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*NEW* Disability Discrimination Guidance (March 2026)

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*NEW* Disability Discrimination Guidance (March 2026)

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A guide for how to claim for disability discrimination: SEND4

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This guide gives information about disability discrimination claims against a school. It includes practical guidance about common complaints.

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Physical Needs PEaSS Classroom Strategies

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Physical Needs PEaSS Classroom Strategies

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3.5 Physical and Sensory Physical Needs Classroom Strategies

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Deafness PEaSS Classroom Support Strategies

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Deafness PEaSS Classroom Support Strategies

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3.5 Physical and Sensory Deafness Classroom Strategies

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Visual Impairment PEaSS Classroom Strategies

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Visual Impairment PEaSS Classroom Strategies

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3.5 Physical and Sensory Visual Impairment Classroom Strategies

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3.5 Physical and Sensory Multi Sensory Impairment Classroom Strategies

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Cognition & Learning Needs PEaSS Classroom Strategies

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Cognition & Learning Needs PEaSS Classroom Strategies

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3.3 Cognition and Learning Classroom Strategies

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Social Communication & Interaction PEaSS Support Strategies

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Social Communication & Interaction PEaSS Support Strategies

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3.2 Social Communication and Interaction Classroom Strategies

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The starting points for educating all pupils are the same: an acceptance of diversity, pupils’ rights, and the knowledge that all pupils can learn if they receive good teaching. All pupils have a right to effective teaching and full participation in the community of a school as set out in international agreements (the UN Convention on the Rights of the Child, 1989) and education law in England (the Equality Act, 2010 and the Children and Families Act, 2014).

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High quality teaching: The 'five-a- day' principle

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A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.

(SENDCoP, p.94)

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A person is disabled if they have a physical or mental impairment which has a long term and substantial adverse effect on their ability to carry out normal day-to-day activities.

This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. (SENDCoP, p.16).

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Five a day: supporting high-quality teaching for pupils with SEND

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How to put the ‘five-a-day’ approach into practice and support adaptive teaching.

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Supporting Pupils with Medical Conditions

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Supporting Pupils with Medical Conditions

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EEF Podcast on SEN and Adaptive Teaching

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EEF Podcast on SEN and Adaptive Teaching

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In this instalment, host Alex Quigley is joined by co-host, Kirsten Mould (our Senior Content Manager) and expert guests including:

Jon Eaton, Director of Kingsbridge Research School and Research Lead at Kingsbridge Community College.

Rebecca Gonyora, Director of Inclusion (MAT) Every Child, Every Day Academy Trust and Deputy Regional SEN Lead for East of England and East London (WSS).

Gary Aubin, our Associate Content Specialist for SEND and Head of Special Educational Needs and Disabilities at Future Academies.

They discuss current challenges and opportunities for supporting pupils with SEN in mainstream schools.

For quick and easy access to future episodes, search for ​'Evidence into Action' in Apple Podcasts, Spotify, or Google Podcasts and make sure you subscribe there.

Further reading

EEF's Special Educational Needs in Mainstream Schools guidance report

EEF resource: reflecting on your practice

EEF blog: Assess, adjust, adapt - what does adaptive teaching mean to you?

EEF blog: Moving from ​'differentiation' to ​'adaptive teaching'

Whole School SEND

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kirsten mould (our senior content manager) and expert guests including:   jon eaton

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director of kingsbridge research school and research lead at kingsbridge community college.  rebecca gonyora

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every day academy trust and deputy regional sen lead for east of england and east london (wss).  gary aubin

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our associate content specialist for send and head of special educational needs and disabilities at future academies.  they discuss current challenges and opportunities for supporting pupils with sen in mainstream schools.  for quick and easy access to future episodes

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search for 'evidence into action' in apple podcasts

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or google podcasts and make sure you subscribe there.  further reading  eef’s special educational needs in mainstream schools guidance report  eef resource: reflecting on your practice  eef blog: assess

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adapt – what does adaptive teaching mean to you?  eef blog: moving from ‘differentiation’ to ‘adaptive teaching’   whole school send

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New EEF podcast: SEN in mainstream & adaptive teaching

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Episode of our podcast, 'Evidence into Action', focusing on SEN in mainstream & adaptive teaching.

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All pupils in the St Benet’s family of Academies are entitled to support for their individual needs enabling them to develop skills, knowledge and understanding to ensure they meet their potential.

All pupils/students with SEND are entitled to a broad and balanced curriculum that satisfies their individual learning needs by employing realistic and achievable methods.

