child’s needs as well as how you have taken account of any advice provided in terms of support offered to the pupil.

• Show detailed progress, or demonstrate that progress has not been achieved. It might be that a child has made strides, but that the gap between them and their peers continues to widen. This too should be documented.
• Include a summary document in your application, this is incredibly helpful for the reviewer and saves a lot of time.
  
  Take a look at our example Assess, Plan, Do, Review summary template for a hypothetical child with autism that you can download.

Don’t overlook pupil and parent voice

The information you include in your EHCNA application will also be included in the EHCP if the assessment is agreed and an EHCP issued. It is important, therefore, that the EHCNA itself is pupil-centred and reflects authentic collaboration with parent(s) or carer(s). 

The SEND Code of Practice outlines this expectation;

• ‘Consideration of whether special educational provision is required should start with the desired outcomes, including the expected progress and attainment and the views and wishes of the pupil and their parents. This should then help determine the support that is needed and whether it can be provided by adapting the school’s core offer or whether something different or additional is required.’ DfE SEND Code of Practice, 2015 – 6.40)

Pupil voice

Aside from the various scales and questionnaires that can be used to capture pupil voice (and specific tools such as Talking Mats for children with more severe needs), there are other creative techniques to consider leveraging. Mind-mapping, for example, can help students work out what they want to say, while using Lego can also be a good route into a conversation. When it comes to self-expression you could use “all about me” videos, or pictures that document how children have expressed their views through art. Transcribe snippets to use within your EHCNA form and refer to images and other multimedia in the appendix.

Explore further: Find out about methods of eliciting pupil voice as part of a person-centred planning approach on our Autism Spectrum Conditions and Advanced SEND Leader courses.

Parental voice

Including parental voice can help clarify aspirations. If they (and their child) really want to remain in a mainstream setting this should be expressed in the application. It is advantageous for an EHCP to contain focused outcomes that are meaningful to the child and their family, rather than so many that it becomes unmanageable and the child can no longer be supported in a mainstream setting.

Consider alternative ways to evidence external professionals’ time

Educational psychologists always wish we could make our allocated time go further. What I want to highlight is that there are different ways of using our time to help understand children’s needs. Bear in mind, if you want to provide ‘proof’ of involvement, it may not be necessary to produce evidence of a full assessment – which could save you valuable EP time. Consultation discussions (which might have been preceded by observation/s) or EP participation in meetings, might be sufficient. 

Two important caveats; firstly you must evidence that the outcomes of such discussion have informed the support offered to the pupil. Secondly, variation exists when it comes to each local authority, so it’s important to clarify what expectations exist when it comes to ‘evidence’ of involvement with EHCNA applications.  

Also worth considering is whether prior pupil involvement with an EP has been documented in a setting the pupil has recently attended. This may mean that you can use existing EP information to inform the support you are now offering, rather than starting again from square one. 

When it comes to working with other supporting professionals e.g. speech and language therapists, specialist teachers etc. similar principles will apply. As ever, things vary according to local authority guidelines, so check expectations about how you evidence the involvement of professionals.

Hold outcomes meetings to avoid overloading an EHCP

In some local authorities, outcome meetings are held once an EHCNA has been completed. However others don’t follow this process, the result being that multiple outcomes are suggested by different professionals completing an EHCNA advice report. 

If all of these are included, this might mean that the EHCP has many, (even too many) outcomes – all of which would be expected to be considered during the Annual Review. To avoid this, you might find it helpful to hold a meeting with the child’s parent/s / carer/s together with relevant professionals (Speech & Language Therapist, member/s of outreach teams, EP etc.) before submitting the EHCNA request through which outcomes are agreed. 

This means if any professionals are subsequently asked to provide advice, they are aware of outcomes that have been previously consolidated and agreed.

Strong and weak applications for an EHC needs assessment compared

Final thoughts

Having read many EHCNA applications, I have come to recognise how much time and commitment they involve. The dedication of those completing them is evident. However, sometimes applications can just miss the mark in terms of providing depth of evidence that the Graduated Approach has been followed. 

It would be contrary to the principles of EHCPs to try and suggest ‘shortcuts’ when completing applications. However, by thinking about how – for the most part – EHCNA requests result from the following of a process through which evidence has been gathered along the way, making the request should (if it’s the right decision for the child) be a meaningful ‘next step’ rather than the start of the journey.

By Rosalind Goodwin – Educational Psychologist

Following work as a primary school teacher, Rosalind (Roz) has been an educational psychologist for over twenty years. She has worked in several London authorities as well as for a range of independent organisations.

Roz has participated in several multi-disciplinary panels including those relating to Education, Health and Care (EHC) Needs Assessments, the issuing of EHC Plans, the placement of children and young people in specialist provisions and panels relating to SEND first-tier tribunal appeals.

