SEND in the Mainstream Classroom
An introduction to including pupils with SEND in the mainstream primary classroom

Welcome to the hidden web page of this CPD Course. The aim is to provide all the necessary slideshows, handouts and resources to enable delegates to deliver, share or cascade the information to colleagues back in school; indeed, a number of delegates have successfully done this with our Forum materials. Furthermore, it makes accessing resources and web links much easier, with everything stored in one place. Our copyright terms are that attending delegates are free to use the materials within their own school only. We hope you find this helpful.

Preparation for taking part in the online session

Before you take part in the interactive online session, please ensure you have the following resources prepared.



Session 1:

  • Printed handout or e-handout (below)



  • Have 4 coloured pencils/ highlighter pens to hand, each of a different colour


Gap task


Gap task: Audit of SEND identification and provision

  • Audit and reflection on identification of SEND needs in your classroom
    • Look at the assessment data and information you have on the children you teach.
    • Refer to Part 1 of the session on identification of pupils with SEND to reflect on how accurate your identification of need is.
    • Have SEND needs been identified that might just be gaps in learning?
    • Are there children whose needs might have been missed?
  • Watch the video/ slideshow on QFT for Working Memory below
  • Audit of provision in your classroom in relation to the principles of the Code of Practice


Session 2:

  • Printed handout or downloaded e-handout (below)



  • Periodic Table activity 

Periodic table activity

  • Understanding QFT for All – enlarged to A3


  • Cuisenaire maths rods

We will be talking about this great resource in the session. If you have a set of them in school, have them to hand; if you don’t, this resource might make a useful substitute.


Slides and Handouts






Other resources 

‘How-to achieve full familiarity with Cuisenaire®’ 

Quality First Teaching Strategies for Whole School Improvement – Components of an inclusive strategy with KS2 examples

Structured discovery learning




Special Educational Needs in Mainstream Schools | Education Endowment Foundation | EEF



Course evaluation

Please submit your course evaluation here


Welcome to ILOP

ILOP is the online portal designed to help every teacher be a confident teacher of pupils with SEND and, indeed, all pupils. 

More details on ILOP here


Useful links

Reader pens

Understanding Quality First Teaching

Overlays from Crossbow Education ​

Open dyslexic

Buzan, T. (2003) Mind Maps for Kids: An Introduction. Thorsons

Call Scotland​


Dyslexia Action


Alloway, T. P. & Alloway, R. G., 2015. Understanding Working Memory. 2nd ed. London: Sage.

Baddeley, A. D., 2000. The episodic buffer: A new component of working memory?.Trends in Cognitive Sciences, 4(11), pp. 417-423.

Baddeley, A. D., 2007. Working memory, thought and action. Oxford: OUP.

Bird, R., 2013. The Dyscalculia Toolkit. London: Sage.

Bird, R., 2014. The Story of 8. [Online] 
Available at: The Story of 8
[Accessed 11th January 2017].

British Dyslexia Association, 2017. [Online] 
Available at: BDA​
[Accessed 16th January 2017].

Chinn, S. J., 2011. The Trouble With Maths: A Practical Guide to Helping Learners With Numeracy Difficulties. 2nd ed. London: Routledge.

Corbett, J., 2001. Supporting Inclusive Education: a Connective Pedagogy.s.l.:Routledge Falmer.

Department for Education, 2014. A DfE presentation pack for school leaders: The 0-25 Special Educational Needs and Disability Reforms. London: s.n.

Department of Education & Department of Health, 2015. Special educational needs and disability code of practice: 0 to 25 years: Statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities, London: Crown.

Dunning, D. L. & Holmes, J., 2014. Does working memory training promote the use of strategies on untrained working memory tasks?. Memory & Cognition, 42(6), pp. 854-862.

Dunning, D. & Winter, A., Always Learning: Cogmed Coach Training UK. 2015.s.l.:Pearson.

Educational Solutions (UK) Ltd., 2016. The Cuisenaire Company. [Online] 
Available at: Cuisenaire
[Accessed 31st October 2016].

Emerson, J. & Babtie, P., 2013. The Dyscalculia Assessment. 2nd ed. London: Bloomsbury.

Emerson, J. & Babtie, P., 2014. The Dyscalculia Solution. London: Bloomsbury.

Every Child Counts & Edge Hill University, 2017. [email protected] [Online] 
Available at: Every child counts
[Accessed 11th January 2017].

Gattegno, C., 1970. Mathematics with Numbers in Colour: Book 1. Reading: Educational Explorers Ltd..

Henry, L., 2012. The Development of Working Memory in Children. London: Sage Publications.

Kelly, K. S. & Phillips, S., 2011. Teaching Literacy to Learners with Dyslexia: a Multisensory Approach. London: Sage.

Learning Resources, n.d. Exploring Mathematics. King’s Lynn: s.n.

Mathematics Mastery, 2017. Mathematics Mastery. [Online] 
Available at: Mathematics mastery
[Accessed 11th January 2017].

Maths No Problem!, 2016. Every Child Can Master Maths. [Online] 
Available at: Maths no problem!
[Accessed 11th January 2017].

NRICH, 1997-2017. Cuisenaire Environment. [Online] 
Available at: NRICH maths
[Accessed 11th January 2017].

Oxford University Press, 2017. Inspire Maths!. [Online] 
Available at: Inspire maths

[Accessed 11th January 2017].

Phillips, S., Kelly, K. & Symes, L., 2013. Assessment of Learners with Dyslexic-type Difficulties. London: Sage Publications.

STEM Learning Ltd., n.d. STEM Learning Resources. [Online] 
Available at: STEM Learning​
[Accessed 11th January 2017].

The Cuisenaire Company, 1963. Mathematics with the Cuisenaire Rods: Notes for the Teacher. Fishguard: Educational Explorers.

The Cuisenaire Company, 2014. A Newcomers Guide to the Cuisenaire Rods.Fishguard: Educational Solutions Ltd.

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