Supporting Children with SEND, SEMH & School Refusal: A Parent-Friendly Guide to Calm, Structured Alternative Provision
Supporting Children with Special Educational Needs: A Comprehensive Guide
Evidence-based strategies, practical tools, and the collaborative approach that helps every child thrive
The Growing Need for SEN Support
The need to support children with special educational needs has never been more pressing. Understanding what SEN means, how support works, and what strategies are most effective can make a profound difference to children and families navigating this journey.
These numbers represent an increase of 93,700 pupils since 2024, with EHC plans rising by 11.1%. In London alone, 267,368 children now receive SEND support — up from 205,309 in 2015-16, with autism diagnoses rising 158% over the same period.
The Key Principle
High-quality teaching for pupils with SEN is good teaching for all. The strategies that support children with additional needs benefit every learner in the classroom. There's no "one-size-fits-all" — personalisation is essential.
The Four Broad Areas of Need
In England, SEN is organised into four broad categories. These help schools and professionals describe the kind of support a child might require — but many children have needs that span multiple areas. For a detailed exploration, see our guide on the four areas of SEND needs.
Communication & Interaction
Speech, language and communication needs (SLCN), autism, and auditory processing disorders. Autism is the most prevalent primary need on EHC plans.
Cognition & Learning
Specific learning difficulties (dyslexia, dyscalculia, dyspraxia), moderate and severe learning difficulties affecting understanding and memory.
Social, Emotional & Mental Health
ADHD, anxiety, attachment disorders, and emotional/behavioural difficulties that affect a child's ability to regulate, relate, and learn.
Sensory and/or Physical
Hearing/visual impairment, physical disabilities, and sensory processing disorders that affect how children access and experience learning.
Important: Many children have needs that span multiple categories. Autistic learners, for example, often display needs across all four areas. The categories are helpful for planning, but they don't define who your child is.
The Graduated Approach: Assess, Plan, Do, Review
All schools and early years settings use the Graduated Approach to support children with SEN. This is a flexible, personalised four-step process that recognises children's needs may change over time.
Assess
Teachers and SENCOs observe progress, behaviour, and curriculum responses. External professionals may be consulted.
Plan
A tailored support plan is created with specific strategies, resources, and clear outcomes.
Do
Teachers, TAs, the SENCO, and other staff implement the agreed support consistently.
Review
Progress is monitored regularly and adjustments made. This isn't a tick-box — it should change things.
Five Evidence-Based Teaching Strategies
The Education Endowment Foundation (EEF) has identified five key strategies with strong evidence for supporting pupils with SEND. Crucially, these align with high-quality teaching for all students.
1 Scaffolding
Providing temporary support (visual, verbal, or written) that is gradually removed as pupils become more capable. Examples include writing frames, knowledge organisers, bookmarks, and sentence starters.
2 Explicit Instruction
Teacher-led approaches with clear modelling, guided practice, and independent practice. Teachers should "think aloud" to model problem-solving strategies, making the implicit explicit.
3 Cognitive & Metacognitive Strategies
Teaching pupils how to learn by using techniques like chunking tasks into smaller pieces, using checklists, and helping pupils evaluate their own progress.
4 Flexible Grouping
Allocating pupils to groups based on current shared needs, which can be formed temporarily and disbanded once the learning goal is met. Avoids permanently grouping children with similar SEN together.
5 Technology
Using technology to assist teacher modelling (e.g., visualizers for worked examples), provide feedback, and support access (e.g., speech-generating apps, text-to-speech software).
Creating Inclusive Classroom Environments
Successful SEN support begins with an inclusive, positive learning environment. This encompasses physical, emotional, and instructional considerations.
The Three Pillars of Inclusive Environments
Creating the right environment isn't just about physical space — it's about how children feel, how they're taught, and how they're supported to participate.
