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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:

• promote positive relationships, active engagement, and wellbeing for all pupils;

• ensure all pupils can access the best possible teaching; and

• adopt a positive and proactive approach to behaviour, as described in the EEF’s Improving Behaviour in Schools guidance report.

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.

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.