Special Educational Needs



Children in our classroom will all be different.



These are the ways in which our brains work in relation to learning, how ever people’s brains will still act differently. 

Children’s brains can be different due to many factors –

  • children’s genes
  • early experiences

Premature babies are twice as likely to have Social/Emotional/Mental health issue later. Children born in August are about 3 times more likely to below average in reading at 7 yrs. Families affected by deprivation on average hear 1537 words than middle class children. Children who have free meals are twice as likely not to reach expected standards in reading/maths at 11 yrs. Reference

The above are some early experiences that could impact why children’s brains are different, this is a research and may not be accurate with the children I work with.


Not all children who have difficulty with learning HAVE a learning difficulty. 

This mean we need to alter are teaching to support this child instead of  labelling their difficulties, as this is not being inclusive.

Categories of Support

  • SEN support – extra/different help that is different to what is provided in the school. This help may/may not come from a teacher/SENCO/outside specialist, the school should develop their own skills to support this child. The children will not have a statement/education, health or care plan.
  • Statement of SEN or Education Health and care (EHC) Plan – a formal assessment has taken place. a document that is in place to set out what support this child should have.


This is the common SEN you may see in schools – including percentages of how many children receive support or have a EHC plan.

SEN code of practice categories of need – 

  • Cognition and learning (SpLD)
  • Communication and Interaction/ Speech, Language and Communication Needs (SLCN)
  • Social, Emotional and Mental Health (ASD)
  • Sensory and/or physical (MLD)

Children will need to have a serve needs to receive a statement or a EHC plan. Children will not fit into one category. some children will have issues in more than one aspect, for example a child with communication needs may also have learning needs.

I have identified this when on PP1 when a child was on the Autistic Spectrum also struggled with hi learning, especially group activities.


Teachers should make creative adaptations to their practice to enable children with SEN to learn inclusively with their peers.

Schools – Staff will have additional training to enable them to assess pupils and oversee the delivery of support.

Identifying SEN – Some schools may use local services to provide professional support to staff or pupils.

Class Teachers – Pupils will receive inclusive teaching which is influence by the process of their learning. Teachers should have high expectations for all children and enable children to work at levels to challenged their abilities.

When on PP1 I as the trainee class teacher I supported a child in their work, ensuring plans  identified where this child needed extra support in activities, however still challenging their needs – can be seen in planning file. 

How do we do it? 

Assess – Plan – Do – Review 

  • Assess needs – specific
  • Plan differentiation to meet needs identifies
  • Carry out intervention/differentiation
  • Assess the impact, progress happened or refer to SENCO?

As a trainee class teacher it is necessary that I understand that I am teaching all children, using their needs to understand how to adapt teaching for them – TS 5. Also teachers will be learning everyday how to assess and support children with different needs.

It is important to focus on what the child can do not what they cannot do.


Needs I have encountered in the classroom are – Autistic Spectrum (had a EHC plan) also SEN support for children with needs of dyslexia and ADHD.



Characteristics that could be seen in children too identify needs







  • Teachers use well-judged and often imaginative teaching strategies
  • setting appropriate homework that, together with clearly directed and timely support and intervention
  • match individual needs accurately.
  • pupils learn exceptionally well across the curriculum

When n PP1 I used the strategies of support resources/support/context to support the child who has ASD needs.For instance, the child really enjoyed using Microsoft word and researching its history, one English session I incorporated a laptop for the children to use Microsoft to create their composition of a story.

TASK – Look through the plan to identify if the plan would differentiate for a child with the following characteristics.

  • A learner who has difficulty accessing written texts 
  • A learner who has difficulty matching phonemes to graphemes or holding the image of a word and reproducing it 
  • A learner who has difficulties with prediction/inference and imagination
  • A learner who becomes agitated and easily distracted if sitting for a long period
  • A learner who has difficulty holding and manipulating information


Here are our alterations we though would support a child with the above needs.






In relation to SEN and differentiation my SWOT is:

  • STRENGTHS – I believe that when on PP1, a strength I had was supporting a child with SEN to meet their needs as well as incorporating their preferences and interests. My class mentor made the comment that I have a strength when working with children with SEN and that is evident through working with this child and also when I have volunteered in lower years of the school in the past. I believe that I am strong in the area as I have had a lot of experience and have a high patient level. 
  • WEAKNESSES – A weakness I believe I have is ensuring my planning is differentiated and it meets all the children’s needs. I believe I can do this however, I would like to develop it further and become stronger in their area. 
  • OPPORTUNITIES – A target I would like to set myself for future practice is to proceed to differentiate my planned sessions. As well as this, I would like to work alongside a child closely with SEN to gain an understanding of their needs as well as their specific need (if have a EHC plan). 
  • THREATS – The barriers I may face with trying to meet my opportunities are the variety of needs I may have in the future, I may have no SEN children or all children may have learning difficulties. 





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