Physical Environment
Limit visual clutter, use varied background colours, create quiet spaces and work stations
Emotional Environment
Promote wellbeing, use feelings boards, prioritise relationships, prevent bullying
Instructional Environment
Clear, concise instructions, visual aids, differentiated tasks, allow processing time
Practical Classroom Strategies
- Clear verbal instructions — delivered while facing children, avoiding multiple instructions at once
- Visual supports — accompany verbal instructions with symbols, images, or Makaton signs
- Repeat back — allow children to repeat instructions to confirm understanding
- Differentiated tasks — ambitious in outcomes but organised in smaller, manageable chunks
- Predictable routines — help children know what to expect and when
Practical Tools and Equipment
Concrete tools and strategies can be implemented immediately to support children with SEN. Here are some of the most effective:
Visual Timetables
Help autistic children and those with anxiety understand the day's structure
Task Management Boards
Provide structure and support self-organisation skills
Wobble Cushions
Help ground learners with ADHD and provide sensory input
Ear Defenders
Support children with sensory sensitivities to noise
Writing Slopes
Assist dyslexic learners and those with motor difficulties
Fidget Tools
Support sensory regulation and help maintain focus
Assistive Technology
Modern technology offers significant opportunities for inclusive learning:
- Speech-generating devices (AAC) — allow non-verbal students to communicate
- Text-to-speech software — supports students with reading difficulties
- Speech-to-text software — reduces barriers for students with writing difficulties
- Timers and schedulers — help with task pacing and transitions
- Adapted keyboards — feature larger fonts or reduced input options
- Graphic organisers — both low-tech (printable) and digital versions to aid planning
The Role of Parents and Carers
Collaboration between home and school is essential for effective SEN support. Research shows that strong parent-teacher relationships significantly improve children's social-emotional outcomes.
Effective Parent-School Collaboration
- Regular, open communication through emails, calls, and home-school contact books
- Parents providing insights about learning preferences and home behaviour
- Teachers and parents reinforcing the same strategies across settings
- Parents involved in learning how to support their children at home
- Opportunities for parents to provide input into educational plans
Key Support Structures and Personnel
The SENCO
The Special Educational Needs Coordinator (SENCO) plays a critical role in every school:
- Oversees and coordinates all SEN provision within the school
- Collaborates with teachers, parents, and external specialists
- Develops and reviews Individual Education Plans (IEPs) or Personal Learning Plans
- Advises on appropriate interventions and strategies
Types of SEN Plans
- SEN Support — additional help within mainstream schools (no formal EHC plan)
- Individual Education Plans (IEPs)/Pupil Passports — document specific strategies and resources for each child
- Education, Health and Care (EHC) Plans — legal documents for children with more complex needs, coordinating education, health, and social care support
For more on the differences, see our guide on what SEN and SEND means.
Resources and Support Services
Key Organisations in the UK
IPSEA
Free, independent legal advice for parents on special education
Family Action
One of the UK's largest SEND service providers, offering SENDIAS services
Scope
Disability equality charity providing practical information and support
Family Fund
UK's largest charity providing grants for families raising disabled children
Local Authority "Local Offer"
Your council's website describing available SEND services in your area
School SEN Information Reports
Published on every school website — explains their SEN provision
Gentle Next Steps
Talk to the SENCO
Request a meeting to discuss needs and what support is in place. Ask about the graduated approach.
Observe & Document
Keep notes on what works, what doesn't, and patterns you notice at home and school.
Build Your Team
Connect with other parents, support groups, and local SENDIASS for guidance.
Remember: Early intervention matters. When properly supported, most pupils with SEN thrive in mainstream settings alongside their peers. Every child can succeed with the right understanding and support.
Frequently Asked Questions
Common questions about supporting children with special educational needs.
The four areas are: Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health (SEMH), and Sensory and/or Physical needs. Many children have needs spanning multiple areas — these are planning categories, not rigid labels.
The graduated approach is a four-step cycle used by all schools: Assess (understand needs), Plan (agree support), Do (implement strategies), and Review (evaluate and adjust). This cycle repeats regularly, with support adapted based on progress.
SEN Support is provided by schools using their own resources for children with additional needs. An Education, Health and Care Plan (EHCP) is a legal document issued by the Local Authority for children with more complex needs, specifying provision that must be provided.
The EEF identifies five key strategies: scaffolding (temporary support that's gradually removed), explicit instruction (clear modelling and guided practice), cognitive and metacognitive strategies (teaching how to learn), flexible grouping, and appropriate use of technology.
Effective collaboration includes regular communication, sharing observations about your child's needs and what works at home, reinforcing school strategies at home, attending reviews and providing input into educational plans. Your insights as a parent are invaluable evidence.
The Special Educational Needs Coordinator oversees all SEN provision in a school, collaborates with teachers, parents, and external specialists, develops and reviews support plans, and advises on appropriate interventions and strategies.
Effective tools include visual timetables, task management boards, wobble cushions for grounding, ear defenders for sensory sensitivities, writing slopes, fidget tools, and assistive technology like text-to-speech software and speech-generating devices.
Key resources include IPSEA (free legal advice), Family Action, Scope, Family Fund, your Local Authority's "Local Offer" website, your school's SEN Information Report, and local SENDIASS services for impartial guidance.
Questions About Supporting Your Child?
If you'd like to talk about your child's needs, explore options, or simply ask questions — our team is here. No pressure, no jargon, just honest conversations about what might help.
