Inclusive learning

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To create a truly inclusive learning environment, teachers must provide for pupils with EAL, learning and sensory difficulties. Use the resources below to ensure bespoke provision for all pupils in the mainstream classroom.

Using effective questioning with SEND pupils
Asking questions is a vital part of teaching. How can you support the process for pupils who may have cognition and learning needs, communication difficulties or anxiety?
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Video: High quality teaching for pupils with SEND – an overview
Watch this video to know what is meant by high quality teaching, why it matters for pupils with SEND and what it might look like in the classroom
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Realising pupil potential: learning from the research
What can schools do to give learners the best chance of fulfilling their potential? A round-up of findings from some research reports
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Assessing progress of pupils with SEND
Natalie Packer highlights some of the key considerations for SENCOs and other school leaders to ensure their approach to assessment is a fully inclusive one
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EAL teaching: principles of good practice
English as an additional language is a knowledge gap for many mainstream teachers. Share good EAL practice across your school with these strategies, links and resources
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Webinar: Creating and implementing an effective EAL policy
An English as an additional language policy can be a powerful tool for school improvement, but can be difficult to create and implement. Join us for guidance on EAL policy best practice
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EAL model policy
Use this template and associated guidance to create an English as an additional language (EAL) model policy for your school

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EAL teaching: strategies to help your pupils succeed
Use these teaching ideas and resources for your EAL pupils. Webinars, a model policy and principles of good practice to support you
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Understanding and using the English proficiency codes for EAL learners
The legacy proficiency in English codes are still a valuable tool for classroom teachers, even if the information is no longer collected by the DfE. Diane Leedham explains what they mean, how to use them and where to access further resources
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Mind the gap: supporting disadvantaged learners to fulfil their potential
It is possible to eliminate attainment gaps, argues Tom Fay. The key lies in expectations, perceptions and a focus on factors within your control
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Inclusive learning

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