“Where a pupil is identified as having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place.”
SEND Code of Practice 6.44
Targeted provision is additional and personalised support for pupils whose needs are not fully met through universal strategies alone. This may involve tailored teaching approaches, adapted resources in class, in specific areas such as communication, literacy, or emotional regulation, or accessing small group evidence-informed interventions.
This section provides tailored approaches and strategies that practitioners can use to meet the individual needs of learners with SEND. These are organised according to the four broad areas of need outlined in the 2015 SEND Code of Practice:
| Area of Need | Description |
|---|---|
| Cognition and Learning | Strategies to support learners with difficulties in acquiring and applying knowledge and skills. |
| Communication and Interaction | Approaches for supporting those with speech, language, and social communication needs. |
| Social, Emotional, and Mental Health | Guidance for addressing emotional wellbeing, behaviour, and mental health challenges. |
| Sensory and/or Physical | Support for learners with physical disabilities, sensory impairments, or medical conditions. |
A note on using the guidance
Every child or young person is a unique individual with distinct strengths, needs, and learning preferences. For educators, developing a deep understanding of each child or young person is essential to making informed decisions about provision, support, and strategies that enable meaningful progress.
This guidance organises strategies and resources into four broad areas of need. However, learners rarely fit neatly into these categories. Many experience overlapping needs, and their strengths and barriers may span multiple domains.
The categorisation within the database is intended as a navigational aid, not a rigid framework. While strategies have been grouped to support ease of use, they are not exclusive to any single area of need.
Professionals are encouraged to use the database flexibly, drawing on strategies across different areas to create tailored, responsive support. The most effective plans reflect the whole child, considering not only identified needs, but also their interests, strengths, relationships, and wider context.
By keeping each learner’s uniqueness at the centre, settings can ensure the resource serves its true purpose: to inspire and guide professional judgement, not to constrain it.