Identifying and supporting autistic children and young people: what the evidence says
A DfE rapid evidence review led by UCL examines how mainstream schools identify and support autistic pupils, finding teachers central to early identification and the strongest support evidence in structured teaching and low-arousal environments.
Supporting stammering, speech and language in the early years: what the evidence says
A DfE review of speech and language needs in children aged nought to five finds no reliable stammering screen, so parental concern matters, with support layered from universal to specialist.
Behavioural and social communication interventions for SEMH and autism: what the evidence says
A DfE evidence review of 73 systematic reviews found no single intervention works for every autistic pupil or pupil with SEMH. Peer-mediated approaches, structured behavioural supports and physical activity showed the clearest gains.
Cross-cutting themes in supporting SEND: what the evidence says
A DfE evidence review led by UCL sets out what works across special educational needs. Early identification, assessment of the whole child, teacher expertise and supportive relationships recur, alongside peer-mediated learning and literacy support.
What the 2010 DCSF use of force guidance said — advice for schools
A summary of the 2010 DCSF guidance on reasonable force, now historical but still the clearest account of the legal power, reasonableness, the case against no contact policies and post-incident support.
Identifying and supporting sensory and physical needs: what the evidence says
Sensory and physical needs are usually identified by specialists, according to a DfE evidence review led by UCL, though teachers still contribute day to day observation of how pupils manage.
Identifying and supporting speech, language and communication needs: what the evidence says
The DfE review finds speech, language and communication needs are the most common primary need on SEN support, and recommends layered support from good classroom teaching to specialist, one-to-one help.
Identifying and supporting cognition and learning needs: what the evidence says
The DfE review led by UCL says teachers spot cognition and learning needs early, working with the SENCo and parents, while specialists diagnose. Support should reduce processing load through systematic, targeted teaching.
Identifying and supporting SEMH needs in schools: what the evidence says
A DfE evidence review finds SEMH is the second most common primary need among pupils on SEN support. Adults’ knowledge matters more than any test, and structured observation and questionnaires identify need better.
What the 2019 restraint reduction guidance said — advice for schools
The 2019 guidance aimed to make restraint less likely, less frequent and less harmful, starting from children’s rights, treating behaviour as communication and asking schools for positive support, recording and post-incident debrief.