About this section
This section provides practical, evidence-informed strategies for supporting pupils with specific areas of need. They form part of the graduated approach set out in the SEND Code of Practice (2015) — Assess, Plan, Do, Review — and most are ordinarily available provision: good inclusive practice that should be in place for any pupil who needs it, before and alongside specialist involvement.
Where a difficulty amounts to a disability under the Equality Act 2010, these strategies also help schools meet their duty to make reasonable adjustments. Support should be needs-led — a pupil does not need a formal diagnosis to benefit — and is most effective when the SENCo, class teachers and families work together and review impact over time.
Using These Strategies
The strategies listed on each page should be used flexibly and responsively:
- Not every strategy will be appropriate for every pupil with that need
- Start with a small number of strategies and evaluate their impact
- Involve the pupil in selecting strategies that work for them
- Combine strategies as appropriate to the individual pupil
- Review and adapt strategies regularly based on pupil progress
- Remember that strategies should reduce barriers, not lower expectations
Available Strategy Pages
Select a need area below to view specific classroom strategies:
- ADHD: Supporting executive function, attention, and regulation
- Autism (ASC): Neurodiversity-affirming support for autistic pupils
- Attachment: Trauma-informed, relational approaches
- Auditory Processing: Reducing auditory demands and checking understanding
- Dyscalculia: Supporting mathematical thinking and reducing anxiety
- Dyslexia: Structured literacy and alternative recording methods
- Dysgraphia: Supporting written output and fine motor skills
- Global Development Delay: Differentiation and functional skills
- Hearing Impairment: Acoustic environment and visual supports
- Processing Speed: Additional time and reducing cognitive load
- Sensory Processing: Sensory regulation and environmental modifications
- Visual Impairment: Accessible materials and environmental adaptations
Further guidance
The SEND Code of Practice (2015) remains the statutory framework in England. The government’s 2025 Schools White Paper proposes reforms with a stronger emphasis on inclusive, ordinarily available provision; these are proposals, and current duties still apply.
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