• Differentiated teaching to suit varying levels of ability and learning styles.
• Adapted resources such as visual supports, writing frames, word banks, and manipulatives in maths.
• Clear and consistent routines, supported by visual timetables. 
• Use of targeted questioning, additional processing time, and pre-teaching of key vocabulary.
• Flexible seating, and supportive classroom layouts to aid concentration and regulation.
• Emotional regulation approaches such as the Zones of Regulation to help pupils manage feelings and behaviours.

For most pupils, including many with additional needs, these adaptations are sufficient to help them make good progress.

Where a child requires more support, we provide help through our Graduated Approach, which ensures that support increases in line with need:

• Ordinarily Available Provision (Universal Tier): Inclusive, high-quality teaching with in-class adaptations.
• Targeted Support (Targeted Tier): Long-term targeted support involving external specialists to address emerging or persistent needs.
• Specialist Support (Specialist Tier): Involvement from external professionals and provision set out in an Education, Health and Care Plan (EHCP) for pupils with complex or long-term needs.

This tiered system allows us to personalise support across areas such as learning, communication, emotional wellbeing, and physical or sensory development, ensuring that every child receives the right support at the right time.