SEND training for schools: what is inclusive teaching? - slide deck

Slide 1 Document explainer Purpose: This slide deck supports staff to understand the role of inclusive teaching and reflect on examples of inclusive teaching and the approaches which can help. Audience: Teachers and support staff in primary and secondary schools. How to use this document: This is the second of three introduction sessions focusing on SEND reforms, inclusive teaching and areas of development. The session can be delivered in full or in parts, depending on the context of your setting and the structure of your planned professional development time. A facilitator guidance document is available to support delivery of the session. Further guidance on planning and delivering these professional development materials can be found in the Guide to Materials.

Slide 2 Facilitation guidance – timings Timings of individual slides (e.g., 2 minutes) and a running timing in minutes (e.g., [4]) are provided based on a 60-minute session. However, the session is intended to be flexible enough to adapt this to slightly longer or shorter times as required (e.g., 75 mins or 50 mins). For shorter sessions, you may need to limit optional slides and consider the use of time provided for reflection activities – for example, considering the length of discussion time and how many responses you elicit. For longer sessions, you might offer more of the optional slides and extend the time available for reflection and discussion – for example, taking more contributions from staff and explicitly drawing out the suggested key points as they are raised by the

staff themselves. Speaker notes: Hidden slide: Facilitation suggestions: Timing

Slide 3 What is inclusive teaching? Speaker notes: Note: Timings of individual slides (e.g., 2 minutes) and a running timing in minutes (e.g., [4]) are provided based on a 60-minute session. However, the session is intended to be flexible enough to be adapted for slightly longer or shorter times as required (e.g., 75 mins or 50 mins) – For shorter sessions, you may need to limit optional slides and consider the use of time provided for reflection activities – for example, briefly articulating important points rather than asking for contributions from staff. For longer sessions, you might offer more of the optional slides and extend the time available for reflection and discussion – for example, taking contributions from staff and explicitly drawing out the suggested key points as they are raised by the staff themselves.

Note: You may wish to add your name or the name of your school or college to the bottom of the slide.

Guidance: Give staff time to read the slide.

Then explain that: This is a broad outline of content for this session with approximate timings – this session looks briefly at the context of the government’s SEND reforms, but mainly focuses on the idea of ‘inclusive teaching’

Note: Timings have been rounded to the nearest 5 minutes. Where you decide to alter the length of the session, you may need to update this slide accordingly.

Slide 5 Aims of the session to introduce the role of inclusive teaching to reflect on examples of inclusive teaching and the approaches which can help Speaker notes: Time: 1 minute [2] Purpose: To understand what this session will entail.

Guidance: Give staff time to read the slide. Then explain that: This session will look at the idea of ‘inclusive teaching’ and the role it has in supporting all pupils, but especially those with additional needs As part of this session, we’ll have an opportunity to reflect and discuss where we’re doing well and where there are challenges.

Lead in: Let’s start by looking at where inclusive teaching sits within the different levels of inclusion… [Click to next slide]

Slide 6 Overview of inclusive teaching What is inclusive teaching? Universal approaches Adaptations & additional support Reflections

Slide 7 Facilitation guidance: pupil voice The following slides are hidden so that you can choose which option to use. Remember to unhide the slide you choose before you start facilitating the session. The hidden slides are intended to illustrate the impact of pupils’ positive experiences of school, particularly their perception of belonging and ability to achieve and thrive in school. You may wish to use quotes from your own pupils in place of these suggestions. Where you use your own quotes, it is important that they reflect the following: They present positive development on the part of the pupil, rather than focusing on their difficulties and challenges. Speaker notes: Hidden slide – guidance Slide 8 Pupil voice from your own context Pupil voice… [Insert your own example] [pupil year group] Speaker notes: Option 1: Pupil voice from your own context Time: 1 minute [3] Purpose: To situate the learning in the session in pupil experience. Guidance: Give staff time to read the slide. Then explain that… Pupils who receive great teaching learn more and have a better experience of school.

Lead in: Great teaching is especially important for pupils with additional needs.

Slide 9 Pupil voice (year 4) Pupil voice… "When my teacher believes I can do it, I feel like I

want to try harder. She doesn’t just give up on me when I find something tricky." Year 4 pupil with additional needs Speaker notes: Option 2: Pupil voice example - primary Time: 1 minute [3] Purpose: To situate the learning in the session in pupil experience. Guidance: Give staff time to read the slide. Then explain that… Pupils who receive great teaching learn more and have a better experience of school.

