This webinar will ask how we can provide equitable access to an ambitious curriculum for all students.
Not all students are equal. Some have additional and different needs, some have lower starting points and/or gaps in their prior knowledge that makes it harder for them to access our curriculum and keep pace with their peers.
To feed all students the same diet of schooling is therefore to perpetuate these differences and to deepen existing disadvantages. Rather, we need to do more for those who start with less.
But what does “more” look like in practice? If it’s adaptive teaching, what’s the difference between this and traditional differentiation? If it’s additional interventions and support, how can we make a success of them while also ensuring they won’t promote learned helplessness?
In this webinar we will discuss how teachers can make a success of adaptations and interventions so that students with SEND and other additional and different needs are helped to access our curriculum and achieve. In short, we will ask the panel to exemplify inclusive teaching.

HOST
Matt Bromley, Bromley Education. Matt is an education writer and advisor with more than 20 years’ experience in teaching and leadership including as a secondary school headteacher, principal, FE college vice-principal, and MAT director. Matt is regular contributor to SecEd, co-host of the SecEd Podcast, and a leading member of the SecEd editorial board.
@mj_bromley

MEET OUR EXPERTS
Dr Pooky Knightsmith runs Creative Education and is a passionate ambassador for mental health, wellbeing and PSHE. Her work is backed up both by a PhD in child and adolescent mental health and her own lived experience of PTSD, anorexia, self-harm, anxiety and depression. Pooky is a regular contributor to SecEd and the SecEd Podcast.
@PookyH

Bukky Yusuf is a senior leader, science teacher and consultant. She has undertaken a number of leadership roles within mainstream and special schools. As part of her commitment to increase diverse leadership within education, she participates with several initiatives and organisations including roles as an ambassador for Leadership Matters, a network leader and coach for WomenEd & BAMEEd, and a steering group member of the #teacher5aday wellbeing initiative. She co-edited The Big Book of Whole School Wellbeing (2021). She is a member of the SecEd editorial board.
@rondelle10_b

Sara Alston is an experienced SENCO and safeguarding lead who also works as a SEND, inclusion and safeguarding consultant and trainer. Sara’s book Working Effectively with your TA will publish in February 2023. She is also the co-author of The Inclusive Classroom; A new approach to differentiation (Bloomsbury Education, 2021).
@seainclusion

Gareth March has taught physics at Southend High School for Boys since 2009. During this time he has been Leader of Physics and held a number of pastoral leadership roles – he is currently the school’s Director of Inclusion and Support. Gareth has also worked with local special schools to develop programmes which blend specialist and mainstream provision. This passion for inclusion has led the school to develop an Autism Resource Base, the first of its kind in the area.

THIS WEBINAR WILL ANSWER KEY QUESTIONS

• What is inclusion? What’s the difference between equality, equity, and inclusion?
• Who do we need to include who are currently excluded?
• Why are these learners sometimes excluded and in what way? What barriers to access do they face?
• How can we include these learners?
• What’s the best way of overcoming these barriers?
• How can we avoid perpetuating learned helplessness and ensure all learners become increasingly independent over time?
• What does this look like in practice?
• What part should quality first teaching play?
• What’s the difference between differentiation and adaptive teaching?
• What are the features of effective adaptive teaching?
• What are the features of effective additional interventions?
• Which interventions work best? Which tend not to be so effective?
• How should we select learners for additional interventions and support?
• What role should TAs play in this process and how can we ensure they are knowledgeable and skilled to play this part well?

Question & answer from the audience
• We will leave time for audience questions at the end of the webinar