Steve Henshall – SENDCO & inclusion lead
Concerns that a child may be “different” or finding learning difficult can bring up many feelings for families. When the path ahead feels less certain, this may show up as worry and sleepless nights, or sometimes denial, frustration, or even blame. It can also stir memories of our own school days. The question, therefore, of how we support children with diverse needs to thrive and the form that help comes in is a central issue for every school community.
This is not a simple task. It requires careful consideration, balance and robust ways of working. Schools must avoid kneejerk reactions that provide too much help outside the classroom, as this can unintentionally separate children from learning with their peers. At the same time, it is not enough to declare inclusivity but then slip into inaction.
At St Paul’s, we use what is called the graduated approach. Put simply, this means starting with inclusive and adaptive teaching for the whole class then adding extra support when needed. It also emphasises taking steps to remove barriers to learning and participation. This reflects a shift away from the medical model, which places difficulties within the child, and instead focuses on creating the right conditions and adaptations for them to thrive.
Learning is a journey, and as a neurodiversity-affirming school, we encourage all children to be open about both their strengths and challenges, and to show us how they prefer to be supported. Teachers share this information through class and pupil profiles, helping us meet each child’s needs across all lessons.
When closer support outside the classroom is essential, we put this in place for a set period, with clear goals, using the “assess, plan, do, review” cycle. Some children may also require more specialist support, and we can make referrals to local services when needed.
As part of our current school development plan, we have a particular focus on adaptive teaching this year. This involves planning ahead for differences in every lesson and responding with adjustments in the moment. For example, we know that spoken instructions can be fleeting for children with working memory or processing differences, so we use creative, multi-sensory ways of presenting information: an approach that benefits everyone. We are also taking time to highlight and strengthen the many adaptations already embedded in our classrooms and to grow our repertoire of inclusive teaching strategies.
I look forward to seeing you soon.
