skip to main content

Five A Day - Supporting students with additional needs in a mainstream class

Research conducted by the Educational Endowment Foundation (EEF) indicated that there are five particular approaches which can be integrated into day-to-day teaching.

Created and Led by
Chris Quigley
2 hours
Online or in-person
Target Audience
Head Teachers, Teachers, Deputy Heads, Senior Leaders


Research conducted by the Educational Endowment Foundation (EEF) indicated that there are five particular approaches that can be integrated into day-to-day teaching practice to raise attainment among children with additional needs and their classmates.

Chris will guide you through the approaches and give practical examples.

  • Explore the research and how its findings may be implemented
  • Examples from the wider primary curriculum
  • Supports students with additional needs and their classmates

Learn about:

  • Explicit instruction in the wider curriculum
  • Cognitive and meta cognitive strategies
  • Scaffolding
  • Flexible Grouping
  • Using technology.

Enquire about a consultant delivering this course to your school/cluster

* means required field

    Can't find your school? Enter the address manually
  1. This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Booking Options

What would you like to do?

  1. Book now for Chris to deliver this course online
  2. Enquire about one of our team delivering this course in-person at your school

Evidence Informed
Evidence Informed
All our courses are based on peer-reviewed research.
Practical and inspiring
Practical and inspiring
We bridge the gap between evidence and practice.
Versatile environments
Versatile environments
We offer a choice between on-demand and live courses.

All the ideas from the Five a Day - supporting students with additional needs in a mainstream class course that could be used in class were helpful and Teachers were very keen to use some of the ideas, like exit tickets, back in the classroom. It was really helpful that it fitted so clearly with our retrieval practice training last year and previous work on our whole-school curriculum. Delivery was fast-paced and Lesley was easy to listen to and engage with. She combined the theory with workable, practical ideas which were well received. I would rate my booking as very high quality - it was informative, based in research and easy to apply to the classroom and our children's needs. Thank-you!

Nicky Chesshire, Deputy Headteacher
North Heath CP School, West Sussex

The links made to Rosenshine were very useful as many schools have already covered this in recent years. We quite liked the golden sentence ideas and how this approach could support pupils with SEN show their full understanding in a safe way. This is something we look forward to trialling. Robin was a great speaker who presented the Five a Day- supporting pupils with additional needs in a mainstream class course in an engaging and enthusiastic manner. We know we are always getting a high level of competence and quality when we book with Chris Quigley Education. I would rate our booking very highly - the booking process is clear and communication is a strength. Thank you for a great morning.

Dan Bowden, Headteacher
Greenvale Primary School, Croyden

Very informative; excellent!

Anita Clarke

An informative and useful course -  good to be able to attend at a time convenient for me too.

Tricia Scott

Latest from the Blog

Overcoming the Fear of Being Wrong: Teaching Tentative Language to Foster a Predictive Mindset
Overcoming the Fear of Being Wrong: Teaching Tentative Language to Foster a Predictive Mindset
16th May 2024
Making predictions is a critical skill in learning that spans all subjects and year groups. However, one of the most significant barriers to developing this skill in students is their fear of being wrong. This fear can stifle creativity, hinder learning, and prevent students from engaging fully with the material. As teachers, it is essential to create a classroom environment that values the process of thinking and exploration over the correctness of answers. A powerful tool in achieving this is teaching and using tentative language. This blog will explore how to foster such an environment and provide practical strategies for incorporating tentative language into prediction activities.
Embodied Cognition
Embodied Cognition
25th Jan 2024
Embodied cognition is a concept in educational psychology that proposes that learning is not merely a cognitive process but fundamentally intertwined with physical actions and the environment. This article explores the research underpinning embodied cognition and provides examples of how it may be applied to a range of curriculum subjects.