Inclusive & Adaptive Practice in Action
- 13th Oct 2026
- Online
- SEND
- Spaces
- Early Years, Primary
- Teaching & Learning, Leadership
- Free For Partner Schools
- Non-members From £80.00+VAT
A 3-part implementation series for mainstream schools (2 hours each)
Overview
This three-part series supports schools to move beyond awareness towards embedded inclusive and adaptive teaching practice. Each session is designed to work alongside staff, combining focused input with practical application and reflection so that strategies are implemented, refined and sustained in the classroom. The focus is on removing barriers at the point of planning, improving engagement, and ensuring all learners can access, participate and succeed. Alongside classroom practice, the programme also considers how assessment and parental engagement strengthen inclusive provision and improve outcomes.
Session 1: Foundations – Understanding Inclusion and Reducing Barriers: Date TBC
This session develops a shared understanding of inclusive and adaptive teaching, introducing Universal Design for Learning (UDL) and exploring how barriers are often created through classroom and curriculum design. Staff will identify where learning is not currently accessible and begin to make small, meaningful adjustments that improve access for a wider range of learners. The session will also explore how assessment can be used to identify barriers and inform responsive teaching, rather than simply measure attainment.
In-session tasks include identifying barriers within lessons and resources and redesigning practice using simple adaptations. Between sessions, staff will complete a classroom audit focusing on engagement, representation and expression, trial two to three small changes, and capture the impact on engagement and access.
Outcomes include a clear understanding of inclusive practice, identification of key barriers, improved use of assessment to inform teaching, and immediate, practical changes being trialled in classrooms.
Session 2: Embedding Practice – Engagement, Access and Participation: 10th February 2027
This session focuses on translating understanding into consistent classroom practice. It explores how to strengthen engagement, participation and access through effective modelling, task design and support for cognitive processing. Staff will develop practical strategies that can be used across lessons and subjects to ensure more learners are actively engaged in learning. The session will also consider how ongoing formative assessment can be used to adapt teaching in real time and how communication with parents can support consistency between home and school.
In-session tasks include mapping engagement across a lesson or school day and developing a shared adaptive teaching toolkit. Between sessions, staff will implement consistent adaptive routines such as modelling, scaffolds and visual supports, trial strategies with a focus group of learners, and gather simple evidence including work samples and staff reflections. Outcomes include increased learner engagement and participation, greater consistency across staff practice, improved confidence in adapting teaching in real time, and stronger links between classroom practice, assessment and home support.
Session 3: Sustaining Impact – Independence, Progress and Consistency: 6th May 2027
This session focuses on embedding inclusive practice so that it leads to increased independence, meaningful progress and consistency across the school. It explores how to reduce over-support, provide flexible ways for learners to demonstrate understanding, and ensure approaches are sustained over time. There is a strong focus on how to evidence progress meaningfully and how to engage parents in understanding and supporting their child’s learning journey.
In-session tasks include completing an independence audit to identify where support can be reduced and agreeing whole-school non-negotiables for inclusive practice.
Following the session, schools will develop a shared inclusion framework, consider approaches to capturing and communicating progress, and plan for sustained implementation. Outcomes include increased learner independence, clear evidence of impact on participation and progress, improved approaches to assessment, strengthened parental engagement, and an agreed whole-school approach to inclusive practice.
A 3-part implementation series for mainstream schools (2 hours each)
Overview
This three-part series supports schools to move beyond awareness towards embedded inclusive and adaptive teaching practice. Each session is designed to work alongside staff, combining focused input with practical application and reflection so that strategies are implemented, refined and sustained in the classroom. The focus is on removing barriers at the point of planning, improving engagement, and ensuring all learners can access, participate and succeed. Alongside classroom practice, the programme also considers how assessment and parental engagement strengthen inclusive provision and improve outcomes.
Session 1: Foundations – Understanding Inclusion and Reducing Barriers: Date TBC
This session develops a shared understanding of inclusive and adaptive teaching, introducing Universal Design for Learning (UDL) and exploring how barriers are often created through classroom and curriculum design. Staff will identify where learning is not currently accessible and begin to make small, meaningful adjustments that improve access for a wider range of learners. The session will also explore how assessment can be used to identify barriers and inform responsive teaching, rather than simply measure attainment.
In-session tasks include identifying barriers within lessons and resources and redesigning practice using simple adaptations. Between sessions, staff will complete a classroom audit focusing on engagement, representation and expression, trial two to three small changes, and capture the impact on engagement and access.
Outcomes include a clear understanding of inclusive practice, identification of key barriers, improved use of assessment to inform teaching, and immediate, practical changes being trialled in classrooms.
Session 2: Embedding Practice – Engagement, Access and Participation: 10th February 2027
This session focuses on translating understanding into consistent classroom practice. It explores how to strengthen engagement, participation and access through effective modelling, task design and support for cognitive processing. Staff will develop practical strategies that can be used across lessons and subjects to ensure more learners are actively engaged in learning. The session will also consider how ongoing formative assessment can be used to adapt teaching in real time and how communication with parents can support consistency between home and school.
In-session tasks include mapping engagement across a lesson or school day and developing a shared adaptive teaching toolkit. Between sessions, staff will implement consistent adaptive routines such as modelling, scaffolds and visual supports, trial strategies with a focus group of learners, and gather simple evidence including work samples and staff reflections. Outcomes include increased learner engagement and participation, greater consistency across staff practice, improved confidence in adapting teaching in real time, and stronger links between classroom practice, assessment and home support.
Session 3: Sustaining Impact – Independence, Progress and Consistency: 6th May 2027
This session focuses on embedding inclusive practice so that it leads to increased independence, meaningful progress and consistency across the school. It explores how to reduce over-support, provide flexible ways for learners to demonstrate understanding, and ensure approaches are sustained over time. There is a strong focus on how to evidence progress meaningfully and how to engage parents in understanding and supporting their child’s learning journey.
In-session tasks include completing an independence audit to identify where support can be reduced and agreeing whole-school non-negotiables for inclusive practice.
Following the session, schools will develop a shared inclusion framework, consider approaches to capturing and communicating progress, and plan for sustained implementation. Outcomes include increased learner independence, clear evidence of impact on participation and progress, improved approaches to assessment, strengthened parental engagement, and an agreed whole-school approach to inclusive practice.
Sarah is a literacy and inclusion specialist focusing on empowering all learners, embracing neurodiversity and SEND. Sarah provides face to face or online training, consultancy, information and support for professionals and families from all sectors. Sarah is passionate about making a positive difference to the lives, attitudes and outcomes of those neurodiverse learners who may struggle to learn. Sarah has over 25 years’ knowledge and experience within special and mainstream education up to Headteacher level, as well as a solid research background rooted within the psychology of learning, that includes a Masters and PhD in Special Education.
Sarah recently published a book on ‘Teaching Reading to All Learners’ and writes regular articles for several key industry publications. Throughout her career the one constant has been her belief in people and that everyone can succeed in the right environment, with the right support and equal access to opportunities. Sarah aims to bridge the gap between theory and learning, to create a culture where high expectations thrive, improving outcomes for all. Through the creation of inspirational learning opportunities, raising expectations, and removing barriers for all learners.