Lead in: Great teaching is especially important for pupils with additional needs.

Slide 10 Pupil voice (year 7) Pupil voice… "Sometimes I get stuck, but my teacher gives me steps to help me. It’s like she knows what I need before I ask, and that makes me feel safe to have a go." Year 7 pupil with additional needs Speaker notes: Option 3: Pupil voice example - secondary Time: 1 minute [3] Purpose: To situate the learning in the session in pupil experience. Guidance: Give staff time to read the slide. Then explain that… Pupils who receive great teaching learn more and have a better experience of school.

Lead in: Great teaching is especially important for pupils with additional needs.

Slide 11 Reflection on approaches to support all learners Reflection Think of a class, or a particular pupil, you are

currently teaching. What are you doing currently that is working well? How are some of the approaches or strategies that you are using supporting all pupils? Speaker notes: Time: 8 minutes [11] Purpose: To give staff an opportunity to think about the experiences of pupils at their school: Give one minute for individual thinking and/or notes.

Allow six minutes for paired discussion. You may find it helpful to signal when four minutes is up so that both speakers get to share ideas.

You may wish to draw out one or more examples from the discussions, highlighting important points (1 minute has been given for this). Alternatively, you may wish to summarise: The most effective teaching strategies allow all pupils to access the curriculum. Inclusive teaching strategies are especially important for pupils with additional needs, but all pupils benefit from them. We are going to take a look at what specific approaches form part of inclusive teaching.

Lead in: Before we focus in on inclusive teaching, let’s look at how it relates to inclusion more broadly.

Slide 12 Inclusion at different levels Inclusion policy Public policy, e.g. funding for SEND Reforms Inclusive practice Setting-focused, e.g. school improvement, working with services Inclusive teaching Classroom-focused, e.g. maintaining and strengthening high-quality teaching Speaker notes: Time: 2 minutes [13]

Purpose: To understand that the focus of this session is on inclusive teaching. Guidance: This slide is animated so that each statement can be revealed alongside a brief explanation. Suggested scripting: Inclusion is a very broad concept that can include topics such as equalities, inclusion bases, inspection frameworks and wider school systems. [Click] Inclusion policy – these are decisions around inclusion determined by public bodies, and influence national funding priorities and frameworks. [Click] Inclusive practice – these are decisions taken by settings on their vision and strategy for inclusion, as well as how they will implement it. [Click] Inclusive teaching – this is where we will focus our attention across the remainder of the session.

Lead in: Let’s start by defining ‘inclusive teaching’…

Slide 13 What is inclusive teaching? The Education Endowment Foundation guidance (Eef, 2026) suggests inclusive teaching involves: supporting every pupil to achieve and thrive strengthening universal classroom approaches as well as adaptations drawing upon evidence-informed approaches to teaching Speaker notes: Time: 2 minutes [15] Purpose: To understand some key messages regarding inclusive teaching. Guidance: This slide is animated so that each statement can be revealed alongside a brief explanation. Suggested scripting: Inclusive teaching involves all staff in a school, including teachers and teaching assistants, working together …

[Click] Statement 1 – Inclusive teaching means creating environments where all learners, whatever their background, additional need or starting point, are supported to participate, succeed and thrive. It isn’t only related to special educational needs. Evidence suggests that positive relationships, high expectations and a sense of belonging support engagement, participation and positive behaviour (Eef, 2026) [Click] Statement 2 – Focusing on inclusive teaching means thinking deeply about how to support pupils who find learning hardest. Strengthening universal classroom teaching as well as adaptations involves regular collaboration between school leaders, including SENCOs, staff, and teaching assistants. For example, ensuring that staff and teaching assistants (TAs) coordinate so that the TA supplements rather than replaces support from staff (Eef, 2026). [Click] Statement 3 – Drawing on a wide range of evidence about effective teaching, special educational needs and disabilities (SEND) and socio- economic disadvantage, the best available evidence (Eef, 2026) shows that when schools focus on high- quality teaching, strong relationships, and early identification of need, all learners can be supported to achieve. The Eef’s inclusive teaching guide can be seen as an evolution of rather than a replacement for the Eef’s previous guidance on high-quality teaching. It broadens the focus from a set of classroom strategies to a wider model of inclusive practice, while retaining many of the same principles of high-quality teaching.

