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