Pupils/students learning occurs alongside their emotional, physical and spiritual development.

All teachers within the Academy schools are responsible for meeting the needs of their pupils/students using High Quality, Adaptive Teaching.

All staff will use their “best endeavours” to meet the pupil/student’s needs.

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Podcast and CPD around SEND for schools and parents - SENDcast

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An award winning podcast for Special Educational Needs and online CPD training sessions - Delivering SEND Education for All!

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A podcast from the IPPR Inclusion Taskforce What does truly inclusive education look like, and how can we make it better? Hosted by Geoff Barton, former general secretary of the Association of School and College Leaders (ASCL) and chair of the IPPR Inclusion Taskforce, this series features conversations with parents, teachers, young people, and experts from across the UK. With support from Margaret Mulholland, SEN and Inclusion Policy Specialist at ASCL, the podcast asks what's working, wha...

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Talking Inclusion... With Geoff Barton Podcast | Free Listening on Podbean App

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A podcast from the IPPR Inclusion Taskforce What does truly inclusive education look like, and how can we make it better? Hosted by Geoff Barton, former gener

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Discover the latest upcoming CPD webinars and live online discussion sessions delivered by Whole School SEND. We offer CPD on a wide range of topics, hosted by our regional lead teams and a range of guest speakers from the world of education. All our CPD is fully funded by the Department for Education and free to attend.

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Amazing Things Happen   by Alexander Amelines

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Where a pupil is identified as having SEN, schools should take action to remove barriers to learning and put effective educational provision in place. The SEN support should take the form of a four-part cycle (assess, plan, do, review) through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach. (SENDCoP, p.100)

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The teacher and the SENCO should agree in consultation with the parent and the pupil, the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review.

All teachers and support staff who work with the pupil should be aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required. This should be recorded on the school’s information system. (SENDCoP, p.101)

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Recommended Book: The Inclusive Classroom

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Recommended Book: The Inclusive Classroom

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Google Slides: Addressing Cognitive Difficulties

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Google Slides: Addressing Cognitive Difficulties

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Supporting SEND with WALKTHRUs - Top 10 strategies

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Supporting SEND with WALKTHRUs - Top 10 strategies

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https://www.youtube.com/watch?v=gS-PPmJP2f8&feature=youtu.be

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An introduction to the EEF's SEND Guidance Report

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An introduction to the EEF's SEND Guidance Report

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Teachers’ Standards 5 (2021) - Adapt teaching to respond to the strengths and needs of all pupils:

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Teachers’ Standards 5 (2021) - Adapt teaching to respond to the strengths and needs of all pupils:

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• Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

• Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

• Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

• Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

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This is suitable for:

* Pupils who are disabled but do not have SEN (i.e. They do not require provision that is ‘additional to or different from’ peers).

* If SEN relates to sensory and/or physical needs only.

* Target setting is not appropriate (e.g. pupil with colour vision deficiency, wheel-chair user, hearing impaired pupil)

* A condition is relatively stable and well understood but occasional adult-led provision and/or awareness is needed through reasonable adjustments (e.g. Medicated ADHD, Meres Irlen Syndrome).

* May be used to compliment an Individual Healthcare Plan (e.g. Diabetes, Epilepsy, Juvenile Arthritis).

* The pupil's needs can be met through the universal core offer of adaptive teaching with some reasonable adjustments.

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Speech, Language & Communication Needs PEaSS Classroom Strategies

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Speech, Language & Communication Needs PEaSS Classroom Strategies

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3.1 Speech Language and Communication Classroom Strategies

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Advice on Supporting Children with Unclear Speech

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Advice on Supporting Children with Unclear Speech

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Stammering & Phonics Screening Check Guidance

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Stammering & Phonics Screening Check Guidance

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Neurodiversity Guide - A Guide to Specific Learning Difficulties

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Neurodiversity Guide - A Guide to Specific Learning Difficulties

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Dyslexia Outreach Service (Resources for members)

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Dyslexia Outreach Service (Resources for members)

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The films and accompanying fact sheets below have been prepared to help teachers and school staff with children who may have a diagnosis, may be showing symptoms of a potential mental health condition or may be struggling as a result of the Covid 19 pandemic.

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Films for Teachers / Professionals | Nip in the Bud

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The films and accompanying fact sheets below have been prepared to help teachers and school staff with children who may have a diagnosis, may be showing symptoms of a potential mental health condition or may be struggling as a result of the Covid 19 pandemic.

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Welcome to the wonderful world of The Emps. Where emotions come to life…