There is a need to create more teacher-focused tools to support the identification of pupils with special educational needs, according to a new report published by the Department for Education.

The government has today published research documents setting out findings from research into identifying, supporting and collaborating for children and young people with SEND.

In a new report pulling together research findings, the DfE says that while formal diagnosis remains the responsibility of specialists, teachers can play a central role in early recognition of educational needs.

It says this can be done “through structured observation, accessible screening tools, and collaboration with special educational need coordinators (Sendcos), parents, and external professionals”.

Where do teachers need more support?

The report puts forward a series of strategies that schools can use to respond to different needs.

However, it also identifies areas where it believes teachers need more support.

The report says: “First, there are currently few identification and assessment tools specifically designed for use by teachers without the necessary training to administer and interpret results.

“Parents and schools appear to be heavily dependent on external professionals to identify and support needs of children and young people with SEND.”

It adds that there is “a need to create more teacher-focused tools that can reliably flag potential concerns and support systematic measurement of learning needs”.

It also says that initial teacher training frameworks should include foundational training in assessment principles, including how to “administer standardised tools according to their manuals to support need identification, intervention planning, and progress monitoring”.

Reducing the reliance on individual interventions

The research review report published by the DfE says that support should begin with high-quality teaching to reduce the reliance on individual interventions where possible.

It adds that effective interventions tend to target underlying cognitive and behavioural difficulties, particularly executive functions such as working memory, attention and self-regulation.

“Instructional approaches that reduce cognitive load, offer structure and routine, and promote active engagement, such as explicit instruction, scaffolding, task sequencing, and visual supports, are especially beneficial for a wide range of children and young people with SEND,” it states.

The report also notes that there are many different needs common among children and young people with different SEND profiles including language, communication, literacy, maths, and behavioural, engagement and participation needs.

It says that similar methods can often be used with different pupils to identify and assess these needs.

The report’s research review identifies oral language sampling and connected speech analysis as evidence-based methods for identifying expressive language and speech production difficulties.

It adds: “Screening tools, curriculum-based measures (CBMs), and dynamic assessments each play a role in profiling different components of literacy. Specific tools such as the strengths and difficulties questionnaire (SDQ) are useful to profile emotional and behavioural concerns across different children and young people with or at risk of developing SEND.”

The government is expected to announce plans for SEND reform as part of a schools White Paper due to be published later this year.

Ministers have already indicated that a key focus will be ensuring mainstream schools are able to serve an increasing number of pupils with SEND.

Ofsted’s new school inspections, launching in November, will assess schools on inclusion as one of the main evaluation areas.

You can now get the UK’s most-trusted source of education news in a mobile app. Get Tes magazine on iOS and on Android