What is targeted SEND support
Targeted Support
Here you will find guidance, tools and practical approaches to support children and young people who need a little more than the strong foundations provided through universal provision.
Targeted support in settings and schools is about responding thoughtfully and proactively when a child’s needs are not fully met through high‑quality, inclusive universal practice alone.
It provides an additional layer of support, carefully planned, evidence informed and responsive, to help remove barriers to learning, participation and wellbeing.
Types of additional support
Additional support may include:
- enhanced scaffolding, or adaptation within the classroom
- targeted strategies to support communication, emotional regulation or social interaction
- closer monitoring, review and adjustment of provision
- collaboration with families and, where appropriate, wider professionals
- short-term, focused interventions delivered in small groups or individually
Building on strong universal foundations
A strong universal offer remains at the heart of inclusive practice. Targeted support is most effective when it is layered onto high-quality teaching, inclusive environments and a culture of belonging.
This section is designed to complement, not replace, universal provision. It helps practitioners respond when:
- progress is slower than expected despite inclusive, adaptive teaching
- a child or young person requires more structured or repeated opportunities to learn and practise skills
- emerging needs become more evident over time
- additional strategies are needed to strengthen engagement, confidence or independence
Responsive, flexible and child centred
As inclusive practitioners, we know that needs are not static.
Targeted support is therefore:
- responsive - adapting quickly when needs change or new information emerges
- time bound and reviewed regularly - ensuring support remains purposeful and impactful
- rooted in partnership - with children, young people, families and colleagues
- strengths based - building on what each child can do, as well as what they find challenging
How targeted support differs from universal provision
Both universal provision and targeted support are essential parts of an inclusive approach - but they serve different purposes within a graduated response.
Universal provision - the foundation for all
Universal provision is the high‑quality, inclusive teaching and environment that every child and young person experiences every day.
Universal provision is:
- for all learners – inclusive by design, not added later
- proactive – anticipating needs and reducing barriers from the outset
- embedded in everyday practice – part of classroom routines, teaching and curriculum
- broad and consistent – supporting a wide range of needs without singling children out
Universal provision is what we do for everyone, all the time.
Targeted support builds on this strong foundation. It is used when some learners need more than universal provision alone to make progress, engage fully or feel confident.
Targeted support is:
for some learners – those who need extra support at a given time
responsive – introduced when needs become clearer or progress slows
more focused and specific – tailored strategies, interventions or adjustments
time bound and reviewed – regularly monitored to ensure impact
targeted support is what we add when universal provision isn’t quite enough