How to Support SEND Differences in Schools
30 May, 20251-2 minutes
In this blog, you will learn:
- How to support SEND differences in schools.
- Discover more about our education recruitment services.
When it comes to supporting different learning needs, schools need to respond to each pupil’s unique strengths and challenges. Every school has a SEND policy that is developed and approved by the Governing Body to ensure that the necessary provision is made for any pupil who has Special Educational Needs or Disability (SEND).
Under the SEND Code of Practice (2014), school leaders hold legal responsibility for ensuring SEND provision is in place and effective. SEND Teachers and SEND Teaching Assistants are responsible for ensuring that children and young people have equal opportunities to learn and thrive in the classroom regardless of SEND differences.
According to data by GovUK, speech, language and communication needs remain the most common type of need for SEN support, with Autism being the highest type of need for those with an Education, Health and Care Plan (EHCP).
Understanding SEND differences is crucial to providing the right support and being the best possible Headteacher, Teacher or Teaching Assistant.
Throughout this blog, you’ll discover key strategies to support SEND differences in schools from fostering positive relationships to building an understanding of pupils' needs.
How to support SEND differences in schools
6 ways to support SEND differences in schools:
- Prioritise high quality SEND training.
- Build an ongoing understanding of pupils and their needs.
- Help students to be allies to each other.
- Offer group and one-to-one sessions.
- Promote positive relationships and active engagement.
- Involve parents and carers in planning and review support.
Prioritise high-quality SEND training
To fully support SEND differences in schools, Teachers need to be aware of the most effective strategies in the classroom. Providing consistent training allows teaching staff and schools to stay up to date with the SEND Code of Practice and changes or developments to legislation, in order to provide the best support to students.
Training enables Teachers and teaching staff to upskill as well as develop their existing skills. It allows them to understand broader SEND issues such as trauma-informed practice and autism strategies to support pupils with SEND and Social, Emotional and Mental Health (SEMH) needs.
Having regular assessments and meetings with parents to assess pupils' needs helps to provide effective support that accommodates the various needs of students. It is also an important way to discover gaps where Teachers may need additional support or training.
Build an ongoing understanding of pupils and their needs
For Teachers and teaching staff, understanding the needs of pupils is vital and schools need to be able to make decisions around teaching and supporting children in the classroom.
Students' needs and preferences are constantly evolving, influenced by society and their surroundings. Adapting educational approaches and getting to know pupils is crucial to ensure students are equipped for the future and able to thrive in the modern world.
Rather than categorising students based on their SEND differences, it’s imperative that teaching staff develop an ongoing understanding of pupils' needs, personalities and behaviour.
This way, Teachers can build stronger relationships with students and create a more inclusive learning environment.
Help students to be allies to each other
Beyond overseeing operations, budget and curriculum, schools are responsible for fostering a supportive and inclusive environment. Embracing SEND differences in the classroom doesn’t stop with teaching staff and parents, it’s important that all students understand each other's differences.
Being inclusive involves actively supporting each other and schools need to educate students on differences in the classroom as they are likely to encounter diversity and behavioural needs.
Encouraging students to support each other comes from teaching them how to communicate, listen and adapt, as well as see the value in forging connections. When students learn to become allies and listen to each other, they can help make the school safer and more inclusive for all students.
Being allies helps empower SEND students and teaches them about the importance of community, empathy and resilience. This knowledge can help boost their confidence, positively benefit their mental health and wellbeing as well as shape individuals who value and support diversity both now and in the future.
Offer group and one-to-one sessions
One of the best ways to provide effective support to children and young people with SEND and Social Emotional and Mental Health (SEMH) challenges is to offer various, tailored strategies to learning.
Every child has different learning requirements and some require additional provision or tailored learning beyond quality first teaching. Schools can provide different support such as one-to-one sessions or smaller group sessions to children who benefit from more intensive or personalised support.
By personalising and targeting support depending on needs and preferences, Teachers and Teaching Assistants can provide students with equal learning opportunities. One-to-one sessions or smaller group sessions give students more time with the Teacher which can boost their confidence and enhance their learning.
SENCOs can advise as to which interventions would be best to meet a child’s particular needs. For example, students who require speech and language support might benefit from more specific, one-to-one sessions to improve their articulation, communication and social skills.
Promote positive relationships and active engagement
An essential way to support SEND differences in schools is by fostering strong, positive relationships and creating trust. All schools aspire to be a positive, welcoming and supporting environment for students and Teachers alike.
When it comes to ensuring students with SEND feel included and engaged, building trusting relationships with teaching staff and peers is key. For pupils with anxiety, sensory sensitivities or SEND, communication and social interaction can be difficult. However, positive relationships allow teaching staff to personalise support more effectively and recognise changes in behaviour or mood.
Knowing they are understood and supported by trusted adults can reduce stress, build confidence and make students more likely to engage in learning and school life. These positive relationships provide the emotional safety and consistency that many students with SEND need in order to thrive at school.
Involve parents and carers in planning and review support
Accepting that every child is unique and requires different strategies to accommodate their needs can be made easier by involving parents and carers every step of the way. Parents and carers have valuable insights into their child’s needs, strengths and triggers which can help improve the learning environment and performance at school.
Working effectively with parents can be challenging and requires sustained effort and support. However, schools and parents have a shared priority to deliver the best outcomes for students and involving families in decision-making strengthens trust and helps create a unified approach.
Involving parents and carers in planning and review support helps ensure that strategies are consistent, targeted and effective both at home and at school. Through regular meetings, phone calls and open communication with families, schools can better understand the child’s strengths, challenges and what works well beyond the classroom. This collaborative approach can help address a wide range of SEND differences in a way that respects the individual's needs.
Recruit SEND staff
As a specialist SEND recruitment agency, we support mainstream and SEND schools with their temporary, permanent and temp-perm staffing needs.
We currently work with hundreds of schools and have exclusive access to some of the best SEND Teachers and SEND Teaching Assistants in the North West.
If you’re struggling to fill a teaching vacancy, why not get in touch with one of our team to see how we can help?
- Primary schools - Jimmy Callagher
- Secondary schools - Liam Jones
- SEND schools - Jamie Heath
SEND jobs
If you’re searching for your next SEND job, why not take a look at the latest vacancies, or simply upload your CV to be notified when a relevant position becomes available.
Meet Jamie Heath
Who is Spencer Clarke Group?
Established in 2017, we’re an award winning and progressive recruitment agency based in the heart of the North West. Our reputation is built on trust, expertise and an unwavering commitment to exceed expectations.
In 2024, we were named Recruitment Agency of the Year at the prestigious Recruiter Awards, an accolade we are extremely proud of.
We operate in two sectors:
In eleven specialisms:
Healthcare, Social Care & Nursing
Corporate Functions & Business Support
