Inclusive pedagogy through the lens of primary teachers and teaching assistants in England

Figures & data

Table 1. Research participant profiles.

Participant pseudonyms	Year Group	Years of Experience	Number of children with SEN in class (EHCP or no EHCP)	Profiles
Alicia	Year 4	3	6	In her third year of teaching. This is her first year at the school. She is a Year 4 teacher and has taught Year 3 previously. She has experience working with children with a range of SEN. Has completed an additional course on Dyslexia.
Beatrice	Year 4	1	3	A newly qualified primary school teacher in her first year of teaching Year 4. This is her first year at this school. 1 allocated TA in her class for general support during core subjects. As an NQT, Beatrice does not hold additional qualifications in SEN however expressed interest in further education.
Greta	Year 4	2	2	In her second year of teaching. She has been a supply teacher in her home country and now shares a Year 4 class with another teacher. She works part time in both Year 4 and Year 2. This is her first year at this school. 2 allocated TAs to her class for children with 1:1 support. Greta does not hold any other qualifications in SEN. Volunteered at an organisation working to support those with ASD and completed a course on Applied Behavioural Analysis for children with ASD.
Jennifer	Year 4	4	4	In her fourth year of teaching. This is her first year teaching Year 4 and prior to this she taught Year 3 for three years. She has been teaching at this school for four years. Her current class has 1 allocated TA for a child requiring 1:1 support working at a Year 1 level. She has experience teaching children with a range of SEN and working with various TAs across the school.
Isabelle	Year 4 and Reception	5	N/A	A teaching assistant working 1:1 with a child with ASD part time. She splits her time also working in Reception as a general TA. She has been a classroom volunteer since 2012 and first became a 1:1 TA in 2015. This is her second year at this school. She completed several additional courses focussing on ASD and speech and language.
Lauren	Year 4 and covers classes throughout school	11+	N/A	A teaching assistant who works 1:1 with a child for 1.5 h daily. She has been a TA for over 11 years. This is the second school she has worked in. She is a Higher Level Teaching Assistant (HLTA) who regularly covers teachers throughout this school. Various experience working as a general TA and working with specific children 1:1.
Andrea	Years 3 and 4	9	N/A	A teaching assistant who works 1:1 with a child with medical needs. She also delivers Speech and Language sessions for lower KS2 and facilitates social skills groups for children with SEN. She has worked at this school for 9 years with experience working 1:1 with specific children and as a general class TA. She holds an additional diploma in SEN and completed a speech and language course through ELKLAN specifically for children with ASD.

Table 2. Differentiation through Chilli challenge.

Topic	Maths: fractions of amounts	English: create a fictional character	Geography: mountains
Chilli 1	Using the cubes practically, show ½, ¼ and ¾ of each number given. Challenge: Draw a picture to show ¼ of 20.	Complete the character profile template to describe a new character. Draw a picture and label key features of their appearance e.g. purple, spiky hair	Write a postcard home using the template and key vocabulary box to tell about your experience climbing Mount Everest. Include a picture on your postcard.
Chilli 2	Draw pictorial representations for ½, ¼ and ¾ each number given. Challenge: Which is greater? ¾ of 24 or 5/6 of 30? Explain your reasoning.	Write a descriptive paragraph to describe your new character. Include details about their personality and what they look like. Use a thesaurus to choose exciting vocabulary. Then, draw a picture of your character.	Design your own postcard and write home about your experience travelling to and climbing Mount Everest using key and exciting vocabulary from the lesson.
Chilli 3	Find the following fractions of amounts for each number below using the written method taught. Then, explain which is greater, using your reasoning skills: 3/5 of 15 or 5/8 of 24?	Write two or more paragraphs describing the features of your new character. Include details about their personality, what they look like, where they live and what role will they play in the story. Use metaphors and similes across your writing and a range of sentence openers.	Write a diary entry explaining your experience climbing Mount Everest. Discuss key moments in detail and use new vocabulary from the lesson. Think about writing several paragraphs and applying proper diary entry format.