ABSTRACT
The vast majority of learners, including those with 'moderate' or 'mild' learning difficulties, weak communication skills, dyslexia or social/behavioural needs, rarely attract additional resources: they are very much accepted as part of the mainstream mix. High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people. This is special educational provision under Section 21 of the Children and Families Act 2014. Successful schools are pro-active in identifying and addressing pupils' special needs, focusing on adapting the educational context and environment rather than on 'fixing' an individual learner. In many cases, pupils' individual learning needs will be met through differentiation of tasks and materials in their lessons; sometimes this will be supplemented by targeted interventions such as literacy catch-up programmes delivered outside the classroom. A smaller number of pupils may need access to more specialist equipment and approaches, perhaps based on advice and support from external specialists.
