Every school plays a vital role in supporting pupils with special educational needs and disabilities (SEND). This is why it is important to implement strategies that accommodate these students and create an environment where they can thrive. Schools that adopt proactive measures to meet the needs of SEND pupils will see improvements in both learning outcomes and student wellbeing.

Keep reading as we outline essential strategies schools can incorporate to enhance their support for SEND students and foster an inclusive learning environment.

Creating a Supportive Classroom Environment for SEND Pupils

A welcoming and adaptable classroom environment is essential for pupils with special educational needs to feel safe and included. Flexibility is key when setting up the physical space. Arrange desks and seating in a way that supports different learning preferences. For instance, some pupils may benefit from a quiet corner or a place with minimal distractions.

Adjustments that work for one individual child, will not necessarily work for all, but can be useful starting points to explore based on the child’s age and a picture of need. Some autistic children, for example, may benefit from adjusting the lighting and having a pre-warning before cold-calling, using headphones for focused work, or a clear or limited rota for pair work, or being given pre-reading before the lesson, or the slides printed off to follow while instruction is being provided. Some children with ADHD may benefit from having a wobble chair and visual organisers, or fidget toys available on their desk. Pupils with dyslexia might benefit from coloured overlays, sentence starters, different background colours on the interactive whiteboard, and AI or teacher-generated visuals to support concepts in your lesson.

Documenting individual pupil needs in a pupil passport or pupil profile allows the teacher and SENCo, to collaboratively build a picture of each individual’s needs, with ongoing input from parents, TAs and other professionals.

Embedding a Culture of Belonging and a Positive Vision for Inclusion

Inclusive classrooms extend beyond physical layout; the attitudes of staff and pupils are foundational. Cultivate kindness and understanding through school-wide initiatives that celebrate diversity. Educate all students to respect individual differences and foster a community of mutual support.

Inclusion should be seamlessly integrated at every level, from gathering pupil and parent voices, to teacher training, curriculum design, and the ways in which your school community unites to recognise and celebrate achievements.

Early Identification of Needs – An essential element of inclusive education is identifying individual needs early on. Psychometric assessments can play a crucial role in helping teachers and support staff understand students’ unique strengths and areas for growth, allowing for tailored interventions and support plans that promote both learning and a sense of belonging.
Supporting Individual Interests and Talents – Creating pathways for students with special educational needs to explore personal interests can foster a sense of belonging and build confidence. Lunchtime or small-group activities like art, origami, digital animation, film clubs, social enterprise, comic book creation, or forest school can provide valuable outlets.
Extending Inclusion Beyond the Classroom – Inclusive strategies should extend across all school activities. Adaptive teaching principles can carry over into PE and music classes, and safe spaces like sensory rooms, wellbeing hubs, and nature walks can offer quiet retreats away from busy corridors and classrooms. These accommodations should also be integrated into wrap-around care and school trips to ensure continuity of support for all students.

Creating Clear and Consistent routines

Clear and consistent routines often help SEND students feel secure, particularly children with autism. Ensure these routines are easy to follow and that pupils know what to expect throughout the day. Visual timetables can be a helpful tool for children who struggle with transitions. Additionally, using sensory-friendly materials and multi-sensory learning techniques can make a significant difference for pupils with sensory processing issues and many children can benefit from regular movement breaks.

Promoting ‘Built-in not Bolt-On’ SEND Support with Adaptive Teaching

Teachers should aim to be as versatile as possible when delivering lessons to include all pupils with SEND. The adaptive teaching approach promotes flexible real-time adaptations based on knowledge of the individual, documented in IEPs or Pupil Passports.

Pupils with SEND are not separated or annexed from the rest of the curriculum and the class shares the same learning objectives, so the act of ‘inclusion’ becomes seamless – almost invisible. More learning is done together as opposed to through segregated worksheets and tasks, but different levels of scaffolds are put in place to help pupils who need extra support.

Scaffolding effectively breaks down tasks into smaller, manageable steps helps reduce anxiety, increases confidence and reduces the burden on working memory. They can take the following forms;

Visual – for example a graphic organiser or concept or task plan that helps children work independently

Verbal – for example a teaching assistant can remind a pupil of instruction given at the beginning of a task a or re-teaching a small group of pupils

Written – for example sentence starters, writing frames and key vocabulary banks

Technology can also provide additional support to SEND students. Assistive technology tools, such as speech-to-text programs and educational apps, offer personalised learning experiences that can cater to individual needs.

It’s essential that teachers remain adaptable and ready to try new approaches as needs present in the moment. It’s also sensible to decide which of these strategies documented in a pupil passport are essential and which are to be used at the teacher’s discretion in the context of the lesson being delivered. This prevents teachers from being overwhelmed.

All of this must, of course, come with the recognition that some children with more severe cognition and learning needs will require greater differentiated instruction and materials, and perhaps a more creative and bespoke curriculum in order to make it accessible.

