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It explains the disadvantage gap affecting pupils with SEND and highlights coordination challenges across organisations under increasing spending pressures. The report provides five evidence-based recommendations, emphasizing positive supportive environments, holistic understanding of learner needs, high-quality teaching, targeted small-group and one-to-one interventions, and effective collaboration with teaching assistants.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/special-educational-needs-in-mainstream-schools-guidance-report/584160/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/special-educational-needs-in-mainstream-schools-guidance-report/584160.png","ImageObject",300,407,{"name":92,"@type":93},"Kyle","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the guidance report primarily focused on?","Question",{"text":112,"@type":113},"The report presents five recommendations to improve provision for pupils with SEND in mainstream primary and secondary schools, with some approaches also potentially helpful in special schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the report emphasize closing the disadvantage gap for pupils with SEND?",{"text":117,"@type":113},"It notes that pupils with SEND have a larger attainment gap compared with peers and are more likely to be eligible for free school meals, so better support is needed to improve outcomes and enjoyment of school.",{"name":119,"@type":110,"acceptedAnswer":120},"What teaching and intervention approaches does the report recommend?",{"text":121,"@type":113},"It prioritises familiar but powerful classroom strategies such as scaffolding and explicit instruction, alongside carefully selected small-group and one-to-one interventions, and effective work with teaching assistants.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584160,1792117320,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},3985741905716,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","SPECIAL EDUCATIONAL NEEDS IN MAINSTREAM SCHOOLS  \nGuidance Report  \nThe authors would like to thank the many researchers and practitioners who provided support and feedback on drafts of this guidance. In particular we would like to thank the Advisory Panel and Evidence Review Group:  \nAdvisory Panel: Adam Boddison, Julia Carroll, Maria Constantinou, Mairi-Ann Cullen, Geoff Lindsay, Margaret Mulholland, Christine Oliver, and Rebecca Pentney.  \nEvidence Review Group: Mairi Ann Cullen, Geoff Lindsay, Richard Hastings, Louise Denne and Catherine Stanford.  \nPeer Reviewers: Lorena Beqiraj, Farah Elahi, Eli Gemegah, Nikita Hayden, Ines Kander, Foteini Lykomitrou and Julia Zander.  \nGuidance report authors: Kath Davies and Peter Henderson.  \nAbout the Education Endowment Foundation  \nThe Education Endowment Foundation (EEF) is an independent charity supporting teachers and school leaders to use evidence of what works—and what doesn’t—to improve educational outcomes, especially for disadvantaged children and young people.  \nThis guidance report was produced with the financial support of The Kusuma Trust UK.  \nEducation Endowment Foundation  \nCONTENTS  \nForeword 2  \nIntroduction 3  \nSummary of recommendations 8  \n\n| Recommendation 1 | Create a positive and supportive environment for all pupils, without exception | 10 |  |\n| --- | --- | --- | --- |\n\n\n| Recommendation 2 | Build an ongoing, holistic understanding of your pupils and their needs | 14 |  |\n| --- | --- | --- | --- |\n\n\n| Recommendation 3 Ensure all pupils have access to high quality teaching 20 |  |\n| --- | --- |\n\n\n| Recommendation 4 | Complement high quality teaching with carefully selected small-group and one-to-one interventions | 28 |  |\n| --- | --- | --- | --- |\n\n\n| Recommendation 5 Work effectively with teaching assistants 34 |  |\n| --- | --- |\n\nReferences 38  \nHow was this guidance compiled? 41  \nSpecial Educational Needs in Mainstream Schools 1  \nFOREWORD  \nEducation professionals are usually driven by the desire to provide each and every young person with the best chance to succeed in life, no matter who they are or where they come from. Our aim at the EEF is to support professionals by arming them with the tools needed to make the biggest possible impact in achieving this. This is especially crucial for those pupils that need the most support.  \nPupils with Special Educational Needs and Disability (SEND) have the greatest need for  \nexcellent teaching and are entitled to provision that supports achievement at, and enjoyment of, school. The attainment gap between pupils with SEND and their peers is twice as big as the gap between pupils eligible for free school meals and their peers. However,  \npupils with SEND are also more than twice as likely to be eligible for free school meals.  \nSo for us, closing the disadvantage gap means finding better ways to support pupils with SEND. The challenge is compounded by the complexity of the system of which schools are only one part. The best provision for pupils with SEND  \nrequires coordination across multiple organisations and individuals—made harder in recent years by spending pressures. The professional challenge of supporting pupils with SEND is both practical and principled.  \nAverage Attainment 8 score per pupil  \n50 ~~  ~~40 ~~ ~~  \n30 ~~  ~~20 ~~ ~~  \n10 ~~ ~~  \n0 ~~ ~~  \nPupils Pupils Other  \nwith SEN eligible for Pupils  \nFSM  \nThis is why we’ve developed this guidance report. It offers five evidence-based recommendations to support pupils with SEND, providing a starting point for schools to review their current approach and practical ideas they can implement. To develop the recommendations in this report, we reviewed the best available international research and consulted with teachers and other experts.  \nThe overriding message from the report is a positive one. It is tempting to talk about the challenge of SEND as a specific and distinct issue. Yet, far from creating new programmes, the evidence tells us that teach","cbCaimlmFrweaNVM","https://ap.wps.com/l/cbCaimlmFrweaNVM","pdf",7233663,44,"English","# Contents\n## Foreword\n## Introduction\n## Summary of recommendations\n## Recommendation 1\n## Recommendation 2\n## Recommendation 3\n## Recommendation 4\n## Recommendation 5\n## References\n## How was this guidance compiled?","[{\"question\":\"What is the guidance report primarily focused on?\",\"answer\":\"The report presents five recommendations to improve provision for pupils with SEND in mainstream primary and secondary schools, with some approaches also potentially helpful in special schools.\"},{\"question\":\"Why does the report emphasize closing the disadvantage gap for pupils with SEND?\",\"answer\":\"It notes that pupils with SEND have a larger attainment gap compared with peers and are more likely to be eligible for free school meals, so better support is needed to improve outcomes and enjoyment of school.\"},{\"question\":\"What teaching and intervention approaches does the report recommend?\",\"answer\":\"It prioritises familiar but powerful classroom strategies such as scaffolding and explicit instruction, alongside carefully selected small-group and one-to-one interventions, and effective work with teaching assistants.\"}]","SPECIAL EDUCATIONAL NEEDS IN MAINSTREAM SCHOOLS - Guidance report | PDF",1792050020,111]