The EEF’s Inclusive Teaching guide asks an important question:
But what do we mean by additional needs?
Additional needs are needs that can create additional barriers to learning or participation. They may relate to SEND, disadvantage, or other individual circumstances and they can change over time.
That matters. A diagnosis or label can provide useful information, but it cannot tell us exactly what a pupil needs from their teacher today.
Seeing the learner in front of you
In staffrooms and corridors, the most meaningful conversations about pupils rarely begin with a category. They begin with a name:
- Sam often needs the first step modelled before he gets going.
- Erin understands the idea quickly but benefits from talking it through.
- Bram works best once he has seen an example.
These small observations help teachers make informed decisions about everyday teaching and respond to individual needs.
The EEF’s Inclusive Teaching guide shows that inclusive teaching starts with high-quality everyday teaching, supported by carefully chosen adaptations and additional support where needed.
Knowing our learners means going beyond assumptions and responding to what they show us:
- A pupil experiencing disadvantage may grasp a new concept immediately.
- A pupil finding a new concept difficult may benefit from explicit teaching and modelling.
- A pupil who needed scaffolding yesterday may be ready to work independently today.
The reality of busy classrooms
This is not always straightforward. Many teachers, particularly in secondary schools, may teach hundreds of pupils across a week. Knowing every detail about every learner is not realistic.
But seeing the learner does not mean knowing everything about them. Insights build gradually through everyday classroom interactions. Checking for understanding can help teachers notice how pupils are approaching their learning and respond to what they show them.
Checking, adapting and responding
This is where approaches like Check. Adapt become powerful. Checking for understanding allows teachers to see how pupils are responding and decide what to do next. Perhaps addressing a misconception, adjusting support, or making a purposeful adaptation.
The decision is guided by what pupils show, rather than assumptions. This isn’t about creating different lessons for different pupils, but making responsive decisions that help pupils access, participate, and succeed while maintaining high expectations for all.
How can leaders build teachers’ confidence in supporting pupils with additional needs?
Knowing learners and responding to what they show us relies on professional knowledge and judgement. Leaders can create opportunities for teachers to explore these decisions together, particularly where there may be different views about what a pupil needs or how best to respond.
This practice of reflection is something that can be practiced and improved.
ScenarioSpace provides free, scenario-based professional development focused on inclusive teaching. Teachers explore realistic classroom situations, make decisions about how they would respond, and compare their thinking with colleagues and other teachers.
Leaders can use the scenarios to:
- surface different assumptions about pupils and their needs
- prompt discussion about possible responses and whether adaptations are helping or hindering learning
- build shared understanding and confidence around inclusive teaching.
Inclusive teaching starts with strong everyday classroom practice. But what pupils need from that practice will not always be the same. Know your learners. Respond to what they show you. Use what you learn to make informed decisions about everyday teaching, including adaptations and additional support where needed.