Practical Classroom Strategies for Learners identified with SEND

Excellent, purposeful and effectively delivered

Evelyn Chua Headteacher , Hampden Gurney Primary School


• Do your teachers have to deal with low achieving and pupils identified as having SEND?
• Would your staff benefit from a greater understanding of how to cater for pupils with learning differences in their lessons?
• Is a toolkit of practical steps and teaching strategies what your colleagues need to help them cope with lower achievers and pupils with learning differences?


Teachers often have to deliver lesson taking into account not only pupils with a range of academic abilities but also, increasingly, they are having to cater for youngsters with a variety of learning differences. This is often with little specific training in this area. The course takes the NASEN (National Association of Special Needs) current guidance and brings it to life. It outlines the steps in the ‘graduated response’ approach whilst also providing practical steps and strategies that can be implemented to support all learners


Benefits of the INSET

Understand what constitutes SEND
Be clear about the graduated response steps that can be put in place
Explore a toolbox of practical steps that can be taken in lessons to support all learners
Be aware of more specific interventions that can benefit learners identified as SEND


INSET Outline

The Big Picture

How does dealing with pupils with low achievement and learning differences impact in your school?
Key challenges in the classroom
How to identify pupils with SEND
The graduated response


The Starting Point

Key principles of effective differentiation
Effective planning for all abilities
Key differentiation focuses and practical applications
Develop some applications to use in school


Quality First Teaching

Explore key reasons pupils are identified as having SEND
What ‘quality first teaching’ means
NASEN case study – what is possible?
Outline and add to a toolbox of in lesson quality first teaching strategies


Interventions Required

Know when to supplement quality first with specific interventions
Group and individual strategies
Intervention timetabling
Priorities to address in school in relation to SEND

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