The next 20%: High Quality Adaptive Teaching

Introductory video – similar text content below.

‘Thank you so much for our training with you yesterday! It was incredibly interesting and powerful and will really support our reading journey this year.’ Bradford DHT – October 2024

Introduction

This is a new CPD initiative and consists of a series of practical strategies and ideas to adapt teaching for the next 20%. The focus is upon children in KS2 but could be adapted for the end of KS1.

Who are the next 20%?
In most schools, the lowest 20% of children according to prior achievement, have usually been identified and supported. Our target audience here is not the lowest 20%, but the next 20%. These are often the children on the borderline of age related expectations. I have heard various names allocated to this group of children such as the ‘cuspy’ children, the tippers and my favourite, the ‘wobbly greens’!

How did it start?
I was alerted to the need to support these children by head teachers and English leaders during my autumn term English leaders network in 2023. I spent three months researching and planning and then shared the results with English leaders during my spring term network meeting in March 2024. I have included feedback from this meeting in italics below.

Who is it for?
The CPD programme is very flexible and is for leaders, teachers and support staff. It can be delivered to individual schools or groups of schools.

How is it structured?

There are three main strands as identified above for leaders, teachers and support staff and each group will have a consistent structure to support reading and writing based upon a rhythm of Before – During – After.

‘I like the before, during and after structure. It’s good to have a structure for planning.‘

‘We think the before. during and after ideas are great. Ensuring the balance is there between teacher led activities and children using activities and the teacher facilitating learning.’

English leaders – March 2024

What are the key elements?
The key elements are based upon high quality and adaptive teaching. Many of the elements of high-quality teaching are listed below and there will be an emphasis on the aspects in bold to meet the needs of these children.

HQ teaching = explicit – vocabulary – modelling – scaffolding – visual – links – revision – repetition – predictable – secure – smaller tasks – memory aids – guided practice

Scaffolding and modelling are key elements of the process together with a rubric to ensure revision, repetition and predictability and security through consistent approaches such as adding in, adding on and replace/remove.

‘The repetition and security of it will also help reduce the forgetting curve. There has been a lot of research on this lately so you are definitely on the right track!‘

‘We have had some training on making learning stick and reducing cognitive overload for children has run through strongly. Again the rubric helps with reducing the cognitive overload so that is a great idea. This seems suitable for the next 20% including other children in the class.‘

‘The adding in/adding on is something I will be introducing in school.’

English leaders – March 2024

The three main elements of scaffolding for both reading and writing are:

Physical and visual
Skeletons and grids
Oracy

For reading, the emphasis will be on fluency for comprehension and practical comprehension ideas.

‘Simple structure that seems easy to follow. Like the before, during and after idea – breaks it down.’

English leader – March 2024

For writing, the emphasis will mainly be on composition but with some input on transcription. In this CPD there will be a lighter touch on input for transcription as most schools have their own handwriting and phonics and spelling schemes in place.

To assist with workload and planning, I am designing planning ladders like the work in progress below. When complete (June 2024) these will contain links to each element for resources and further instructions.

‘Love the writing and reading ladders idea – a quick reminder of activities that could be used as it’s easy to forget ideas if you are not using them all the time.‘

English leader – March 2024

What research and reports underpin the CPD?
The project is informed by recent research and reports produced by organisations such as the EEF, Ofsted, NASEN, DfE and Teaching Schools.

In July 2025. the DfE Published The Writing Framework. The table below shows how the writing element of the training links with The Writing Framework.

