Adaptive Practice

Supporting All Learners

At AGPS, we are committed to providing an inclusive education where every child can thrive. Our approach follows the UK Government’s commitments under the United Nations Convention on the Rights of Persons with Disabilities and key legislation including the Children and Families Act 2014 and the Equality Act 2010.

This means that we aim to remove barriers to learning and ensure that children with Special Educational Needs and Disabilities (SEND) are supported to take part fully in school life and achieve their best.

Our Approach to Inclusion

We believe that high-quality teaching for all pupils is the foundation of inclusion. Our curriculum is carefully designed to help every child succeed, with lessons that are clear, engaging, and built around how pupils learn best.

Our everyday classroom practice (known as Quality First Teaching) includes the following:

• High expectations and aspirations for all learners

• A structured and well-sequenced curriculum

• Clear vocabulary instruction and modelling

• Step-by-step guidance with visuals and gestures

• Use of manipulatives and multi-sensory approaches

• Regular opportunities for review, recall, and retrieval

• Frequent checks for understanding and meaningful feedback

Additional Support When Needed

Some pupils may need extra help or a more tailored approach to reach their potential. In these cases, we provide support that is additional to or different from our usual classroom teaching. This may include the following:

• Carefully planned scaffolding

• Pre- and post-teaching to reinforce understanding

• Strategies to manage cognitive load

• Structured challenge without limits

• Alternative ways of recording work

• Targeted adult support

In some situations, specialist adaptations are made to meet individual needs.

Working in Partnership

We work closely with parents and carers to understand each child’s strengths and challenges. Together, we strive to do the following:

• Set ambitious yet achievable goals

• Track progress carefully

• Regularly review the support in place

• Promote positive personal and social development

We make sure that every decision is informed by the insights of parents, children, and young people themselves.

If you believe your child may need additional support, please speak to your child’s class teacher or our SENDCo. We are always happy to discuss how we can best support your child’s learning and development.

senco@ashtongateprimary.org