Gorse Covert Primary School Adaptive Teaching

At Gorse Covert, we strive to ensure that all our pupils can access our curriculum and be successful in this.  We recognise that children with SEND have the greatest need for high-quality teaching and have crafted our curriculum carefully in order to give them the best possible chances of success.  Whilst all our pupils work towards the same ambitious outcomes, the level of support we provide in order to achieve this is tailored to meet the needs of each individual. 

At Gorse Covert, we follow the EEF’s ‘5-a-day’ approach—five evidence-based teaching strategies that our teachers use every day to support and strengthen our pupil’s learning in the classroom.

Explicit Instruction:
Teach new content in small steps with clear explanations and guided practice.

Cognitive and Metacognitive Strategies:
Help pupils plan, monitor, and evaluate their learning using structured thinking techniques.

Scaffolding:
Provide temporary support tailored to students’ needs, gradually removing it as they gain independence.

Flexible Grouping:
Organise pupils into different groups depending on the task, ensuring all can access learning and contribute.

Using Technology Effectively:
Integrate digital tools purposefully to enhance, not replace, high-quality teaching.

Our staff take the time to fully understand each and every pupil, identifying not just the difficulties that some of them face with their learning but the reasons  underlying these.  This helps us to identify potential barriers to learning and plan for successful learning experiences. 

A small number of pupils benefit from a more personalised approach to learning, in which case we adapt their curriculum to reflect the goals set out in their Education, Health and Care Plan (EHCP), ensuring they receive a tailored programme while continuing to learn alongside their peers wherever possible.

We have outlined our subject-specific adaptive teaching strategies in the Gorse Covert Adaptive Teaching Document (below).