“a clever man solves a problem, a wise man avoids it”
Albert Einstein. 

The early intervention adaptive teaching strategies I adopt creates a proactive culture within school where everyone is detecting and resolving issues early. This prevents untold problems further down the line.

 

Services

Adaptive leadership consultancy
Adaptive teaching first requires Adaptive leaders. Adaptive leaders implement major strategic adaptations which ensures teachers implement minor adaptations. Adaptive teaching strategic adaptations I devise and implement:

• Maximise the proportion of learners who  can participate in meaningful learning.

• Ensure curriculum, pedagogy, behaviour approaches and environment are compatible with the needs of the child/class/cohort for maximum impact.

• Find and address root causes of persistent disruption.
   

Using data insightfully/proactively, examples include, but not limited to:

• Highlight children at risk of suspensions and exclusions.

• Identify needs of the child/class/cohort.

• Create bespoke intervention strategies for persistently disruptive children.

Strategic approaches I devise creates a proactive culture and ensures the implementation of whole school teaching strategies aligns with adaptive teaching principles.

Develop mastery skills in Dynamic Assessments (DA)
A DA is a child centred deep dive to find and address the needs of complex children, those at a higher risk of suspensions and exclusions. The dynamic assessment I equip staff to utilise provides a comprehensive understanding of children. When leaders & teachers are equipped to find a need, only then can they meet the need. This reduces over reliance on external sources, additional costs, referrals to AP for assessments and prevents prolonged assessments for children (and families) to have their learning needs identified & met. Developing mastery skills in dynamic assessments creates a highly skilled workforce. This prevents children developing learned helplessness, a major causal factor leading to persistent disruptive behaviours, increased SEMH and EBSA. 

Develop proactive quality assurance processes:
Quality assurance procedures have the potential to prevent vulnerable children from falling through the net and detecting issues early. When quality assurance is proactive and focused on the compatibility of approaches with the academic profile of the children in the unique school setting it prevents children succumbing to devastating outcomes.

• Whole school CPD

•  Educational workshops

• Guest speaking engagements
   

I have considerable experience with high needs children, I am skilled at finding and addressing root causes of persistent disruption with highly skilled adaptive teaching. My experience with high needs children has trained me to be hypervigilant and it is this hypervigilance which drives the strategic approaches I adopt. My leadership strength lies in developing early intervention strategies which reduce and prevent issues escalating into unmanageable problems. Using brute force to deal with persistent disruptive behaviour such as isolation, suspensions and exclusions are merely short term and short sighted solutions. These ‘solutions’ do not identify or address root causes. In reality, the long term ripple effects of such ‘solutions’ have a much greater negative impact on the lives of vulnerable children, their families, our communities and society at large. 

Get in touch if you would like to schedule a service or have an informal discussion.​

email.
info@inclassltd.co.uk