Lead in: We’ll spend some time looking at these everyday interactions which make the difference …

Source Education Endowment Foundation. (2026). The Eef guide to inclusive teaching.

Slide 14 Two-part model The Eef’s two-part model can be helpful when we’re thinking hard about how to support learners (Eef, 2026). Universal approaches: what we do every day for all pupils Approaches that benefit everyone but are likely to be especially important for pupils who face additional challenges. Adaptations and additional support Adaptations and additional support that might only be needed for a short time, or on an ongoing basis, for some pupils. Speaker notes: Time: 2 minutes [17] Purpose: To understand the two-part model when seeking to support learners. Guidance: Give time to read the slide. Explain that: When thinking about additional needs, it’s important to note that whilst SEND is included, the term is broader and may also encompass other barriers to learning, participation and wellbeing. The evidence shows that what we do every day makes the biggest difference to our pupils. Great teaching helps to support everyone, but it is especially important for pupils who experience barriers to learning or disadvantages. For some of our pupils, adaptations and additional support may be needed – perhaps for a short time or on a more ongoing basis. However, it is important to recognise that adaptations and additional support can be effective or ineffective, and that ineffective support or adaptation can hinder learning.

Lead in: We’ll look at universal approaches first

Source Education Endowment Foundation. (2026). The Eef guide to inclusive teaching.

Slide 15 Reflection on the two-part model Reflection "The two parts of the model should be viewed as complementary and overlapping, rather than sequential steps. Schools should consider universal approaches together with adaptations and additional support when planning lessons and whole school support." (Eef, 2026) Think about a class that you currently teach: To what extent are you taking this approach currently, and what impact is it having? Where you aren’t currently taking this approach, what barriers are you facing? Speaker notes: Time: 10 minutes Purpose: To give staff an opportunity to think about a time when their teaching decisions may have helped a pupil with additional needs. Guidance: Give two minutes for individual thinking and/or notes. Allow eight minutes for paired discussion. You may find it helpful to signal when four minutes is up so that both speakers get to share ideas.

You may wish to draw out one or more examples from the discussions, highlighting important points (2 minutes has been given for this) – Alternatively, you may wish to summarise: The two-part model formalises what many of us do already. An effective universal provision for all is the foundation. This is supported by the appropriate use of adaptations and additional support, where needed.

Lead in: Having looked briefly at the two-part model,

we’ll now focus in on the first part which is

universal support

Slide 16 Universal approaches What is inclusive teaching? Universal approaches Adaptations & additional support Reflections

Slide 17 Aspects of universal approaches Universal approaches The Eef (2026) guidance suggests that universal approaches are the foundation of inclusive teaching: The teaching practices we know are really important for good teaching for all, are especially important for pupils with additional needs. A starting point for improving inclusive teaching is to keep getting better at doing these fundamentals. Universal approaches provide a strong foundation for inclusion: however, they are a powerful starting point, not a recipe book or tick list. Speaker notes: Time: 3 minutes [22] Purpose: To understand the universal approach within inclusive teaching. Guidance: Give time to read the slide. Note: ‘Universal approaches’ is not synonymous with ‘universal tier’ and this may need highlighting where staff conflate the two.

Explain that: What’s hopefully reassuring is that inclusive teaching starts with what we already know about high- quality teaching and instruction. The evidence points

to strategies such as

Using explicit instruction and other forms of scaffolding, Thinking hard about the feedback we give to pupils, Building positive relationships and an environment

which is structured and predictable enough that our pupils feel safe and confident to take risks with their learning. … these approaches aren’t simply the most effective for pupils with additional needs but help support all our pupils. So, the heart of ‘inclusive teaching’ is building on our mastery of these fundamentals, to keep getting better at using these effective strategies every day. However, when thinking about adjustments and adaptations that will be needed within universal provision, we can’t approach these like a recipe book or a tick-list – For example, effective feedback relies on knowing an individual pupil’s starting point and anticipating where they are likely to experience difficulties. Given that these challenges are often unique to each pupil, mastering feedback isn’t something we can tick off a list, but rather something we can always look to incrementally improve.

Lead in: Let’s look at some examples of universal approaches …

Source: Education Endowment Foundation. (2026). The Eef guide to inclusive teaching.

