You are here:

Last reviewed on 26 May 2017
Ref: 129
School types: All · School phases: All

How can we raise the attainment of pupils with SEN? This article looks at teaching strategies schools can use to raise the attainment of pupils with special educational needs (SEN). It also features case studies on how schools have improved the outcomes of pupils with SEN.

Quality first teaching

Like the SEND Code of Practice, sources featured in the article highlight the importance of inclusive teaching and ongoing assessment.

The Special Educational Needs and Disability (SEND) Code of Practice says, on page 25:

High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people ...

Schools and colleges must use their best endeavours to ensure that such provision is made for those who need it. Special educational provision is underpinned by high quality teaching and is compromised by anything less.

SEND Code of Practice: 0-25 years, GOV.UK – Department for Education (DfE) (Adobe pdf file)

Another article from The Key sets out research into what constitutes effective teaching.

Additional guidance on quality first teaching can be found in another of our articles.


Case studies

A case study from Bryning with Warton St

More from The Key


Bitesize training with a big impact

Our on-demand training has your whole board covered and lets them learn at a time and pace that suits them.

Help your new governors hit the ground running with our expertly-designed induction training, and our role-specific courses support your link governors develop key skills and confidence in their role.


New eLearning: DSL refresher training

Your DSL’s training should be refreshed at least once every 2 years. 

Designed in collaboration with safeguarding experts, our 2.5 hour online refresher training course reminds DSLs how to put their knowledge into practice, with in-depth, real-world scenarios.


The Key has taken great care in publishing this article. However, some of the article's content and information may come from or link to third party sources whose quality, relevance, accuracy, completeness, currency and reliability we do not guarantee. Accordingly, we will not be held liable for any use of or reliance placed on this article's content or the links or downloads it provides. This article may contain information sourced from public sector bodies and licensed under the Open Government Licence v3.0.