New JCQ guidelines have been published

On 28 August, the JCQ (Joint Council for Qualifications) published their 2024-25 regulations and guidance for exam access arrangements.

Real Training’s free online Access Arrangements Update course launched last week and covers everything SENCOs, exam access arrangement assessors and coordinators need to know about the new regulations. This includes walking you through the new forms so that you can approach the 2024-25 exam season with confidence.

Sign up now and benefit from:

• Access to video content from Nick Lait, Head of Examination Services at the JCQ, who takes you through the inspection findings, changes, and answers your questions
• Video reviews of popular tests including the new DASH-2
• Explanation of the role of Access Arrangement Coordinator and an Access Arrangement Coordinator’s guide to working effectively with SENCOs
• Videos demonstrating the completion of:
  
  • Form 8
  • Form 8 Roll Forward
  • Form 9 for a candidate on a waiting list
• Multiple-choice questions to test your knowledge and understanding

What delegates are saying about this year’s course

“I think the team have excelled themselves again. Fantastic course as always” – Tara McKibben

“As ever, a well-designed and delivered presentation. The notes on the administration of DASH-2 were a useful reminder. Thank you.” – Candy Clarkson

“Excellent course much more practical than previous years. Good case studies and practice forms will be helpful to use as good practice examples. Q&A helped to clarify and re visit the changes. Tests and multiple choice questions are a great refresher.” – Mary Agnew

“Thank you for a very useful and informative course. I am overjoyed you offer this every year free of cost. It is hugely appreciated.” – Annabella MacLaren

Have you thought about hiring an access arrangements coordinator?

Would you like some help with the administrative elements of access arrangements? When asked about the benefits of having an access arrangements coordinator, Nick Lait from the JCQ had the following to say:

“Trying to juggle senior leader responsibilities as well as exam access arrangements as a SENCO is very difficult. Having an Access Arrangements Coordinator in place can pay real dividends.

Training is desirable as it equips that person to make decisions independently or defer to the SENCO where required and, of course, ensures they have a thorough understanding of the latest JCQ regulations.”

Nick Lait – Head of Examination Services – JCQ

New course for Access Arrangements Coordinators launching 20 September

Our new course – coming soon on 20 September 2024 – is designed specifically for Access Arrangements Coordinators. It includes training on the latest 2024/25 JCQ guidelines, and will teach Coordinators the knowledge and skills they need to become a member of the team that ensures students receive the reasonable adjustments they need for success in exams. 

For more information about the role of Coordinator, and details about the course, visit our dedicated Access Arrangement Coordination course page.

We have been shortlisted for a Teach Secondary Award!

We are delighted to announce that our Safeguarding AI course has been shortlisted for the School Business and Procurement category in the 2024 Teach Secondary Awards!

We’re thrilled that our new course, developed in partnership with Educate Ventures Research, have been recognised, alongside our commitment to equip schools with the knowledge and tools required to implement AI safely and responsibly.

The results will be announced in November.

About our Safeguarding AI course

Our Safeguarding AI for Leaders (SAIL) course is designed for Designated Safeguarding Leads (DSL) or other leaders in your setting with responsibility for safeguarding, pastoral care and/or technology implementation and use. This comprehensive course equips participants to develop and implement robust AI safeguarding policies, procedures, and action plans. Through a blend of expert guidance, practical tools, and peer networking, participants will gain the confidence and knowledge to lead on safe and ethical AI use in your setting. With a duration of 4-5 hours and 12 months of ongoing support, SAIL offers exceptional value and flexibility.

Announcing our partnership with Teach First

We are pleased to announce that, working in partnership with Teach First, we will be delivering the new NPQ SENCO.

NPQs are the most widely recognised qualifications in the education sector for current and aspiring leaders. This new NPQ for SENCOs will be the mandatory qualification for anyone who wishes to qualify and work as a SENCO in state schools, from 1 September 2024.

Having trained over thousands of SENCOs, being able to offer the new NPQ is an exciting next step in our mission to provide education professionals with high quality training that allows them to support the needs of students in their school or setting.

We have chosen to partner with Teach First as our values of making education accessible for all and developing high quality teachers align. Teach First have an established track record in leadership development, and have been an accredited NPQ provider for several years with excellent feedback from participants.

We are involved in the curriculum design process and our team of course facilitators support the programme delivery.

Our NPQ SENCO course offers a blended learning approach, comprising flexible online learning, engaging seminars and thought-provoking in-person conferences, all led by experienced facilitators who have worked within the sector and our team of Educational Psychologists. You can look forward to learning at your own pace and from anywhere, while collaborating and sharing best practice with a network of SENCOs and SEND experts.

We are now accepting applications. The deadline for the first cohort is 17 September 2024, with the course starting in October 2024. We advise applicants to apply as soon as possible in order to guarantee a space.

To find out more about our new NPQ SENCO, visit the course page here.