When pupils are in school, their experience should be inclusive, positive and supportive of their long-term academic attainment and personal development. It may be that an aspect of universal provision could be improved for all pupils, which might support the attendance of those with more barriers to learning. There are many areas within our guidance reports that will be useful in different contexts, but it may be worth attending to two areas in particular when considering teacher professional development:

1. Explicit teaching of learning behaviours, academic and behaviour routines, social and emotional skills and metacognitive strategies.
2. High quality teaching based on the principles of scaffolding, modelling, adaptive teaching, flexible grouping, cognitive and metacognitive strategies, explicit instruction and using technology to support pupils with SEN.