SEN Support in schools and settings

Quality First Teaching supports most students to make good progress. In some cases, children and young people with SEND will need more personalised support. This type of support is written down in a SEN Support Plan. It includes:

  • their strengths 
  • what support is needed to make good progress
  • clear goals to track what is working and what is not

The Descriptors of Need guidance should be used by schools and settings. It helps identify the level of need in a student, and understand what support could help. Further guidance on support for students with SEN can be found in: 

Image includes one of Girtrood's friends. A group of secondary school students standing in front of their teacher. A cartoon penguin wearing an orange tie is hiding behind one of the student's legs.

Examples in early years

Communication and interaction

  • Focus on attention and listening activities
  • Ensure all adult language is supported by visual prompts (photographs, pictures, objects of reference, Makaton)
  • More staff supporting a child and smaller group sizes
  • Activities altered to match developmental and language levels
  • Interventions that could be done with a other professional
  • Any other reasonable adjustments 

Speech and language

  • Phonological awareness activities linked to speech production (such as rhymes and alliteration)
  • Attention and listening activities
  • Talk buttons or talking postcards
  • Use of Makaton signing by staff
  • Any other reasonable adjustments 

Cognition and learning

  • Repetition and reinforcement skills
  • Reduce the challenge of tasks so they can access learning
  • Provide opportunities to develop memory skills
  • Very small group time in a quiet environment focused on stage appropriate play
  • Additional adult support
  • Any other reasonable adjustments

Social Emotional and Mental Health (SEMH)

  • Actively and empathetically listen to child
  • Very small group time focused on personal, social and emotional development
  • Involvement with parents to make sure strategies are used at home as well as in school
  • Mindfulness and/or yoga
  • Support from an educational psychologist, early years specialist or mental health lead
  • Any other reasonable adjustments 

Sensory

  • 1 to 1 support
  • Occupational therapy intervention
  • changes to the environment for accessibility
  • Access to ICT to support independent learning, recording skills and communication
  • A time out area for rest periods and sensory regulation
  • Any other reasonable adjustments 

Examples in schools

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

  • 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.
What does SEN support look like?
Information from https://childrenandfamiliesnewcastle.org.uk/
Printed on June 27th 2026
Page last updated
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