Slide 18 Universal approaches within inclusive teaching explicit instruction feedback scaffolding positive relationships calm environment Speaker notes: Time: 2 minutes [24] Purpose: To understand the universal approach within inclusive teaching. Facilitation note: Where schools are already using the Eef's Five-a-Day approach, the Inclusive Teaching

Guide can be viewed as an evolution rather than a replacement. It broadens the focus from a set of classroom strategies to a wider model of inclusive practice, while retaining many of the same principles of high-quality teaching. Some previously prominent elements, such as metacognition, flexible grouping and technology, are less visible as standalone features, but are reflected within the broader framework of universal approaches and adaptations. Guidance: Give time to read the slide. Explain that: Along with explicit instruction, other examples of these universal approaches include: Feedback – for example, setting specific, clear and actionable learning goals, paired with opportunities for pupils to practise or respond. Scaffolding – for example, using modelling or worked examples to help learners understand the task, and gradually removing these prompts to encourage pupils to do more from memory. Relationships – for example, knowing your learners and their context and needs, communicating high expectations and your belief in the pupil to succeed. Environment – establishing clear routines and expectations, and explaining why rules and routines are in place. This isn’t intended to be an exhaustive list – for example, we could also include elements like metacognition, flexible grouping and technology - but these are examples of approaches that the evidence suggests are especially important to support pupils with additional needs. Hopefully, you’ll agree, these are things that we all strive to do in our lessons – approaches we can build upon and keep getting better at.

Lead in: We’ll briefly look at two example of these universal approaches: explicit instruction and positive relationships.

Source: Education Endowment Foundation. (2026). The Eef guide to inclusive teaching.

Slide 19 Facilitation guidance: reflection options The following slides are hidden so that you can choose which activity to use. Remember to unhide the slide you choose before you start facilitating the session. There are options for different reflection activities provided below – you could use one of these or edit or replace the questions to reflect the priorities, strengths and challenges in your own context. The options suggested are: explicit instruction positive relationships Speaker notes: Hidden slide: Facilitation suggestions: Optional slides in this section

Slide 20 Example: explicit instruction The Eef (2026) provide examples of elements within explicit instruction as: breaking complex concepts or skills into small steps introducing ideas using examples and non-examples using clear and unambiguous language during explanations explicitly teaching vocabulary and modelling steps to complete tasks anticipating and checking for common misconceptions providing multiple opportunities for guided, then independent practice Speaker notes: Option 1 – Explicit instruction example Time: 2 minutes [26] Purpose: To understand examples of universal approaches Guidance: Give staff time to read the slide.

Explain that… Explicit instruction is an example of an evidence- informed teaching strategy which supports the ‘universal approach’ to supporting pupils. Explicit instruction focuses on everyday teaching approaches – like clear explanations, modelling and frequent checks for understanding [Pause to refer to slide] Evidence consistently indicates that explicit instruction improves outcomes for learners with additional needs but is also helpful for all pupils.

Lead in: Let’s pause to reflect on where we already use explicit instruction to support our learners with

additional needs

Source: Education Endowment Foundation. (2026). The Eef guide to inclusive teaching.

Slide 21 Reflection on explicit instruction Reflection Think about when you’ve used one of these elements of explicit instruction: using examples and non-examples to introduce ideas explicitly teaching new vocabulary modelling steps to complete tasks anticipating and checking for misconceptions providing multiple opportunities for guided, then independent practice What did you do? How did this help learners with additional needs to better access their learning? Take a couple of minutes individually to think about this and make a note if you like. Discuss in pairs. Speaker notes: Option 1 – Explicit Instruction reflection Time: 10 minutes [36]

Purpose: To give staff an opportunity to think about a time when their teaching decisions may have helped a pupil with additional needs. Guidance: Give two minutes for individual thinking and/or notes. Allow eight minutes for paired discussion. You may find it helpful to signal when four minutes is up so that both speakers get to share ideas.

You may wish to draw out one or more examples from the discussions, highlighting important points – Option: Depending on timing – you might briefly summarise these key points, or take contributions from discussion pairs and highlight where these points emerge.

It’s (hopefully) reassuring that this is about the ‘bread and butter’ of great teaching; it’s nothing new or gimmicky. These evidence-led strategies help all pupils to learn, but are especially important for pupils who find learning the hardest. The foundation of ‘inclusive teaching’ is building on our mastery of these sorts of fundamentals of great teaching, to keep getting better at using these effective strategies every day. However, that’s not to suggest that these approaches aren’t sometimes challenging in themselves, getting them working really well for all pupils is something we can all keep getting better at.

