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Episode 241: This week on #TDaPE, Kieran and Chris speak with Peps Mccrea and Jen Barker about their new discussion paper with Josh Goodrich, exploring how to make classroom teaching accessible by default.
They examine the pressures in the system, why broad labels and generic interventions miss the mark, and how better core instruction reduces the need for downstream fixes.
Along the way the team touch on equity of access to provision, the Ofsted framework, and what it would take for policy, assessment, and inspection to pull in the same direction.
In this episode: teacher workload and confidence, diagnosis versus teaching quality, the limits of fidget spinners and coloured overlays, early maths learning trajectories, and why small presentational choices make a big difference to students with reading difficulties or specific needs.
