SecEd Podcast

In this episode we break-down the secrets to effective adaptive teaching approaches in the secondary classroom. Our experts define what exactly adaptive teaching is and offer insights to help teachers to know when we should adapt our teaching, how we can adapt teaching, and who we should be adapting it for. We discuss the importance of using adaptive teaching to maintain high expectations in the classroom and in order to ensure that our ambitious curriculum is accessible for all students regardless of background or need. We consider what adaptations we can plan in advance of our lessons, with some practical examples, as well as some of the types of live adaptations that we might make use of responsively in the moment. We also consider how teaching assistants might best support some of these approaches. We consider the use of scaffolds, including what these might consist of and how these can be withdrawn once they have served their purpose. Finally we talk CPD and offer some specific tips for new and early career teachers to help them hit the ground running with adaptive approaches.

This episode offers a range of ideas and advice for identifying and supporting students with speech, language and communication needs (SLCN) in the secondary school. SLCN are the most common need for the more than 1.2 million students who are on SEN Support in England’s schools – and the evidence tells us that there will be many more who are going undiagnosed. This discussion features four experts who look at identifying SLCN, screening students, and the problems of underdiagnosis and “masking” that prevent students from getting the support they need. We discuss what the signs of undiagnosed SLCN are in the classroom and the overlaps between these needs and other challenges such as SEMH, poor behaviour, and school absence. We hear about the approaches being taken in two secondary schools and discuss a range of ideas for practical interventions to help support students with SLCN in and out of the classroom. We also touch upon how we can support teaching staff in this work, including with CPD. This episode has been produced with support from our friends at Speech and Language Link.

This episode considers how teaching staff can effectively support autistic students in the classroom and across the mainstream secondary school. Our expert panel offers a range of practical insights and advice to help teachers and support staff, including teaching tips and pastoral care. We begin our discussion by busting some of the common misconceptions and myths about autism and autistic students before dissecting what makes for an autism-friendly school and classroom environment and strong inclusive practice. We discuss what schools can do to support and foster friendships and social connections for our autistic students – and how can staff build strong relationships with these young people? We touch upon Education, Health and Care Plans (EHCPs) but also why we cannot rely on the paperwork and must engage with the young person if we are to meet their needs – taking a strength-based approach. How can teachers adapt their lessons to include their autistic students without overwhelming them – and what part does technology (including AI) play in making learning accessible for young people? We also ask what needs to change in the school environment to support proper inclusion autistic young people – including asking each of our experts for the one big change they would make in schools… Finally, we discuss the common teaching methods that make things harder for autistic students. How can teachers combine routine with the flexibility that these students need.

In this episode, we consider what makes for excellent library provision in the secondary school, including ideas for supporting literacy and curriculum delivery. We speak with four experienced and expert school library professionals to glean their advice, ideas and tips for excellent library provision. We discuss the most important elements in effective library provision and why schools should consider employing a qualified librarian as part of their provision. We consider how school librarians can work effectively with teaching staff to support whole-school teaching and learning and ideas for how librarians can engage with colleagues across the school. Of course, we focus on literacy and reading and the role libraries and school librarians have to play, including ideas for library-based initiatives, managing library stock, engaging struggling readers, and boosting reading for pleasure. And it’s not just about books, we also consider the hidden roles of a school librarian, including the pastoral side. And we finish with our ideas corner when we ask each of our guests to offer their ideas for library provision that schools can adapt and adopt.

This podcast discusses teacher training and induction, offering practical advice for trainee and early career teachers (ECTs) and their mentors. Our expert panel explores the Department for Education’s new Initial Teacher Training and Early Career Framework – due to come into effect in September 2025. The combined ITT-ECF sets out what trainee and ECTs need to know – and know how to do – at the start of their careers and the panel discuss what is in the new combined framework and how it might work in practice, including how the distinct ITT and ECF elements will work together and key elements such as SEND and inclusive practice. We also touch upon the eight standards within the framework and invite our guests to pick out some of the elements crucial to meeting these standards. We discuss the transition from being a trainee teacher to being an ECT, including how trainees can best be supported to progress from trainee to ECT and then to successfully complete their induction and become fully qualified. We offer advice on a number of specific issues, including how ECTs can manage their priorities and embed themselves into their new schools as well as advice for trainees when applying for their first teaching job, among other “top tips” for new teachers. Our panel also discusses mentorship – what skills do good ECT mentors need and what support should they be offering to new teachers? What should new teachers expect from their mentors?