Adaptive Teaching for Pupils with SEND

At Whiston Worrygoose Primary School, we are committed to ensuring that every pupil can access and succeed within our ambitious curriculum. Pupils with Special Educational Needs and Disabilities are fully included in the life of the school and learn alongside their peers wherever possible.

We believe that pupils with SEND should not experience a reduced curriculum. Instead, our teachers use carefully planned adaptive teaching to ensure that all pupils can engage with the same high-quality learning while receiving the support they need to succeed.

High Expectations for All

All pupils at Whiston Worrygoose are entitled to a rich, knowledge-based curriculum. Teachers maintain high expectations for pupils with SEND and focus on helping them develop the knowledge, skills and independence needed to succeed both in school and beyond.

Adaptive Teaching in the Classroom

Teachers adapt learning in a variety of ways so that pupils with SEND can successfully access the curriculum. These adaptations may include:

  • Pre-teaching key vocabulary and concepts to support understanding

  • Carefully structured modelling and worked examples

  • Breaking learning into small, manageable steps

  • Scaffolded resources to support independence

  • Visual supports such as diagrams, images and knowledge organisers

  • Additional opportunities for rehearsal, retrieval and overlearning

  • Flexible grouping and targeted adult support where appropriate

These strategies allow pupils to engage with the same curriculum content as their peers while receiving the support they need.

Language and Vocabulary

Developing language is central to our curriculum. Teachers explicitly teach subject vocabulary and provide structured opportunities for pupils with SEND to hear, practise and apply new words. This supports both comprehension and confidence in speaking about their learning.

Removing Barriers to Learning

Leaders and teachers work together to identify potential barriers to learning early. Through careful assessment, observation and collaboration with families and external professionals, we ensure that the right support is put in place promptly.

Where necessary, targeted interventions are used to support specific areas of need such as reading, communication, attention or social and emotional development. These interventions are carefully monitored to ensure they have a positive impact on pupils’ learning.

A Whole-School Commitment to Inclusion

Our staff work collaboratively to ensure that pupils with SEND feel valued, supported and successful. Subject leaders, teachers and the SEND team work together to ensure that the curriculum remains ambitious, inclusive and accessible for all.

As a school recognised for its strong approach to early reading and curriculum development, we are committed to ensuring that every pupil — including those with SEND — develops the knowledge, confidence and independence needed to thrive.