Research School Network: From Provision to Practice Making Inclusion Everybody’s Responsibility

The EEF’s Guide to Inclusive Teaching highlights the importance of combining strong universal classroom practice with carefully planned adaptations and additional support so that every pupil can participate and succeed.

In this case study, Derby Moor Spencer Academy explores how it is bringing these principles to life through a graduated approach that starts with understanding barriers to learning and strengthening classroom practice.

The school’s work focuses on high-quality teaching, adaptive strategies, literacy support, professional development and carefully targeted provision, ensuring that additional support complements rather than replaces effective classroom teaching.

In doing so, it provides a practical example of one of the key messages from the EEF’s inclusive teaching myth-busting guidance: that interventions alone are not the most important way to support pupils with additional needs. Instead, effective inclusion is built on a strong foundation of everyday classroom practice, alongside targeted support where required.

The case study draws attention to these five key messages in practice with practical insights for school leaders seeking to strengthen inclusive practice and develop a culture where inclusion is not the responsibility of a single team, but something experienced by every pupil in every classroom.

Inclusive teaching combines high-quality universal teaching with carefully chosen adaptations and additional support.

High-quality everyday classroom teaching is the foundation of inclusive teaching.

Know your learners. Respond to what they show you; avoid assumptions.

Additional support should build on universal approaches

Adapt with purpose. Consider the impact of adaptations and additional support and refine, stop or replace them when needed.