There are so many ways that we can help school staff to support their pupils with SLCN in their classrooms. One of the most important things is to treat every young person as an individual and investigate what their needs are. I regularly go into classrooms and ‘play detective’ as I can often see things that class teachers and staff who work with the child all the time may not always notice on a day-to-day basis.
A busy classroom needs adaptations which are simple to implement, but which can benefit many. The little things do really make a big difference.
The best ways busy SENCos can begin to get to know their children with SLCN, is to find ways to communicate with them about things they like. The teddy they have with them, that LEGO model they bring in every day, that fabulous pair of shoes/wellingtons they are wearing. It is about connecting with them about things which matter to them. I find that this not only begins connections but also breaks down barriers.
Going on a trip with a class or dare I say it… going on a residential to help to get to know individuals outside of the formal classroom setting, helps to begin wonderful conversations.
Games are a great way to start to connect with children with SLCN, especially when the need to communicate through language can be lessened: Dobble and Uno are great examples.
Have you thought about?
1. Saying a child’s name before praising them?
This draws their attention, and I think it acts as a ‘fanfare’ to the rest of the class and can make praise more impactful and boost confidence. E.g., “Emma, I love how you helped your partner just now!“
2. Breaking tasks down into smaller chunks for everyone?
I always think we should bring it back to how we would like to learn. I don’t know about you, but I would love tasks to be broken down into smaller manageable chunks. This is especially true when there are lots of questions on a worksheet. Simply cutting them up so that the child can complete one at a time can make such a huge difference and reduce stress.
3. Giving instructions in a simpler way with fewer words?
This takes a lot of getting used to as it can seem rather ‘stern’ however in this case less is actually more..
4. Adding visuals into tasks?
(I liken this to if I was in a new country and I didn’t know the language.) When pupils see visuals alongside instructions, they grasp concepts more easily and can revisit them later for reinforcement. A well-placed image can reduce confusion and make learning more accessible. Think how much easier life would be if we had those visuals always dotted around us!
5. Creating a ‘check-in’ sheet that connects related vocabulary?
In a fractions lesson where students encounter numerous terms. Imagine a resource that lists key words—like numerator, denominator, equivalent, improper, mixed number— with clear explanations and examples. This would reinforce understanding and help students recognise connections between concepts.
6. Removing the pressure of ‘reading’ by having whole class sets of books with no words?
The power of talking about what we see, without the ‘fear’ of struggling to read, is a joy to see. Get those picture books back in your classroom and watch pupils’ confidence and engagement grow!
7. How we often remove objects of reference too early for children?
Thinking about fractions again, having constant access to visuals, like fraction walls, helps deepen understanding and encourages discussion. I love having fraction wall sheets dotted around on the tables for children to refer to rather than expecting children to rely on memory.
8. Using a ‘one page profile’ to understand children more?
These can be found with a simple search on the internet as there are many templates available to look at and make your own. By finding about their likes and dislikes we can tailor what we do to help them feel safe and valued. I love reading this document and discussing it with parents to find ways to support our children.
For example: Alfie finds the classroom environment challenging. By playing detective, we find out that he likes to have his own space with photos of his pets around him. Standing and looking out of the window brings him joy and helps him feel safe and secure. Every time members of staff say his name to praise him, we see his face light up.
Consistency is key! Knowing that tasks will be broken down into manageable steps, that familiar comforts like LEGO at playtime are always available and that picture books are within reach, creates a sense of security for children. Predictability fosters confidence, reduces anxiety, and allows students to engage more fully in their learning. Small, consistent routines can make a big difference in a child’s experience at school!
Ginny is author of Independent Thinking on Being a SENDCO and an Associate of Independent Thinking. Ginny Bootman is not only a SENDCO across four schools in the Midlands, but she also has a breadth of experience of school life as a class teacher, senior manager and also a headteacher. Or, in her words, “I’ve been teaching longer than I haven’t. Going that extra mile involves some hard conversations and a willingness to challenge the powers that be. And more than a few cups of tea along the way.”