What Does Good SEN Provision Look Like in a School?

Whether you’re exploring your first support role or stepping into a new SEN teaching post, knowing what strong Special Educational Needs (SEN) provision looks like will help you choose the right school and make an impact from day one. This guide outlines the key features of effective SEN practice in UK schools, what to look for during visits and interviews, and the questions that help you assess fit.

A culture of inclusion led from the top

In the best schools, inclusion is a whole‑school value, not a bolt‑on. Senior leaders champion the needs of pupils with SEND and ensure the SEND policy aligns with the SEND Code of Practice (0–25). The SENCO is visible, influential, and often part of the senior leadership team, with protected time to coordinate provision, train staff, and liaise with families and external agencies.

High expectations are balanced with reasonable adjustments. You’ll see inclusive classroom routines, clear communication systems, and a positive language of support. Anti‑bullying and safeguarding are taken seriously, and pupils with SEND are included in all areas of school life—assemblies, trips, enrichment—through thoughtful planning rather than last‑minute workarounds.

The graduated approach in action

Good SEN provision follows the graduated approach—Assess, Plan, Do, Review—underpinned by high‑quality teaching for all. Staff can explain how this cycle works in practice and show you the evidence.

1. Assess: Needs are identified early using classroom assessments, observations, standardised tools, and input from the pupil and family. Screening for dyslexia, speech and language needs, sensory differences, and SEMH is used appropriately. 
2. Plan: Individual support plans include SMART targets linked to the curriculum and wider outcomes (communication, independence, emotional regulation). Reasonable adjustments and interventions are clearly mapped and time‑bound. 
3. Do: Teachers remain accountable for progress; TAs are deployed strategically to scaffold learning, model strategies, and promote independence—rather than creating reliance. 
4. Review: Impact is monitored regularly and shared with families. Plans change when strategies don’t work; the school escalates to external services or EHCP assessment where needed. 

You should see quality‑first strategies such as differentiated tasks, explicit instruction, visual supports, chunked instructions, overlearning, and alternative ways to show understanding. Targeted interventions—literacy, numeracy, speech and language, social communication—are evidence‑based and delivered with fidelity.

Skilled, well‑supported staff

Effective SEN provision depends on confident staff. Look for a robust programme of CPD covering autism, ADHD, dyslexia, DLD/SLCN, SEMH and trauma‑informed practice, sensory processing, alternative communication (PECS/Makaton), assistive technology, and reasonable adjustments for exams. New starters receive a thorough induction with time to read pupil profiles and co‑plan.

Teaching assistants are trained, valued, and included in planning and feedback. There’s regular coaching, supervision for staff working with complex needs, and opportunities to observe best practice across classes. Supply or new staff aren’t left to “figure it out”; there are clear routines, support plans, and someone to check in during the first weeks.

Evidence of impact and pupil voice

Strong schools track progress in ways that reflect individual starting points. Alongside academic data, they monitor engagement, independence, communication, attendance, behaviour, and wellbeing. Tools such as the Engagement Model, Boxall Profile, or bespoke independence scales may be used where appropriate. Data is used to improve provision—not to blame staff or pupils.

Pupil and parent voice are embedded. Learners help set their targets and reflect on what helps them succeed. Families are partners, with regular updates that go beyond reports: phone calls, shared digital logs, or termly meetings with the SENCO and class teacher.

Environments and resources that reduce barriers

Walkthroughs reveal a lot. Classrooms feel calm and organised, with clutter‑free displays, clear signage, and visual timetables. Seating plans consider sensory and attention needs. There are predictable routines, transition warnings, and quiet breakout areas for regulation. You might see wobble cushions, ear defenders, task boards, first/then visuals, and dyslexia‑friendly reading overlays or fonts.

Assistive technology is used purposefully—read‑aloud tools, speech‑to‑text, tablets for alternative recording, switch access where needed. For pupils with EHCPs, provision in the plan is clearly delivered and reviewed. Access arrangements for tests and exams are planned well in advance.

Safeguarding, behaviour, and wellbeing

Behaviour policies are relational and inclusive, with an emphasis on proactive support, predictable routines, and restorative approaches. Staff are trained in de‑escalation; any use of physical intervention is exceptional, recorded, and followed by debriefs for both pupil and staff. Attendance and punctuality are monitored sensitively, with adjustments for medical or mental health needs and strong links to the Designated Safeguarding Lead.

Mental health provision might include ELSA support, counselling, nurture groups, or links to CAMHS. There’s an understanding that behaviour communicates need, and that regulation, connection, and curriculum access go hand‑in‑hand.

What to look for when you visit a school

• Teachers can describe specific strategies they use for named pupils and how they adapt tasks, not just “we differentiate.” 
• Up‑to‑date pupil passports/profiles with strengths, triggers, and successful strategies are easy to find and used by all adults. 
• Clear visual supports: timetables, now/next boards, word banks, and consistent symbols across classrooms. 
• Calm atmospheres with purposeful noise; planned sensory breaks and regulation spaces that are used, not just labelled. 
• Constructive staff‑TA interactions focused on prompting independence rather than completing tasks for pupils. 
• Evidence of multi‑agency working: input from SaLT, OT, EP, and swift follow‑up on recommendations. 
• Regular communication with families and respectful language about pupils at all times. 
• Accessible corridors and classrooms: clear routes, reduced visual clutter, and consideration for mobility or sensory needs. 

Great questions to ask at interview

• How do you implement the graduated approach (Assess–Plan–Do–Review) across the school? 
• How are TAs deployed and trained, and how is co‑planning time protected? 
• What CPD have staff had in the last year on autism/ADHD/dyslexia/SEMH or assistive tech? 
• How do you measure progress for pupils working below age‑related expectations? 
• What does induction look like for new SEN staff, and is there supervision or mentoring? 
• How do you involve parents and pupils in setting and reviewing targets? 
• How does your behaviour policy account for additional needs and reasonable adjustments? 
• For pupils with EHCPs, how do you ensure provision is delivered and reviewed? 

Red flags to watch out for

• “One‑size‑fits‑all” behaviour systems with no flexibility for SEND. 
• Over‑reliance on TAs to “take pupils out,” with limited teacher responsibility for progress. 
• Lack of evidence of APDR cycles, vague targets, or intervention records with no impact review. 
• No time for staff training or co‑planning; new staff left without pupil profiles. 
• High exclusions or off‑rolling; negative language about pupils or families. 
• Seclusion spaces used as punishment, or physical intervention not properly recorded and reviewed. 

How this helps your job search

Understanding what good SEN provision looks like empowers you to choose roles where you can thrive, develop your practice, and make a measurable difference for pupils. Use school visits, interviews, and trial days to gather evidence, ask informed questions, and reflect on whether the culture, systems, and support match your values and skills.

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