Research School Network: **NEW** EEF Guidance Report – Special Educational Needs in Mainstream Schools A summary of the recommendations

by Karen Roskilly, Research Lead

Professor Becky Francis opens this report by clearly stating that closing the disadvantage gap means finding better ways to support students with SEND. The report states: The attainment gap between pupils with SEND and their peers is twice as big as the gap between pupils eligible for free school meals and their peers – see below. However, pupils with SEND are also more than twice as likely to be eligible for free school meals. So, closing the disadvantage gap means finding the most effective ways to support students with SEND.

The Guidance Report provides five clear recommendations to support schools in reviewing their current approach and implementing evidence based practical strategies. The recommendations build on the evidence used in other guidance reports and encourage teachers to prioritise the development of already familiar strategies.

Recommendation 1: Create a positive and supportive environment for all pupils without exception.

The report provides a clear view on what inclusivity means: An inclusive school removes barriers to learning and
participation, provides an education that is appropriate to pupils’ needs, and promotes high standards and the fulfilment of potential for all pupils.

There is strong evidence that having a positive and supportive approach to behaviour can be integral to this. The EEF Improving Behaviour in Schools Guidance Report provides six recommendations that are applicable to all students, including those with SEND. It can be found here: https://educationendowmentfoundation.org.uk/tools/guidance-reports/improving-behaviour-in-schools/

Recommendation 2: Build an ongoing, holistic understanding of your pupils and their needs.

The report recommends using an assess, plan, do, review approach to understanding individual students learning needs. This can be seen in the picture below.

The importance of including parents and carers in the process is also highlighted. More information about the broader evidence base in this area can be found in the Working with Parents to Support Children’s Learning Guidance Report which can be found here: https://educationendowmentfoundation.org.uk/tools/guidance-reports/working-with-parents-to-support-childrens-learning/

Recommendation 3: Ensure all pupils have access to high quality teaching

The evidence in this section identifies five strategies that have relatively strong evidence for their effectiveness for supporting students with SEND. These strategies are illustrated below:

The report suggests that teachers should develop a repertoire of these strategies that can be used flexibly in response to individual need. They should also be the starting point for classroom teaching of all pupils. The EEF’s Metacognition and Self-Regulated Learning Guidance Report provides additional recommendation in this area and can be found here: https://educationendowmentfoundation.org.uk/tools/guidance-reports/metacognition-and-self-regulated-learning/

Recommendation 4: Complement high quality teaching with carefully selected small-group and one-to-one interventions

This recommendation suggests that schools adopt a tiered approach to implementing additional targeted interventions. This can be seen below:

The report reminds us that such interventions need to be used carefully. The evidence suggests that when using targeted interventions that you consider:

- What students are missing by spending time away from the classroom
- How the student’s experience of the targeted intervention is related to whole-class teaching.

Recommendation 5: Work effectively with teaching assistants

The effective deployment of TAs is vital. The evidence suggests that when TAs are well trained and properly supported they can have a positive impact but where the deployment of TAs is not carefully considered by leadership, it can have a negative impact on student progress and well being. Teaching assistants should supplement, not replace, the teacher.

Below is a summary of the key recommendations from the Making Best Use of Teaching AssistantsGuidance Report.

The full Teaching Assistant report can be found here: https://educationendowmentfoundation.org.uk/tools/guidance-reports/making-best-use-of-teaching-assistants/

Overall, to maximise the impact of this report, it should be used in conjunction with a range of other EEF Guidance Reports, many of which are referred to in this blog. Underpinning any successful action based on this guidance needs to be an effective implementation process. The EEF’s guide to successful implementation, Putting Evidence to Work: a School’s Guide to Implementation, provides a clear and evidence-based approach. It can be found here: https://educationendowmentfoundation.org.uk/tools/guidance-reports/a‑schools-guide-to-implementation/