Lead in: Having looked briefly at these universal approaches, we’ll look now at the other part of inclusive teaching, adaptations and additional

support

Slide 22 Example: positive relationships Examples of approaches to support developing positive

relationships are: knowing your pupils and understanding their context and needs communicating high expectations and belief in every pupil ensuring every pupil has a supportive relationship with a member of staff helping pupils to develop friendships, for example by setting up clubs creating opportunities for two-way conversation with parents Speaker notes: Option 2 – Positive relationships example�Time: 2 minutes [26] Purpose: To understand examples of universal approaches Guidance: Give staff time to read the slide. Explain that… Building positive relationships is an example of an evidence-informed teaching strategy which supports the ‘universal approach’ to supporting pupils. Positive relationships are built on high expectations for all pupils, knowledge of their learning needs alongside high levels of support. For example, taking an interest in what career pathways pupils are looking to pursue can lead to genuine and supportive conversations around learning. Evidence consistently indicates that positive relationships with staff, and peers, improve outcomes for pupils with additional needs, but is also helpful for all pupils.

Lead in: Let’s pause to reflect on where we already build positive relationships to support our pupils

with additional needs

Source: Education Endowment Foundation. (2026). The Eef guide to inclusive teaching.

Slide 23 Reflection on positive relationships Reflection Think about when you’ve used one of these elements of developing positive relationships: communicating high expectations ensuring every pupil has a supportive relationship with a member of staff helping learners to develop friendships creating opportunities for conversations with parents What did you do? How did this help learners with additional needs to better access their learning? Take a couple of minutes individually to think about this and make a note if you like. Discuss in pairs. Speaker notes: Option 2 – positive relationships reflection Time: 10 minutes [36] Purpose: To give staff an opportunity to think about a time when their teaching decisions may have helped a pupil with additional needs. Guidance: Give two minutes for individual thinking and/or notes. Allow eight minutes for discussion. You may find it helpful to signal when four minutes is up so that both speakers get to share ideas.

You may wish to draw out one or more examples from the discussions, highlighting important points – Option: Depending on timing – you might briefly take contributions from discussion pairs and highlight where these points emerge.

It’s (hopefully) reassuring that this is about the ‘bread and butter’ of great teaching; it’s nothing new or gimmicky. These evidence-led strategies help all learners to learn, but are especially important for pupils who find learning the hardest.

Staff build positive relationships with the children and young people that they work with every single day. However, that’s not to suggest that these approaches aren’t sometimes challenging in themselves. Getting them working really well for all learners is something we can all keep getting better at.

Lead in: Let’s move on to look at adaptations and

additional support

Slide 24 Adaptations and additional support What is inclusive teaching? Universal approaches Adaptations & additional support Reflections

Slide 25 Aspects of adaptations and additional support Adaptations and additional support The second, complementary part of the Eef (2026) guidance examines how we can approach adaptations and additional support through: classroom adaptations e.g. increased intensity of feedback or practice opportunities support from teaching assistants e.g. one-to-one or small group interventions targeted interventions e.g. specialist support delivered by external experts use of technology e.g. speech-to-text software Adaptations and additional support can be effective or ineffective, and ineffective support or adaptation can hinder learning. Speaker notes: Time: 2 minutes [38] Purpose: To understand adaptations and additional support. Guidance: Give time to read the slide. Explain that… Pupils will need different types of adaptations and

additional support to remove barriers to learning, and these sit alongside elements of universal provision we have discussed … including one-to-one or small group interventions delivered by staff or teaching assistants and… specialist support delivered by external experts… as well as from classroom adaptations made by staff. For some pupils, adaptations and additional support might only be needed for a short time, while for others they may be needed on an ongoing basis. It is important to recognise that, however well- intentioned, adaptations and additional support can be effective or ineffective, and that ineffective support or adaptation can hinder learning.

Lead in: What helps adaptations and support be effective? …

Source: Education Endowment Foundation. (2026). The Eef guide to inclusive teaching.

Slide 26 Making adaptations and additional support effective Adaptations and additional support What helps adaptations or additional support to be effective? How do we know that they help rather than hinder learning? Speaker notes: Time: 2 minutes [40] Purpose: To understand adaptations and additional support. Guidance: Give time to read the slide. Explain that… The Eef (2026) cautions that adaptations or additions can be effective, but also ineffective. Effective adaptations and additional support should complement and be well integrated into everyday classroom provision. This means building adaptations into whole-class planning and ensuring that

additional targeted support is linked to classroom learning. It is important to know that there are significant evidence gaps related to supporting pupils with specific additional needs. Therefore, it is essential to monitor the impact of adaptations and additional support carefully and not simply assume that they will always have positive effects on learning.

