In order to make our lessons as accessible as possible for all pupils we have an inclusive classroom policy which means we:

• Know our pupils well and understand their individual strengths and needs
• Have well organised classrooms that are tidy and inviting
• Have clear expectations and a consistent approach to expectations which follows school/departmental policy so pupils know what is expected of them
• Have clear lesson structures with lesson objectives presented orally and visually which makes it clear what pupils are working towards and success criteria presented as a checklist so pupils can review their own success
• Consider the language we use when modelling, explaining and giving instructions
• Give instructions in small chunks, with visual cues as appropriate
• Make adaptations and scaffold lesson activities to make learning accessible to all pupils
• Use visual, auditory and tangible resources to support understanding of new ideas, concepts and vocabulary
• Pre-teach vocabulary and key terminology as appropriate
• Check pupils’ understanding of instructions and tasks by appropriate use of questioning
• Give pupils time to process information and plan their responses
• Give pupils the opportunity to demonstrate their understanding in a variety of ways
• Use a range of groupings for collaborative work
• Produce carefully considered seating plans to support all pupils
• Explicitly model and demonstrate memorisation techniques to support memory
• Employ effective deployment of LSAs
• Employ effective plenaries which enable pupils to review their own learning and set their own targets for success
• Consider the quantity of feedback given and wording of feedback so pupils don’t feel overwhelmed and fully understand what they have done well and what they need to do next