The Educator Magazine U.K. May-August 2026 issue. - Magazine - Page 43
Predictability builds confidence
For many pupils with SEND, knowing what will happen, and in
what order, is as important as the task itself. Small uncertainties
can quickly escalate: Where will I sit? Who will be in the room?
What happens if I don’t understand the instructions? What if I
need a break? When these questions go unanswered, anxiety
fills the gap.
Teachers who take time to walk children through the process
ahead of time often see a marked difference. Talking through what
an assessment will look like and keeping routines consistent helps
reduce cognitive load and free children up to focus on learning.
For teachers working without additional adult support, this
doesn’t need to be time consuming. Predictability often comes
from small, repeatable habits: keeping seating arrangements the
same, introducing assessment activities using consistent
language, or briefly modelling what will happen before pupils
begin. These approaches don’t require extra planning or staffing,
just consistency, and they can make a noticeable difference for
pupils who struggle with uncertainty.
Predictability isn’t just about people and spaces. It also applies to
the tools children are asked to use.
Digital platforms used in primary settings can support familiarity
and confidence over time when they are embedded consistently
into classroom practice. When children regularly use the same
layouts, tools and routines, those systems feel predictable rather
than pressurised during assessment.
When systems rely on memory and goodwill
Behind the scenes, assessment for pupils with SEND often
depends on informal systems. Teachers remind one another
verbally. Notes are passed on in corridors. Key information lives
in someone’s head. This works until it doesn’t.
Staff absence, timetable changes and busy weeks mean details
can be missed. A child may be supported by an adult who doesn’t
know their triggers, or miss a break they rely on. When things
go wrong, it’s rarely because people don’t care. It’s because the
system relies on individuals holding everything together under
pressure.
In practice, ‘joined-up systems’ don’t have to be complex.
In many primary schools, they simply mean having clear, shared
information about a pupil’s usual way of working that anyone
involved in assessment can access. When expectations and
support strategies are agreed once and communicated clearly,
teachers are less reliant on memory or last-minute conversations,
particularly when staff absence or timetable changes disrupt
plans.
Primary schools are juggling increasing levels of need with limited
capacity. Without shared ownership and clear communication, the
risk of inconsistency grows, and it’s children who feel the impact
first.
Familiar adults, familiar spaces
One of the most consistent patterns across schools is the
importance of familiarity. For some pupils, a familiar adult can be
the difference between coping and shutting down. Someone who
knows when to prompt, when to step back, and when to offer
reassurance without drawing attention.
Similarly, the physical environment matters. Calm, low-stimulus
spaces support focus and regulation far better than makeshift
arrangements created at the last minute. Where pupils can
practise in the same space they’ll be assessed in, anxiety often
reduces significantly. Assessment as part of belonging.
Perhaps the most important shift is to stop treating assessment
adjustments as an exception to ‘normal’ school life. When
support is only visible during assessment, it can make children
feel different or exposed. When it’s part of everyday practice, it
reinforces belonging.
Children are far more likely to show what they know when they
feel safe, known and prepared. When they don’t, assessment
becomes another reminder that school wasn’t designed with
them in mind. That’s not a message any of us want to send,
however unintentionally.
Practical tools that support assessment for pupils with
SEND
1. A one-page ‘usual way of working’ profile
A short summary outlining how a pupil typically works, what
support they use day to day, and what helps if they become
overwhelmed. Keeping this brief makes it more likely to be used
consistently.
2. Visual schedules or checklists
Simple visuals showing what will happen first, next and last can
help pupils who struggle with uncertainty feel more secure during
assessment activities.
3. Consistent assessment language
Using the same phrases when introducing assessments helps
pupils know what to expect. Even small changes in wording can
increase anxiety for some children.
4. Low-stimulus spaces
Reducing noise, movement and visual clutter can significantly
improve focus and emotional regulation during assessment.
5. Trusted SEND guidance
Organisations such as the EEF, IPSEA and Scope offer practical
guidance on reasonable adjustments and inclusive practice,
supporting decision-making when time is limited.
Final thought
Assessment will never be a neutral experience for every child. In
primary classrooms, confidence is often the difference between a
child showing what they know or never getting the chance.
