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FOR SCHOOLS, SCIENCE TEAMS & SENCOS

Better participation.
Evidence you can use.

A planned pathway that connects preparation, classroom support and progress review—so practical inclusion becomes easier to understand and improve.

Discuss a school pilotExplore the evidence example
Secondary science teacher and SENCo educator guiding a teenage schoolboy with structured practical scaffolding cards in a laboratory
TEACHING INFORMED BY EVIDENCEUnderstand the support. Agree the next action.Illustrative image · Not a FIXSTEM partner school

DESIGNED FOR THE SCHOOL DAY

Make the next lesson
more informed.

FIXSTEM’s proposed school view follows the practical from assignment to review, with teachers making the decisions.

01 / ASSIGN

Prepare with purpose.

Select the practical and review relevant learner adjustments. Assign a short pre-practical pack.

02 / RESPOND

Spot a support need.

See incomplete preparation and uncertain responses early. Plan a check-in or supported rehearsal.

03 / OBSERVE

Capture what matters.

Record first actions, prompts and work samples alongside the support provided.

04 / ADAPT

Act on the evidence.

Agree the next learning goal and adjust the scaffolds for the following practical.

THE PROPOSED MASTERY PORTFOLIO

From a data point
to a teaching decision.

Switch perspectives to see how the same fictional evidence can support a teacher, a SENCo and a family.

ILLUSTRATIVE RECORD / NO REAL PUPIL DATA

Learner A · Electrical circuits

Concept preview
ReadinessEquipment readySafety check reviewed with teacher
ParticipationPrompt recordedNeeded a reminder to include units
Written evidenceResult explainedEvaluation needs further support
NEXT LESSON

Keep the recording frame.
Model one evaluation.

The learner recorded the result with one reminder about units. Retain the units cue and model how repeat readings improve confidence in a result. Review whether the cue is still needed next time.

INCLUSION, MADE VISIBLE

Useful for improvement.
Ready for a conversation.

Schools need to understand whether an adjustment is helping a pupil access, participate and learn.

The planned portfolio would bring together evidence schools can draw on in inclusion discussions, SEN Support reviews, EHCP review contributions and conversations with Ofsted about their provision.

FIXSTEM is not endorsed by Ofsted. No dashboard guarantees an inspection judgement, and evidence should reflect everyday teaching rather than create paperwork solely for inspection.

Read Ofsted’s school inspection guidance
01

Need & adjustment

What barrier was identified? What support was provided?

02

Participation & work

What did the learner do? What does their work show?

03

Review & next action

What changed over time? What will staff adapt next?

KEEP THE SCIENCE CHALLENGING

Adapt the route.
Review the support.

Chunking, spoken instructions and recording frames are candidate supports, not fixed prescriptions for a diagnosis. Teachers should choose them in response to a specific barrier and review whether they remain useful.

Read the research and evaluation approach

Model the strategy.

Show how to plan, monitor and evaluate a practical task.

Capture the context.

Record the support used alongside the work produced.

Check transfer.

Look for independent use on a later task before assuming mastery.

A FOCUSED FIRST PILOT

Small enough to learn.
Complete enough to test.

Six KS3/GCSE practicals in one partner school is the initial MVP plan, targeted over 3–6 months once delivery resources and a partner are in place.

  • Agree a cohort, practicals and baseline with staff.
  • Co-design accessible materials and staff onboarding.
  • Compare preparation, prompts and work over time.
  • Review usability, workload and evidence value with the SENCo.

Partner commitments, pricing and pilot outcomes are not yet established. School data governance and specialist assessment input are pre-pilot work.

Explore a partnership