Blog Post

Adaptive Teaching: Empowering SEN Students for Success 

Adaptive teaching is a pedagogical approach that tailors educational experiences to meet the diverse needs of all students, particularly those with Special Educational Needs (SEN). By anticipating and responding to individual learning requirements, adaptive teaching can support an inclusive environment where every pupil can thrive. 

Unlike traditional differentiation, which often involves creating separate tasks for different ability groups, adaptive teaching emphasises flexibility within the classroom. Teachers modify their strategies to ensure all students work towards the same learning objectives, providing support as needed without lowering expectations. This approach promotes a growth mindset and prevents the capping of potential.  

Adaptive teaching offers many benefits, particularly to those with SEN. These include: 

Enhanced Engagement and Participation: Adaptive teaching strategies, such as scaffolding and the use of visual aids, make learning more accessible and engaging for all, but particularly SEN students. This inclusivity encourages active participation and reduces feelings of isolation or shame. 

Improved Academic Outcomes: By providing tailored support, adaptive teaching helps close attainment gaps, enabling SEN students to achieve their full academic potential. This approach ensures that no pupil is left behind.  

Development of Social Skills: Inclusive classrooms that employ adaptive teaching support the building of improved social interactions among students. SEN pupils benefit from collaborative learning opportunities, incidentally enhancing their communication skills and building peer relationships. 

Cultivation of Independence: Adaptive teaching encourages self-directed learning, empowering SEN students to take ownership of their education. This autonomy builds confidence and prepares them for future challenges. 

To successfully integrate adaptive teaching, you will need to look at: 

Assessing Individual Needs: Regularly evaluate each student’s strengths and areas for development to inform instructional planning. 

Flexible Lesson Planning: Design lessons that can be easily adjusted based on student responses and understanding. 

Collaboration: Engage with teaching assistants, specialists, and parents to create a fully inclusive support system for SEN students. 

Ongoing Professional Development: Attend workshops and training sessions to stay informed about effective adaptive teaching practices. 

Embracing adaptive teaching not only enhances the educational experience for SEN students but also enriches the classroom dynamic as a whole. By committing to this approach, you can ensure that all pupils have the opportunity to succeed. 

At the upcoming SEND Leadership Conference on 4th March 2025, Beccie Hawes, CEO and Head of Service for Cadmus Inclusive, will deliver a keynote titled “Adaptive Teaching for Pupils with SEN: What is it and How Do You Do It?” With extensive experience across mainstream and specialist settings, Beccie will provide practical strategies for implementing adaptive teaching in schools. Her session will equip delegates with tools to create supportive and effective learning environments for SEN pupils. 

National Testing (SATs)

05/09/2022

The latest barrage of standard attainment tests (Sats) are being sat by pupils in England this week. This is one of the things that (as a parent) makes me happy we live in Wales! Don’t get me wrong, it isn’t that there isn’t testing in Wales, it is just done differently. Let’s have a look at the two types of tests.

This form of standardised testing in Wales was introduced as part of the Welsh Government’s response to Wales’ poor Programme for International Student Assessment (Pisa) results, and they are designed to help teachers and parents gauge progress in key skills.

Tests on both sides of the border have courted controversy from animated arguments over responsibility for marking to statistical issues preventing direct comparisons being made and in England, reports of many (very young) pupils struggling with exam stress and anxiety.

As a parent of children who both went through Year 2 SATS, one sailed through fairly cheerily and got solid results. The other filled in their name and was then given colouring to do! They both took standardised test in Wales and as parents we only really knew they had happened when we got their results with their school report – I know which one we all prefer!

So, what is the difference between testing either side of the border? Some key points;

What is the reasoning behind the tests?

Wales:

  • The tests were designed to help teachers and parents monitor pupil progress in key skills.
  • They show where individual children might need more help to improve their reading and numeracy.

England:

  • The UK Government says all children must leave primary school with a good standard of reading, writing and maths.
  • The results are used to ensure schools are teaching their pupils the essential knowledge and skills in the subjects that they are being tested in.

When did the tests become different?

Wales:

  • The first national tests were sat by pupils aged seven to 14 in 2013 and were first unveiled in 2011 by the then Education Minister Leighton Andrews.
  • The tests filled the void left by SATs, which were phased out in Wales from 2002-2005.

England:

  • In 2016 testing became more demanding than previous years, with more expected of pupils in terms of punctuation, spelling, grammar, arithmetic and reasoning.
  • In September 2017 it was confirmed that the Y2 SATs will be made non-statutory from 2023.

What are the English tests like?

Wales:

  • The reading tests are made up of short questions based on two or more texts.
  • Some questions check how well the text has been understood, others aim to find out if children are able to make judgements about what they are reading.
  • There are reading tests in both English and Welsh. Each test takes up to an hour but younger children can take a break part-way through.

England:

  • In Year Two, pupils have two papers in reading and two papers in grammar, punctuation and spelling.
  • In Year Six, pupils sit one paper in reading and two papers in spelling, punctuation and grammar.
  • There is no test for English writing, which is reported using teacher assessment.

What are the numeracy tests like?

Wales:

  • There are two kinds of numeracy tests: the procedural test, which measures skills in things like numbers, measuring and data.
  • And the reasoning test, which measures how well children can use what they know to solve everyday problems.
  • English and Welsh versions are available for both tests and each takes up to half an hour, but again, younger children can take a break during the tests.

England:

  • In Year Two, pupils sit two papers; one in arithmetic and another in reasoning.
  • There are three papers in Year Six; two in reasoning and one in arithmetic.

When will I get test results?

Wales:

  • By the end of the summer term, your child’s school will give you test results for each test that your child has taken, which should be read alongside your child’s annual report.
  • The tests provide two kinds of result – an age-standardised score and a progress measure.

England:

  • Parents will receive their children’s results by the end of the summer term.
  • The UK Government will provide a leaflet to explain how and when the tests will be reported to parents in June.

Should I help my child to prepare for the tests?

Wales:

  • Guidance to schools says they should not practice or revise for the tests or divert any school time to focus on the tests. The idea is to see where pupils are at without revision.
  • The Welsh Government says the best way to prepare your child is to make sure that they are not worried or anxious.

England:

  • Parents are asked to follow the general advice from schools about supporting their children’s learning throughout the year.
  • Many schools provide SATs specific homework and additional SATs based sessions.

Are the results used to measure school performance?

Wales:

  • No, the Welsh Government does not judge schools on their national test results.
  • Test results are used to assess individual pupil progress. They are used to find out where they need more help, and where their strengths and weaknesses lie.

England:

  • For children – the SATs are used to form target grades for secondary school. Though the majority do their own testing as well…
  • For schools – the SATs are used as a factor (along with many others) in judging a school’s effectiveness.

No judgement and no decision here as to which system is the best, most valid or even least intrusive to learning. But, if you do see anyone who is in anyway involved with Year 6 in England this week; whether student, staff, parent or other, spare them a thought. No matter how amazing the school, no matter how supportive and nurturing they may need that little extra from you. Year 6 SATs are tough on everyone and there is always that niggle that you aren’t enough.

Just remember Year 6 SATs are taking place during Mental Health Awareness Week!