Supporting SEND in the Classroom

Quality First Teaching and Inclusive Practice

Quality First Teaching (QFT) is the foundation of effective SEND support in schools. The SEND Code of Practice is clear that the first and most important response to children with special educational needs is high-quality, inclusive classroom teaching. Before any additional interventions are put in place, schools are expected to ensure that the classroom offer is meeting the needs of all learners.

Quality First Teaching means planning lessons that are accessible to the full range of learners in the class, using a variety of teaching approaches, and being responsive to the different ways in which children learn. It includes strategies such as clear explanations, visual supports, pre-teaching of key vocabulary, opportunities for talk and collaboration, and regular checking of understanding.

The Teachers' Standards make it clear that all teachers are responsible for meeting the needs of children with SEND, not just the SENCO or specialist staff. This means that every teacher needs a working knowledge of common special educational needs and the confidence to adapt their practice accordingly. Many schools find that the strategies which benefit children with SEND also improve outcomes for the whole class.

Inclusive practice is not about treating every child the same. It is about understanding each child's strengths and barriers and making thoughtful adjustments so that they can access learning and make progress alongside their peers.

Reasonable Adjustments and the Equality Act

Under the Equality Act 2010, schools have a duty to make reasonable adjustments for disabled pupils so that they are not placed at a substantial disadvantage compared with their non-disabled peers. This is an anticipatory duty, meaning that schools should plan proactively for the needs of disabled pupils rather than waiting until a problem arises.

Reasonable adjustments in the classroom might include providing information in different formats, allowing extra time for tasks, offering alternative ways to demonstrate understanding, adjusting seating arrangements, using assistive technology, or modifying the physical environment. The key principle is that adjustments should be proportionate and practical, taking into account the individual child's needs and the resources available to the school.

It is worth noting that the duty to make reasonable adjustments applies to all disabled pupils, not only those with an Education, Health and Care plan or those on the SEND register. Some children with disabilities may not have a formally identified special educational need but are still entitled to adjustments under the Equality Act.

Schools may find it helpful to involve children and their families in discussions about what adjustments would be most beneficial. A child who feels listened to and supported is more likely to engage positively with learning.

Differentiation and Scaffolding Strategies

Differentiation is the process of adapting teaching to meet the varying needs of learners within a class. Effective differentiation does not necessarily mean producing multiple versions of every resource. Instead, it often involves thinking carefully about the support and challenge that are built into the lesson, and being flexible in how tasks are presented and completed.

Scaffolding is a particularly useful approach for children with SEND. It involves providing temporary support structures that help a child to access a task they would not be able to manage independently. As the child develops their skills and confidence, the scaffolding is gradually reduced. Examples include sentence starters, graphic organisers, worked examples, visual timetables, and adult modelling.

Other strategies that many teachers find effective include chunking tasks into smaller, more manageable steps, using concrete and visual resources to support abstract concepts, providing clear success criteria so that children know what they are working towards, and building in regular opportunities for review and consolidation.

It can be helpful to plan differentiation as part of the lesson design process, rather than as an afterthought. When differentiation is embedded in the planning, it tends to be more purposeful and less reliant on simplified worksheets that can inadvertently lower expectations for some learners.

How ChildWize Supports Classroom Practice

ChildWize can help classroom teachers and schools access specialist advice that directly informs their everyday practice. Through one-to-one consultations with specialists in speech and language therapy, occupational therapy, educational psychology, and other areas, teachers can gain specific, practical recommendations for supporting individual children or groups of learners.

For example, a teacher who is unsure how best to support a child with developmental coordination disorder might consult an occupational therapist through ChildWize to receive tailored advice on classroom modifications, fine motor activities, and strategies for managing handwriting difficulties. Similarly, a teacher supporting a child with speech, language, and communication needs could access guidance from a speech and language therapist on how to adapt their teaching to make it more communication-friendly.

ChildWize also provides CPD sessions for school staff on topics such as sensory processing in the classroom, supporting children with autism, and creating communication-friendly environments. These sessions are designed to be immediately applicable and are delivered by specialists with experience of working in education.

For parents, ChildWize provides a way to access the same specialist support outside of school, helping to ensure that strategies are consistent across home and school settings.

Key Takeaways for Teachers

Every teacher is a teacher of children with SEND. The Teachers' Standards are clear that meeting diverse learning needs is a core professional responsibility, and the strategies that support children with SEND, such as clear communication, structured routines, and scaffolded learning, tend to benefit all pupils.

It may be worth reflecting on how well your current classroom practice meets the needs of children with SEND. Are your lessons planned with accessibility in mind? Do you know the specific needs of the children in your class and the strategies that have been recommended for them? Are you making use of the SENCO and other specialists as sources of advice and support?

Building your own knowledge and confidence in supporting children with SEND is an ongoing process. Seeking out CPD opportunities, observing colleagues who have strong inclusive practice, and accessing specialist advice when you need it are all ways to develop your skills. ChildWize is here to help schools and teachers connect with the expertise they need to support every child effectively.