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Timely practice was designed for both learners with identified Special Educational Needs and Disability but also those who clearly have undiagnosed learning needs (and often it seems to us, that at least one of the undiagnosed learning needs is having a smaller working memory capacity than their peers).
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Pupils with Special Educational Needs and Disability (SEND) have the greatest need for excellent 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, pupils with SEND are also more than twice as likely to be eligible for free school meals. This 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. |
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Timely practice enables learners to learn better and feel more positive about themselves as learners. We reduce shame and maths anxiety and increase motivation, pace of learning and progress. Each learner is always taught on their firm learning foundations and there is time in each lesson for feedback, meaning each leaner has “the next best thing” to a personal tutor in every lesson.
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An inclusive school removes barriers to learning and participation, provides an education that is appropriate to pupils’ needs, and promotes high standards and the fulfilment of potential for all pupils. Schools should:
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R2: Build an ongoing, holistic understanding of your pupils and their needs
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it guides the teacher as to what the next steps of every learner is,
it empowers the teacher to teach so that all learners only ever are taught on firm learning foundations
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Schools should aim to understand individual pupil’s learning needs using the graduated approach of the ‘assess, plan, do, review’ approach. Assessment should be regular and purposeful rather than a one-off event, and should seek input from parents and carers as well as the pupil themselves and specialist professionals. Teachers need to feel empowered and trusted to use the information they collect to make a decision about the next steps for teaching that child. |
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Timely practice is a perfect example where good teaching for pupils with SEND is good teaching for all.
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To a great extent, good teaching for pupils with SEND is good teaching for all. Searching for a ‘magic bullet’ can distract teachers from the powerful strategies they often already possess. The research suggests a group of teaching strategies that teachers should consider emphasising for pupils with SEND. Teachers should develop a repertoire of these strategies they can use flexibly in response to the needs of all pupils.
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Timely practice is designed to remove the need for interventions outside of maths lessons, and instead provide “high quality, structured, targeted interventions” each lesson.
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Small-group and one-to-one interventions can be a powerful tool but must be used carefully. Ineffective use of interventions can create a barrier to the inclusion of pupils with SEN. High quality teaching should reduce the need for extra support, but it is likely that some pupils will require high quality, structured, targeted interventions to make progress. The intensity of intervention (from universal to targeted to specialist) should increase with need. Interventions should be carefully targeted through identification and assessment of need. Interventions should be applied using the principles of effective implementation described in the EEF’s guidance report Putting Evidence to Work: A School’s Guide to Implementation. |
R5: Work effectively with teaching assistants
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“right now, you are answering your timely practice questions, so I can only help you with reading, scribing and spelling”
“research says that getting feedback after one night’s sleep is better for your learning than me assessing your work now”
“I’ll leave you to get on with these questions, and come back soon to see how you have done”
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Effective deployment of teaching assistants (TAs) is critical. School leaders should pay careful attention to the roles of TAs and ensure they have a positive impact on pupils with SEND. TAs should supplement, not replace, teaching from the classroom teacher. The EEF’s guidance report Making Best Use of Teaching Assistants provides detailed recommendations. |
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