The Education Endowment Foundation (EEF) has published new guidance to help schools support pupils with SEND and to develop inclusive practices, by setting out how these should look in the classroom.
The EEF Guide to Inclusive Teaching aims to support schools develop their inclusion strategies, which they need to publish by the end of this year.
High-quality classroom practice
The guide emphasises that excellent classroom practice is at the core of inclusive teaching, and highlights universal approaches that benefit all pupils, but particularly important for those with additional needs.
These include explicit instruction, effective feedback, scaffolding that gradually builds independence, positive teacher–pupil relationships, and calm, predictable classroom environments.
Getting these approaches right is the foundation of inclusive teaching, the guidance says. When implemented consistently, they improve learning for all pupils while reducing the need for additional targeted support.
Adaptations to strengthen learning
The guide highlights that, as a core part of this, some pupils will require adaptations and additional support to access high-quality teaching. However, these on their own might not mean more learning.
It says that distinguishing between effective and ineffective adaptations is one of most consequential challenges of inclusive teaching practice.
Inclusive teaching is one of the most powerful ways to promote equity in education
While adaptations may support access and participation, some well-intentioned approaches can reduce cognitive demand, lower expectations, or unintentionally limit opportunities for pupils to think deeply and develop independence.
Effective adaptations, the guide argues, are often about increasing the intensity of high-quality teaching rather than changing its fundamental nature.
A simple framework
The guide introduces a practical two-part framework:
- Universal approaches – evidence-informed classroom practices to benefit every pupil and are particularly important for pupils with additional needs
- Adaptations and additional support – including classroom adaptations, small-group teaching, one-to-one support and targeted interventions used where needed to enable pupils to access high-quality teaching.
It emphasises that these elements work together and overlap. Strong universal approaches provide the foundation, while carefully chosen adaptations and targeted support ensure individual pupils receive the support they need to succeed.
Supporting schools to put evidence into practice
Alongside the guide, the EEF has published practical implementation resources, including scenario-based professional development materials for teachers and school leaders, designed to help schools develop coherent, evidence-informed strategies.
Professor Becky Francis CBE, CEO of the EEF, said: “With an increasing focus on inclusion, teachers and school leaders are looking for practical, evidence-informed guidance. Our guide is designed to help schools meet that need.
“Inclusive teaching is one of the most powerful ways to promote equity in education. As the guide shows, it is not a niche or SEND-specific concern, but a whole-school approach that benefits every pupil while helping those who need it most.”
