We believe all pupils are individuals and have their own unique talents that should be fostered to enable them to thrive in all areas of their development. At Hadrian Primary School we ensure equity of learning opportunities for all pupils, taking care to identify, understand and remove barriers to learning, adapting our practice so that all pupils can participate fully in school life.  

All children will experience a curriculum that is knowledge-rich, broad, inclusive and innovative. All children will be welcomed, respected and supported on their learning journey, regardless of individual differences.

Our Universal Offer

At Hadrian Primary School, we recognise that many pupils face multiple barriers to learning. Our universal offer is rooted in the belief that every child deserves the opportunity to participate, achieve and succeed. Through inclusive, high-quality teaching and a carefully sequenced curriculum, we provide strong foundations for all pupils, ensuring that learning is accessible, ambitious and responsive to individual needs.

South Tyneside’s Ordinarily Available Provision guidance underpins our universal offer, informing and strengthening our teaching approaches and ensuring that appropriate support is embedded into everyday classroom practice. We are committed to removing barriers to learning through consistent, inclusive approaches that enable all pupils to access the curriculum, develop independence and make progress.

Informed by evidence-based approaches to effective teaching, including guidance from the Education Endowment Foundation (EEF), our universal provision prioritises:

Explicit instruction: providing clear explanations, purposeful modelling and frequent checks for understanding to ensure pupils develop secure knowledge and understanding.

Effective feedback: identifying strengths, addressing misconceptions and providing clear, actionable guidance to help pupils improve their learning.

Task-specific scaffolding: breaking learning into manageable steps and providing appropriate support to enable all pupils to access challenging learning and develop independence.

Positive relationships: fostering respectful, supportive relationships between staff, pupils and families to promote engagement, belonging and a shared commitment to success.

Calm and predictable environments: establishing consistent routines, clear expectations and supportive classroom environments where pupils feel safe, valued and ready to learn.

Through these high-quality teaching approaches, we aim to ensure that inclusive practice is not an additional layer of provision, but an integral part of everyday teaching. Our universal offer provides the foundations for all pupils to feel included, overcome barriers, build confidence and achieve their full potential.

Adaptations

We aim to get all children to the same endpoint, but there are different ways (adaptations) to get there. This will always be task specific and might include strategies such as additional modelling, scaffolding, explicit instructions, feedback, TA support, targeted intervention, technology (speech to text).