DfE Summary of the Writing Framework	How this fits with The Next 20%: writing
Writing is complex Writing places significant demands on pupils’ working memory so it is vital to teach it in a sequenced way that helps to manage those demands.	This is particularly appropriate for the borderline children. The next 20% uses a clear sequence of – before writing – during writing and after writing. A key element of the ideas shared revolves around a rubric of revision – repetition – predictability – and security. Within this are consistent ideas of adding in – adding on and changing items.
Teach handwriting and spelling in reception Teaching handwriting and spelling (transcription) from the reception year is crucial to ensure that these skills become automatic for children. This will free up their working memory for composition.	It is likely that the targeted children have transcription issues. The CPD does not seek to replace schools’ own programmes but ideas suggested are shared under the heading Handwriting 101 and Spelling 101 for supported self assessment interventions.
Sentence instruction is essential All writing is made up of sentences. Knowledge of grammar helps pupils to control sentences and convey meaning, but it does not support their writing fluency when taught in isolation.	This is a key element of the programme. A consistency of approach focusing around explicit sentence instruction for constructing sentences – combining and expanding sentences is recommended. These ideas are taught in the context of the shared text and not in isolation. Scaffolding and modelling are essential components of the CPD and teaching.
Spoken language is as important for writing as for reading Pupils should compose orally while they are developing their transcription skills. This can still be valuable even when they can transcribe fluently.	Think it – say it – like it – write it is a key approach. Reading aloud is an important part the editing process using an approach based upon ‘ What can I add?’ and ‘What can I change or delete?’ thus echoing the clear sequences in the approach.
Quality is more important than length Pupils need to master the foundations of writing – handwriting, spelling and sentence construction. They should not be expected to write at length before they are ready.	The writing pyramid shown in the CPD builds from sentences to short burst writing with an emphasis upon quality using the ‘tiny texts’ approach and the application of age related grammar within these.
The reception year is vital The reception year builds the foundations that support pupils’ writing throughout primary school and underpin their future success.	The programme aims to close some of the transcription and spelling gaps that may have occurred in the early years via the Handwriting 101 and Spelling 101 elements.
Identify pupils who need additional support It is important to identify the pupils who need additional support with writing as early as possible, from reception onwards. Teachers can then adapt their teaching and make it accessible. This includes giving pupils more time and practice so that they can make good progress.	The entire programme assumes that these pupils have already been identified and aims to provide ideas for adaptive teaching to make lessons accessible to them but also to free up time to allow adequate to practice. The I do/ we do / you do approach and the search for the ‘Goldilocks – just right’ model of scaffolding and modelling are key features of adaptive teaching.
It will take time to tackle all the challenges in teaching writing Schools should concentrate initially on teaching high-quality transcription and sentence instruction, while gradually developing broader writing skills.	High quality sentence instruction is at the very heart of the session with practical ideas and a consistent focus of adding in – adding on and changing elements.
Avoid focusing too heavily on test preparation This can limit the development of skills and knowledge, stifling pupils’ creativity and wider writing development.	If this refers to the SPaG test in Y6. Then why not just scrap it? Hopefully the wider curriculum review will address this. In the meantime, schools still have to prepare their children for tests. Some of the test question types can be integrated within the approach for Y6 and in the context of the key text.
Leaders must establish the culture and curriculum Leaders are responsible for: establishing a positive writing culture developing a well-sequenced curriculum ensuring that all teachers are trained to teach writing	One of the wider elements of the next 20% CPD for reading and writing is a leadership strand to offer support for leaders in achieving these aims. This will be covered by my Literacy Leaders Network meetings in 2025/26

The above table can be downloaded as a PDF below.

The Writing Framework and The Next 20% – Writing Download

During the initial launch, the Gradual Release of Responsibility model was commented on favourably by several delegates and this will be integral to the modelling and scaffolding elements of the training.

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: ASCD.

‘Make it explicit that they (support staff) can’t do the work for the child and must allow them to build independence.’

‘(Show) how to gradually remove scaffolding – task planning using the gradual release model.’

English leaders – March 2024

How does it link with current practice?

The programme assumes that schools will be familiar some elements of my work – or similar approaches – and this will relate to such things as:
Five phase English units for fiction
Four phase English units for non-fiction
Planning cards for the above
Finding the plot: couch to 5 paragraphs
Reading and writing in foundation subjects
Whole class and small group reading
Comprehension planning cards for the above

When will it be delivered?
I am aiming to deliver the project in the next school year – 2024/2025 but I do have some availability this year if anyone would like to get started before then.

How will it be delivered?
All aspects of the program will be delivered online via Zoom. This might be via training days, daytime sessions or twilights. Schools can customise the input according to their need by choosing from the various units.

How do we ensure impact?
The leadership strand
Whilst schools may choose units on an ad hoc basis, I would encourage a project based approach involving school leaders. I have been involved in many similar projects in the past and have found that impact is stronger when leadership teams are involved. My plan is to spread out the leadership input over the term of the project using the Before – During and After approach. The EEF guidance on Putting Evidence to Work – a Schools’ Guided to implementation – will form the basis of the leadership strand.

How much does it cost?
Each unit is based upon half a day or a twilight will cost £300 per school – per unit. If larger groups of schools are involved then the charge may be a little more. However, I am happy for pairs of small schools to get together to share the cost.

Download a pdf version of the above text below.

The-Next-20-Introduction Download