(upbeat music) - I've had a range of students requiring adjustments over my time at St. Catherine's. I've had students requiring physical adjustments, that has meant modified furniture, step stools, assistance with walking frames and wheelchairs, so adding ramps at times if necessary, and also height adjustments for furniture. In terms of learning programmes adjustments, that looks different depending on the child. Sometimes that personalization and that differentiation comes from extra literacy support, extra writing support, extra numeracy support. In addition, there's modifications to homework, to chunking, to the scaffolds that we provide, we really do see those students the whole day and we do make those adjustments across all KLAs. - We will have conversations and meetings often because we need to reassess where our resources are going. So we need to look at which students are progressing with the support, which have made gains and perhaps don't need as much support as they've had in the past. - Be aware, first of all, that this student might have a hearing disability, hence we need to seat them down the front, or we need to make sure all our resources have subtitles. One particular student might need visual cues as well as auditory, but actually, that's helpful for the whole classroom to supply those two lots of cues. - When we started to talk about it there were so many things that we were already doing in the classroom, but it was having a conversation about that and becoming more aware of the things we were doing, the way we were adapting things. In the early years classroom, it often means representing things in different ways, so having visual schedules, which you'll see in many classrooms already, putting instructions up in different ways, having written instructions as well. (soft music)