‘The research underpinning the EEF’s guidance report ‘Special Educational Needs in Mainstream Schools’ indicates that supporting high quality teaching improves outcomes for pupils with SEND. Five specific approaches—the ‘Five-a-day’ indicated below—are particularly well-evidenced as having a positive impact. Teachers should develop a repertoire of these strategies, which they can use daily and flexibly in response to individual needs, using them as the starting point for classroom teaching for all pupils, including those with SEND.’ 

1. Explicit instruction 

1. Cognitive and metacognitive strategies 

1. Scaffolding 

1. Flexible grouping 

1. Using technology 

Using these practices with learners is not only for pupils with SEND but will support everyone. Every class consists of pupils with a range of needs. The EEF asserts that incorporating the above 5 approaches will support learning and improve pupil outcomes. 

‘Explicit instruction is a purposeful way of teaching pupils, where instruction is systematic, direct, engaging, and success oriented.’ Anita L. Archer, Charles Hughes (2011). For further information read our previous blog Tips for teachers: Explicit instruction. 

Cognitive and metacognitive strategies includes: managing cognitive load, thinking about the short and long-term memories, and cognitive skills and processes. Remember that metacognition is so much more than thinking about thinking, it also encompasses motivation, memory, regulation, emotional intelligence and cognition. Take a look at our previous blogs Tips for teachers: Introduction to metacognition and Tips for teachers: Cognitive load. 

According to the EEF scaffolding is when students working on a written task are provided with a supportive tool or resource such as a writing frame or a partially completed example. The aim being to provide less support of this nature throughout the course of the lesson, week or term. To learn more about scaffolding read our previous blog Tips for teachers: Modelling and scaffolding.  

‘Recent research on the experience of pupils with an EHC plan found that they are often grouped together in classes with other pupils identified with SEND or considered as low-attaining and are segregated from the rest of their peers. This situation equates to a form of streaming where pupils are grouped together based on an understanding of their overall attainment regardless of their individual strengths and weaknesses.’ EEF: SEN in Mainstream guidance report, 2020. The evidence suggests that groupings should not be fixed in the long-term. Consider whether you allocate groups flexibly and temporarily based on current need.  

The EEF advocate using technology to model worked examples by the teacher, by a pupil to help them learn or practice or record their learning. Reflect on your use of technology in teaching, pupil learning, interventions and support and consider its impact but also its limitations.  

For more information on the Five-a-day principle see: https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/send  

This blog was written by Bretta Townend-Jowitt, Education Consultant and Trainer.