For mainstream primary schools
Helping you adapt the mainstream curriculum to fit every child.
Shift from standard classroom differentiation to integrated specialist delivery: each child's lessons and interventions planned, recorded and reviewed against their own targets.
Assess, plan, do, review. Every week in minutes.
A short conversation about SEND at your school.
Week 6
Alex · Year 1
More children with complex needs now learn in mainstream classes.
Before LearningLens, these were the questions that took up a disproportionate share of time, across the school and in the classroom.
Plan
How do we plan and adapt learning to provide meaningful individualised opportunities?
Do
What evidence should we record, and how do we record it in the lesson?
Review
Is the support working, and can we show that from the evidence?
Assess
Which targets has the child met or stalled on, and what should come next?
Plan
Plan each child's week, lesson by lesson.
Start from the unit the whole class is learning and reimagine it for Alex: the same topic, the same book, the same lesson, scaffolded to her own targets and planned directly against her EHCP outcomes. Interventions and targeted provisions sit in the same week, named the way your school does and planned with the same care as a lesson. Start from your unit library, or have LearningLens AI draft a unit from your planning document. You check and edit it.
The class's WALTs, with each outcome written to Alex's own targets.
- Mon
Put numerals in order
For Alex: Put numerals in order to 3 with adult support.
Label characters
For Alex: Match visuals to characters with adult support.
- TueCopied to Sam's week
Count objects using one-to-one correspondence
For Alex: Count objects using one-to-one correspondence to 3.
Share a book with an adult
For Alex: Explore the book by holding it or turning the pages with adult support.
Precision Teaching - Wed
Match quantities to numerals
For Alex: Match quantities to numerals to 3 with adult support.
Sequence story characters
For Alex: Explore character pictures and the woodland story scene with adult support to cut and stick.
Talk Boost - Thu
Find 1 more than a given number
For Alex: Give 1 more and count the total to 3 with adult support.
Make choices to feed the Gruffalo
For Alex: Engage with the food items and make a choice of food to feed the Gruffalo with adult support.
Precision Teaching - Fri
Find 1 less than a given number
For Alex: Cross out one and count the total to 3 with adult support.
Explore characters through role play
For Alex: Explore character masks with adult support.
Intervention, named your school's way
Precision Teaching
- Precision Teaching
- Talk Boost
- Bucket Time
- Sensory Circuit
- Fine Motor Skills
The class's own Maths unit, Numbers Within 10, Year 1, from your unit library. Drafted from your planning document, then checked and edited by you.
Do
Capture progress as it happens.
On the classroom iPad, whoever was there records the lesson: a rating against today's WALT, photos and videos, and the targets it showed. Not confident writing it up? LearningLens tidies the note, and the words stay yours. The adult who saw it stays credited.
Today's WALT
Count objects using one-to-one correspondence
For Alex: Count objects using one-to-one correspondence to 3.
Count up to 3 objects, touching each one once
Alex counted three cubes, touching each one once, and said 'three' without help.
Tidied. Your words, kept.
Use 'first' and 'then' symbols to order two pictures
Recorded by Mr Ahmed. In the same record as her lessons.
Review
Evidence professionally collated for you.
Each week's record is ready to print or export. Every record against a target sits in one place, with its history, and each target links to the EHCP outcome it serves, ready for the annual review or a visiting specialist.
Student progress: Tuesday's Maths, with her photo counting the cubes. Recorded by Mrs Patel.
- MonMathsUnderstood
Put numerals in order
- TueMathsUnderstood
Count objects using one-to-one correspondence
- WedEnglishDeveloping
Sequence story characters
- ThuMathsAchieved
Find 1 more than a given number
Print it with each subject on its own sheet, to file or hand to the specialist who needs it. Export an editable .docx to add to, or a fixed-layout .pdf for the annual review.
No EHC plan? It works just as well with your school's own targets.
Evidence for every stage of the graduated approach, gathered as you teach.
Assess
Next week starts from this one.
Every record builds a picture of Alex's needs, target by target, under the EHCP outcome it serves. LearningLens spots when a target has stalled or may be met and suggests a next step, so the next plan starts from what she needs now. You decide.
EHCP (Education, Health and Care Plan)By the end of Key Stage 1, Alex will use number and language to take part in class learning
Count up to 3 objects, touching each one once
Set in September, wording changed in Week 4. Latest: Tuesday, Understood, recorded by Mrs Patel.
Use 'first' and 'then' symbols to order two pictures · 5 records
- Alex will share her ideas with a partner and with the class
- Alex will get ready for a lesson with her own resources
- Alex will name how she feels and ask an adult for help
All examples are fictional.
Already used every week in a UK mainstream primary school.
There's no way I'm going back to how things were before!
- Already saving the school several hours a week.
- Runs on the devices the classroom already has.
- Support staff capture during or straight after a session.
- The weekly record is how evidence reaches the review.
Inclusion, by design. A child with complex needs accessing the same topics as their peers with learning adapted to their individual needs and learning goals.
Questions schools ask
Every child with SEND should make the progress they are capable of, every week.
LearningLens keeps the evidence and records in order, so your team's time goes where it matters most: with the child.
Week 7
And the week after that.
See how your school's week could run.
A short conversation about SEND at your school.