Lead in: Let’s look at the example of classroom

adaptations

Source: Education Endowment Foundation. (2026). The Eef guide to inclusive teaching.

Slide 27 Classroom adaptations Effective classroom adaptations are adaptations which: enhance elements of high-quality teaching are specific to a learning task, and informed by ongoing assessment of need are proportionate, timely and removed if no longer required promote the development of pupil independence over time are considered as part of whole-class planning Speaker notes: Time: 2 minutes [42] Purpose: To understand examples of classroom adaptations Guidance: Give staff time to read the slide. Explain that… To a great extent, good teaching for pupils with additional needs contains the same elements as good teaching for all, so effective adaptation is often about increasing intensity - – for example, through the provision of more examples, more feedback or more opportunities for

practice. Where other adaptations are made, it is important that they aim to tackle specific barriers to learning, or specific needs in that lesson, rather than assumptions based on SEN status or whether the pupil is on free school meals. It is also important that they don’t inadvertently reduce the need to ‘think hard’ about learning, or make it harder for pupils to develop independence over time. In general, they involve approaches which support all pupils to make progress to the same learning goals – rather than creating artificially distinct tasks or lowering our expectations for particular pupils.

Lead in: Let’s pause to reflect on an example of

classroom adaptations

Source: Education Endowment Foundation. (2026). The Eef guide to inclusive teaching.

Slide 28 Reflection on classroom adaptations Reflection Teacher A: The teacher prepares the lesson by developing three different sets of lesson objectives and different sets of learning materials. Each set of objectives/materials gets progressively more challenging. The teacher determines in advance which set each pupil will get. The intention is that by giving pupils different work, based on their SEN status and whether they have lower or higher prior attainment, all pupils will make progress in the lesson. Teacher B: The teacher starts by thinking hard about what pupils may find challenging about the new topic and how they can best scaffold learning for all pupils. They pick ‘worked examples’ which they intend to model initially and then provide as a scaffold

when pupils start to practise the task. They plan a single set of lesson objectives and learning materials for all pupils, recognising that some pupils may initially need small group support to use the scaffold effectively. Which of these examples represents the planning of ‘adaptations’ more in-line with the principles of inclusive teaching, and why? Speaker notes: Time: 10 minutes [52] Purpose: To give staff an opportunity to think about features of effective classroom adaptations and tease out misconceptions. Guidance: Indicate that you’ll give everyone two minutes for individual thinking and/or notes, before pairing up for discussion. Allow eight minutes for discussion. You may find it helpful to signal when four minutes is up so that both speakers get to share ideas.

You may wish to draw out some features of the examples from the discussions – Option: Depending on timing – you might briefly summarise these key points, or take contributions from discussion pairs and highlight where these points emerge.

Teacher A may be making assumptions about what their pupils are capable of achieving – providing different work may inadvertently communicate lower expectations or limit what some pupils can potentially achieve. Teacher A is spending a lot of time planning (essentially) different lessons and different resources – this time might be better invested differently. Teacher B has based their thinking on an evidence- informed universal approach – planning how modelling and worked examples can support all pupils. These approaches are especially important for pupils who find learning the most challenging.

Teacher B has not made assumptions about what pupils are capable of achieving – but has considered where ‘small group support’ might be needed to help some pupils use the scaffolding effectively. Teacher B’s adaptations here are more in line with the principles of inclusive teaching. That doesn’t mean there isn’t more this teacher would need to consider – for example, how will they work effectively with their TA to support pupils, how they will monitor whether the worked examples are having the benefits they intended or where they may need to adjust the scaffolding approach they use. They’ll also need to think about how they will gradually seek to remove the scaffolding to encourage greater independence over time.

