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Skill Profile

SEND Support

Education / Inclusion & SEND

"Adapting teaching materials, activities and classroom routines to meet an individual pupil's identified needs, following their EHCP or SEN support plan."

YOUR SKILLS

Problems This Skill Solves

  • Prevents pupils with additional needs from being excluded from the curriculum their peers access
  • Reduces classroom disruption caused by unmet sensory, communication or behavioural needs
  • Closes the attainment gap between pupils with SEND and their peers by targeting specific barriers to learning
  • Ensures schools meet statutory duties under the Children and Families Act 2014 and SEND Code of Practice
Myths vs Truths
Myth

SEND support means one dedicated adult permanently attached to a pupil.

Truth

Effective support is usually a mix of whole-class adjustments, targeted intervention and only occasional 1:1 time — over-reliance on a single adult can reduce independence.

Research & Outlook

Rising EHCP numbers and stretched local authority budgets are pushing schools towards whole-class inclusive design and assistive technology rather than solely 1:1 support.

See This Skill In Action

Watch a professional demonstrate SEND Support in a real working environment — what it looks like, how it's applied, and why it matters.

SEND Support in practice
A professional demonstrates this skill on the job
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Education / Inclusion & SEND

SEND Support

0roles unlock with this skill

Also Known As

Special Educational Needs SupportAdditional Learning Needs SupportInclusion SupportSEN Support

Growth Path

Beginner

Follows an existing support plan and applies agreed strategies for a specific pupil under supervision.

Intermediate

Designs and adjusts individual support strategies and liaises with parents and specialists on progress.

Expert

Leads SEND provision across a school or setting, writes EHCP contributions, and trains other staff.

How to Practise

  • 1.Shadow a SENCO to see how provision maps translate into daily classroom adjustments
  • 2.Practise writing differentiated resources at three different access levels for the same lesson objective
  • 3.Take a recognised SEND CPD course on autism awareness or dyslexia-friendly teaching
  • 4.Observe and log how a specific pupil's EHCP targets are being met across a half-term

How to Prove

  • ·A completed SENCO qualification (NASENCO award) or relevant SEND CPD certificates
  • ·Evidence of pupil progress against EHCP outcomes you supported
  • ·A portfolio of differentiated resources or intervention plans you designed