Adaptive Teaching and Interventions: Doing More for Those That Start with Less

The gap between disadvantaged pupils and their better-off classmates tends to widen as they move through school. A watered-down curriculum, or an easier worksheet for some children, doesn't close it.

This session, from a former secondary headteacher, sets out another way. Every pupil gets the same ambitious curriculum and the same task, and the support changes instead: a worked example, instructions broken into steps, a word bank or sentence starters, each meant to fall away as pupils grow more independent. You'll look past labels like pupil premium to the barrier actually in front of you, often vocabulary, and teach those words before pupils meet them.

There's advice on short interventions that pupils join and leave as they need, and a hard question about your clubs and trips: who isn't taking them up, and should they get first call on the places?