Lead in: Let's briefly review some of the evidence

regarding adaptations

Slide 29 Overview of adaptations and additional support Adaptations and additional support Inclusive teaching starts by considering aspects of universal provision that benefit all pupils but are especially important for pupils with additional needs. Inclusive teaching does not begin with specialist knowledge about a diagnosis. Making more adaptations doesn’t necessarily mean pupils will learn more. Effective support is informed by ongoing assessment, evidence-informed decision making and ongoing monitoring of whether adaptations are helping or hindering learning. Speaker notes: Time: 2 minutes [54] Purpose: To understand adaptations and additional support. Guidance: Give time for staff to read the slide. Explain that…

Inclusive teaching does not mean knowing about every diagnosis of special needs in detail. A diagnosis can provide useful information, but may not determine what support will be most effective in supporting learning. For example, pupils with the same diagnosis can have very different strengths, needs and experiences and these can change over time.

Facilitator note: In emphasising pupils’ needs, the intention is not to downplay the importance of diagnoses. Staff should be familiar with common diagnoses and be able to respond confidently and reassuringly when parents and carers ask for help with something with which their child has been diagnosed. However, a focus on pupils’ needs is the most effective way to help teachers and teaching assistants support all pupils, including pupils with complex needs who may or may not reach the threshold for diagnosis.

Inclusive teaching begins by attending to elements of great teaching that benefit all pupils, but that are especially important for pupils with additional needs. This is an invaluable contribution that every classroom teacher can make to supporting inclusion in schools. Evidence does not strongly support the idea that the more adaptations staff make, the more pupils will learn. Any adaptation can be effective or ineffective, and ineffective adaptations can inadvertently hinder learning. Therefore, it is important to use formative and summative assessment to check whether adaptations we make are having the benefits for pupils we intended.

Facilitator note: You should consider adding an additional bullet point to this slide regarding when staff should contact your SENCO for wider support.

Lead in: Before we wrap up the session, let’s briefly

reflect on what you’ve taken away from this session

Source: Education Endowment Foundation. (2026). The Eef guide to inclusive teaching.

Slide 30 Reflections What is inclusive teaching? Universal approaches Adaptations & additional support Reflections

Slide 31 Facilitation guidance: more reflection options Facilitation guidance: reflection options The following slides are hidden so that you can choose which activity to use. Remember to unhide the slide you choose before you start facilitating the session. There are options for different reflection activities provided below – you could use one of these or edit or replace the questions to reflect the priorities, strengths and challenges in your own context. The options suggested are: takeaways from the session on inclusive teaching broader reflections on systems and challenges regarding inclusive teaching broader reflections on the school’s strengths and areas of development regarding inclusive teaching Speaker notes: Hidden slide: Facilitation suggestions: Optional slides in this section

Slide 32 Reflection on inclusive teaching takeaways Reflection

One thing I learned about inclusive teaching is

One thing I already do that supports inclusive

teaching is

One action I will take away is… Speaker notes: Reflection Option 1 – Takeaways from the session on inclusive teaching Time: 6 minutes [60] Purpose: To give staff an opportunity to reflect at the end of the session. Guidance: Allow 3 minutes for staff to reflect on the prompt alone. Take a sample of responses from the whole group to close the session – the number dependent on the time available for the session. Thank the staff for their participation and engagement.

Slide 33 Reflection on systems and challenges regarding inclusive teaching Reflection What systems are already in place in our school to support inclusive teaching? What can make it a challenge? Speaker notes: Reflection Option 2 – Broader reflections on systems and challenges regarding inclusive teaching Time: 6 minutes [60] Purpose: To give staff an opportunity to reflect at the end of the session. Guidance: Allow 3 minutes for staff to reflect on the prompt alone. Take a sample of responses from the whole group to close the session – the number dependent on the time available for the session. Thank the staff for their participation and engagement.

Slide 34 Reflection on strengths and areas of development for

inclusive teaching Reflection One way our school already supports inclusive teaching is… One thing our school could do more of to support

inclusive teaching is

Speaker notes: Reflection Option 3 – Broader reflections on the school’s strengths and areas of development regarding inclusive teaching Time: 6 minutes [60] Purpose: To give staff an opportunity to reflect at the end of the session. Guidance: Allow 3 minutes for staff to reflect on the prompt alone. Take a sample of responses from the whole group to close the session – the number dependent on the time available for the session. Thank the staff for their participation and engagement.

Slide 35 References Education Endowment Foundation. (2020). Special Educational Needs in Mainstream Schools. https:// educationendowmentfoundation.org.uk/education- evidence/guidance-reports/send Education Endowment Foundation. (2026). The Eef guide to inclusive teaching. https:// educationendowmentfoundation.org.uk/education- evidence/inclusive-teaching

Slide 36 Closing slide