High Quality Adaptive Teaching and Learning

High-quality adaptive teaching and learning is the foundation of success and engagement for all children and young people. It is rooted in the belief that every learner can make progress when teaching is responsive, well-planned and based on a strong understanding of need. Assessment and professional judgement is used to remove barriers, adapt approaches and ensure every learner can access and participate in the curriculum. Drawing on the best available evidence, high quality adaptive teaching and learning combines challenge and support so that children develop confidence, independence and a sense of belonging in the classroom. Adaptive teaching ensures that every child is included, has their needs met and makes progress in their learning.

A black triangle with, PCG in the middle. This is clickable, and will open a parent carer guide on the corresponding area within section one of the OAG

View the ‘High Quality Adaptive Teaching and Learning’ Parent Carer Guide

Expectations

Leaders establish a consistent approach to high quality adaptive teaching so that everyone understands the most effective inclusion strategy begins with everyday high-quality inclusive teaching, which has most benefit for the those who find learning hardest and reduces the need for individual adaptations.

Ongoing professional development strengthens staff knowledge, confidence and skill in delivering adaptive, evidence-informed teaching.

Teachers use regular, proportionate assessment to understand strengths and barriers, and adapt teaching so that all children and young people can access the curriculum.

Teaching promotes progress, independence and resilience, supporting both academic learning and personal development.

Staff work with families and external professionals to personalise support and respond to emerging needs.

Classrooms promote safety, respect and positive relationships, enabling children and young people to engage confidently and take purposeful risks in their learning.

Leaders evaluate the effectiveness of high quality adaptive teaching and use this to inform school improvement and staff development.

Signposts and Support

EEF “5-a-Day” high-quality teaching for pupils with SEND Guidance – Evidence-informed daily teaching principles that support adaptive, inclusive classroom practice for all.
Teacher Handbook: SEND – Practical guidance to understand learners and remove barriers to learning from Whole School SEND and Nasen.
Maximising the Impact of Teaching Assistants – Evidence-based guidance that supports adaptive teaching by helping schools deploy teaching assistants effectively and build pupils’ independence through structured professional development.
Birmingham SEN Toolkits – Guidance that supports adaptive teaching through identifying gaps in learning, tracking small-step progress and informing planning for pupils working below age-related expectations.
NEN Progression Framework – A flexible assessment tool that supports adaptive teaching by helping staff identify learning priorities, set clear intentions and track progress in areas closely related to neurodiverse learners.
Assistive Technology – Call Scotland Website – Information about get the most from technology to access the curriculum.

High Quality Adaptive Teaching and Learning

Expectations

Signposts and Support

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