Inclusive Teaching Checklist

Visuals

Carefully thought-out seating plan to reduce distractions for some children.
Careful consideration to group work to ensure all children participate.
Children in line of sight of the board.
Pupils sat according to relevant accessibility needs e.g. pupil needing movement breaks near door.

Classroom resources organised, labelled and easily accessible.
Teachers have planned adequate number of resources to share throughout the whole class.
Subject specific resources evident on tables and available to all pupils to support learning e.g. atlas, word bank etc
Teachers have ensured that the word difficulty and technical ability of the text is age appropriate and accessible to all pupils.
Resources are allocated to individual pupils to support with their learning need e.g. pencil grip, writing slope.

Reference to key strategies of what to do when you get stuck.
Reference to ‘what a good one looks like’ or visual examples given out.
Teachers have planned learning tasks that meet the range of needs within their class, so all pupils are able to work with some level of success.
Children have a follow up /challenge activity that they can go onto do after the main task.

Teacher uses age-appropriate language and adapts accordingly.
Teacher uses simple, well-known vocabulary and short sentences as appropriate.
Teacher recaps prior learning/ makes clear links to previous learning.
Regular movement breaks are given as appropriate.
Use of multi-sensory approaches.
Clear modelling of learning task.
Recap instructions prior to children starting a task.
Repeat key words and highlight within modelled writing.
Model making mistakes and having difficulties to support a growth mindset approach.
Teachers providing targeted support to individuals or groups of pupils during task time.
Teachers providing positive feedback to children during the lesson.
Teacher providing/planned for a variety of scaffolded

TA work with individuals or groups of children to support pupils learning.
TA will support children with attention and focus difficulties during carpet/whole class discussion.
TAs will give positive and specific feedback to children during the lesson.
TA will support Teachers with whole class behaviour management.
TAs will support children to be independent in their approach to learning using the scaffolding approach.

Worksheets/WB presentations:- Large dyslexia friendly font
Coloured background
Worksheets/slides printed out for individuals as needed.
Pupils provided with additional thinking time when answering questions out loud.
Teachers make adaptations for pupils who might struggle to answer a question in front of the class or to read out loud.