In order to make our lessons as accessible as possible for all pupils we have an inclusive classroom policy which means we:
Know our pupils well and understand their individual strengths and needs
Have well organised classrooms that are tidy and inviting
Have clear expectations and a consistent approach to expectations which follows school/departmental policy so pupils know what is expected of them
Have clear lesson structures with lesson objectives presented orally and visually which makes it clear what pupils are working towards and success criteria presented as a checklist so pupils can review their own success
Consider the language we use when modelling, explaining and giving instructions
Give instructions in small chunks, with visual cues as appropriate
Make adaptations and scaffold lesson activities to make learning accessible to all pupils
Use visual, auditory and tangible resources to support understanding of new ideas, concepts and vocabulary
Pre-teach vocabulary and key terminology as appropriate
Check pupils’ understanding of instructions and tasks by appropriate use of questioning
Give pupils time to process information and plan their responses
Give pupils the opportunity to demonstrate their understanding in a variety of ways
Use a range of groupings for collaborative work
Produce carefully considered seating plans to support all pupils
Explicitly model and demonstrate memorisation techniques to support memory
Employ effective deployment of LSAs
Employ effective plenaries which enable pupils to review their own learning and set their own targets for success
Consider the quantity of feedback given and wording of feedback so pupils don’t feel overwhelmed and fully understand what they have done well and what they need to do next
