Introducing the two-part model

1. Universal approaches that are likely to be especially important for pupils with additional needs.
2. Adaptations and additional support that might also be needed by some pupils.

The two parts of the model should be viewed as complementary and overlapping, rather than sequential steps. Schools should consider universal approaches together with adaptations and additional support when planning lessons and whole school support.

The model is designed to help teachers and leaders develop and articulate their approach to inclusive teaching, by reflecting on a small set of key, overlapping questions.

The model’s questions are also designed to reflect existing evidence – and evidence gaps – about the most effective ways to support pupils with additional needs.

1. What do we do every day that is especially important for pupils with additional needs?

2a. What adaptations or additional support might also be needed by some pupils?

2b. How do we know that they help rather than hinder learning?