How can we create an inclusive classroom?

We recommend flexible, needs-based differentiation rather than fixed ability groups. This helps ensure all learners feel valued and capable of progress, regardless of their starting point.

Labelling of ability levels can unintentionally affect self-esteem and motivation. Instead, we encourage approaches that celebrate individual strengths and support areas for growth.

Differentiation should be about adaptive learning, based on the same learning objective, with varied support or challenge and not separate tasks that imply fixed ability.

Children may find one subject more challenging than another and so remaining in a fixed group could potentially hinder their progress. Inclusive classrooms thrive on varied groupings, where learners can collaborate, share ideas, and learn from one another. Mixed-ability pairings and rotating roles help build confidence and communication skills.

We suggest focusing on using formative feedback, success criteria, and reflection to guide progress.