Getting reasonable adjustments right for pupils with SEND Includes Q&A

Small changes in the classroom can have a big impact for pupils with SEND - and they’re often easy, quick and don’t cost the earth. SENDCO Aimee Cave explains what reasonable adjustments are and the best adjustments you can make, so that all your pupils make progress. Understand the importance of diagnostics and provision mapping, and the benefits of working with parents. SENCOs can download Aimee’s invaluable ‘SEND on a page’ document to capture the provision at your school, at a glance.

Aimee answers the following questions at the times shown in brackets:

• What advice do you have for teachers who have many SEN pupils in their class, all with very different needs? (20:50)
• We have a very limited budget - what kinds of adjustments would you recommend investing in? (23:35)
• How do you get teachers on-board if they’re reluctant to introduce adjustments such as sensory breaks or fiddle toys? (27:44)
• How do we support our TAs and support staff with high-quality teaching for pupils with SEND? (31:03)
• If I’m waiting for a child to be assessed for an EHC plan, can I start putting adjustments in place for them, or should I wait? (34:44)
• Is it important to use the same diagnostics across the whole school, or can teachers use different ones that work for them? (37:12)
• Are there any reasonable adjustments you think should become standard practice for teachers? (39:16)