Strengthening School-Wide Collaboration for SEND Support

Effective SEND support relies on strong collaboration across the entire school community. When teachers, support staff, parents and leadership work together, pupils benefit from a consistent and cohesive approach. Here are some practical ways to strengthen collaboration for SEND support:

Hold regular meetings between staff to discuss individual pupil progress, challenges, and necessary adjustments.
Encourage open communication between teachers, SENCOs, parents, support staff, and leadership teams to ensure consistent support across different areas of school life.
Work with external professionals such as educational psychologists and therapists, leveraging their expertise to provide targeted interventions and staff training.
Develop clear processes for sharing information and updates on SEND pupils to ensure everyone involved is informed and aligned on the best strategies.
Make sure TAs are upskilled appropriately because they are fantastic assets for helping pupils with SEND but need to avoid spoonfeeding and instead promote a growth mindset, coupled with appropriate scaffolding
Model good practice to allow TAs and Teachers to effectively collaborate whether it’s annotating notes on lesson plans or freeing up more time for discussion and feedback

By building a collaborative culture, schools can ensure that every SEND pupil receives the support they need. A united approach leads to better outcomes and a more inclusive environment for all students. Beyond your school, it is also incredibly useful to visit special schools in your local area, especially as more children with more complex needs are entering . Some training providers, such as Real Training, may offer this as part of some of their SEND training courses.

Providing Social and Emotional Support for SEND Students

Supporting SEND students’ social and emotional development is just as important as their academic progress. Schools should create a nurturing environment where pupils feel comfortable expressing their emotions and building relationships. Establishing structured social skills programmes can help pupils develop key interpersonal skills, such as communication, empathy, and conflict resolution.

Having trained ELSAs (Emotional Literacy Support Assistants) is just one way to help address the SEMH needs of vulnerable pupils, including those with SEND.

Classroom activities that encourage group work and peer interaction also play a significant role in social development. Teachers should facilitate activities that promote teamwork while being mindful of each pupil’s comfort level. Creating spaces where SEND students can practice these skills in a safe and supportive setting is important.

Mentoring programmes can also be beneficial. Pairing older students with SEND pupils allows them to have positive role models and develop meaningful relationships. This peer support can contribute to a sense of belonging, boosting confidence and emotional resilience. Schools should also provide counselling or pastoral care services to help pupils navigate emotional challenges.

Essential SEND Training Resources for Educators

To provide the best support for SEND students, educators must continually develop their skills and knowledge. Access to quality SEND training is essential for staying up-to-date with best practices and emerging strategies. An increasing number of companies are also starting to offer fully funded apprenticeships in SEND to make use of the Government’s Apprenticeship Levy.

Practice-led online courses and workshops are excellent ways for teachers to engage with SEND content on their own schedules. Schools should look for comprehensive training programmes, ideally developed by experienced SENCOs or psychologists, that allow staff to deepen their understanding of SEND needs. These could include both CPD, and formally recognised postgraduate programmes allowing you to study up to master’s level. These programmes help teachers, teaching assistants and senior leaders build expertise in areas of psychology such as understanding cognition and learning and emotional and behavioural difficulties, as well as specific areas of need such autism, or dyslexia.

A focus on whole-school SEND training ensures consistency in approach. When every staff member, from teaching assistants to senior leaders, understands the school’s SEND strategy, the learning environment becomes more inclusive and supportive. By participating in courses from Real Training, educators can access a range of valuable resources that will help improve their approach to SEND support.

Implementing Positive Behaviour Management for SEND

SEND pupils often face behavioural challenges, so a clear and effective behaviour management strategy is vital. Positive behaviour management focuses on reinforcing good behaviour through praise, rewards, and structured routines. This helps SEND pupils understand the expectations placed upon them, while also reducing feelings of frustration and overwhelm.

Schools should implement behaviour management plans tailored to each pupil’s individual needs. These plans might include specific strategies, such as visual cues or calm-down areas, where pupils can go to regain control of their emotions. It’s important to regularly review these plans to ensure they remain effective as the pupil develops.

Consistency is key when managing behaviour. All staff members should follow the same approach, providing SEND pupils with a sense of stability. Reward systems, like sticker charts or achievement certificates, can motivate students and encourage positive behaviour. When pupils feel supported and understood, they are more likely to succeed academically and socially.

Practical Approaches to Monitoring Progress in Children with SEND

Monitoring the progress of SEND students is essential to ensuring that the support provided is effective and tailored to each pupil’s unique needs. Schools should take a structured approach to assessment, in line with the SEND code of practice and allow for regular adjustments to teaching methods and interventions.

Bringing psychometric assessment skills in-house can help you not only identify needs earlier, but also evaluate whether the portfolio of standardised tests you are using, for example, to assess reading skills, are the most appropriate or being used in the best way.

Once needs are identified, the SENCO and class teacher should collaborate closely, following the graduated approach through “Assess, Plan, Do, Review” cycles to evaluate the effectiveness of interventions, particularly for students with EHCPs. This structured approach allows for adjustments based on evidence gathered over each cycle, ensuring targeted support. Involving external professionals as needed can enhance this process. Digitised provision mapping software may also aid in tracking progress and maintaining consistency.

Key approaches to monitoring progress include:

Set clear, measurable goals for each pupil, focusing on academic, social, emotional, and personal development.
Use formative assessments such as quizzes, observations, and one-to-one feedback sessions to monitor daily progress.
Encourage pupil involvement in the assessment process, promoting self-assessment and reflection on their own achievements.
Involve parents and carers in regular progress reviews to ensure support remains consistent both at home and in school.
Collect and analyse data on pupil development, behaviour, and performance to guide future interventions and refine support strategies.

These methods track a student’s progress and ensure that support plans remain relevant and effective, particularly when applications for EHCP might need to be made. Reviewing strategies regularly and involving key stakeholders enables schools to improve how they meet the needs of SEND students.

In short, schools that adopt effective SEND strategies create a supportive and inclusive environment for all pupils. Through continuous improvement and commitment, schools can provide SEND students with the tools they need to succeed academically and personally.