Best Practice

High-quality and inclusive teaching practices

How should teachers plan to support the SEN children in their lessons? Expert Natalie Packer discusses what inclusive high-quality teaching looks like

“High-quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching.” Special Educational Needs and Disability Code of Practice (p99), Department for Education, January 2015.

In the not too distant past, if you asked teachers the question – “who is responsible for students with SEN in your school?” – the answer would possibly have been “the SENCO”. Hopefully, this is no longer the case, as there is a growing recognition, fuelled by the key messages within the Code of Practice and the Teachers’ Standards, that all teachers are responsible and accountable for the progress and development of all learners, including those who have additional needs.

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