What does SEN support look like in a school? | Children and Families Newcastle

All Special Educational Needs (SEN) support begins with high-quality teaching. This focuses on many things including:

Understanding the needs of each child or young person
Clearly planning and delivering lessons
Having high expectations for all learners
Modelling and explaining tasks clearly
Adapting teaching and using support to meet diverse needs
Delivering engaging and accessible learning experiences

We call this Quality First Teaching (QFT).

However, this might not be enough for some students with Special Educational Needs and Disabilities (SEND). They might need extra and more tailored support.

Two primary school students in a classroom holding pencils completing school work.

Examples of SEN support

You can view some examples in the table below. However, it is impossible to list every single way support could be given. This is because support is based on the area and level of need.

Take a look at these guides for specific examples:

the Descriptors of Need (DoN) guides (ages 0 to 25) (you can read this page that explains DoN guides)
pages 18 to 51 of our guidance for schools (for students aged 5 to 16)

Areas for SEN Support	Examples
Teaching strategies	Scaffolding: Breaking tasks into smaller steps with support at each stage. Use of visual aids: Diagrams, mind maps, and visual schedules. Chunking information: Presenting content in manageable parts. Use of multi-sensory approaches: Combining visual, auditory, and kinesthetic methods. Explicit instruction: Clear, direct teaching of concepts and skills.
Classroom environment	Low-arousal spaces: Calm, clutter-free areas to reduce sensory overload. Quiet zones or breakout areas: For emotional regulation or focused work. Visual timetables and prompts: To support understanding and routine. Flexible seating arrangements: To suit sensory or physical needs. Minimised distractions: Strategic placement of pupils and use of screens or headphones. Accessible displays: Clear, uncluttered, and relevant to current learning.
Equipment and resources	Writing supports: Pencil grips, sloped desks, or alternative writing tools. Assistive technology: Speech-to-text software, tablets, or reading pens. Modified texts: Simplified language or large print versions. Sensory tools: Fidget toys, weighted cushions, or ear defenders. Reading overlays: To support visual processing difficulties. Task management tools: Timers, checklists, or planners.
Interventions	Speech and language therapy sessions: Delivered by specialists or trained staff. Literacy/numeracy catch-up programmes: Targeted support for gaps in learning. Emotional literacy support: ELSA (Emotional Literacy Support Assistant) sessions. Occupational therapy input: For fine/gross motor skills or sensory needs. 1:1 or small group tutoring: Focused academic or behavioural support.
Timetables	Flexible timetabling: Adjusted start/end times or lesson durations. Reduced or adapted curriculum: Prioritising core subjects or life skills. Movement breaks: Scheduled sensory or physical activity. Alternative provision slots: Time spent in nurture groups or resource bases. Transition support: Extra time or support between lessons or settings. Personalised learning plans: Tailored schedules based on EHCP or SEN Support Plan.

What if a student is still struggling or needs more support?

Schools can contact SEND Advice and Support Allocation Panel (SEND ASAP) for specialist support. They can ask for:

advice and training from specialist teachers
funding to support individual children

Only schools, settings, or other professionals can apply through SEND ASAP. However, you can ask the school's SENCO or class teacher to consider applying.

For students with more complex needs, an Education Health and Care Plan (EHCP) may be appropriate.

SEN support in schools and early years settings