Use Three Waves of Support to Differentiate Effectively

Planning three versions of every task isn't sustainable, and it rarely helps the pupils it's meant for. Pupils with SEND and disadvantaged pupils gain most when everyday teaching is strong, so that's where your effort goes first.

You'll leave with a four-stage way of introducing new content (telling, showing, doing it together, then practising alone) and the confidence to pitch to the top rather than the middle. When a pupil still needs more, you'll know what a good intervention looks like: short, frequent and tied closely to what's happening in class.

You'll also get a straight answer on what the evidence says about teaching assistants. Some of the five ways to use yours are simple, like giving pupils proper time to answer. Others take more nerve, like letting a TA teach from the front while you work with the pupils who need you most.