How can we make practical science more accessible for pupils with SEND?

Make the scientific question accessible without removing the thinking. A pupil may understand the idea but struggle to follow a long spoken method, handle equipment, work in a crowded group or record findings. Identify the particular barrier and plan a meaningful role, rather than assuming that SEND means watching while someone else does the investigation.

Decide what the pupil should learn

Separate the scientific concept from the practical routine. Is the goal to compare materials, make careful observations, decide what to measure or explain a result? A neatly completed worksheet does not necessarily show that learning, and difficulty writing does not establish a lack of scientific understanding.

In England, the science programme of study includes different approaches to enquiry and ways of recording observations. Not every practical lesson is a fair test. Explain the kind of question being explored and the evidence pupils will use to answer it.

Prepare language and the sequence

Select a few words essential for the lesson, demonstrate their meaning and use them again while pupils work. EEF primary-science guidance recommends explicit scientific vocabulary teaching and purposeful practical activity. Check everyday words with a scientific meaning, rather than assuming that a familiar word is already understood.

Show the actual equipment and one step at a time where needed. A short visual sequence can help the pupil find their place after a demonstration. Ask them to show or explain the next action; repeating the teacher’s sentence is not the only way to demonstrate understanding.

Keep the pupil involved in scientific decisions

For an illustrative teacher-planned comparison of absorbent materials, a pupil might predict which sample will take up more water, help identify what should stay the same and compare the observations afterwards. The teacher must choose an appropriate safe method; this example is not an experiment protocol.

If manipulating equipment is difficult, an adult or partner can assist with an agreed action while the pupil directs a choice, observes or interprets the result. Make sure the pupil is not permanently assigned only fetching or tidying. Where possible, offer supported access to handling as well as thinking.

Adjust access and manage real risks

Consider reach, visibility, workspace, noise, unexpected sensory experiences and the pace of instructions. Ask the pupil what would help and use relevant family or professional information. Arrange equipment and group roles so they can participate without unnecessary crowding or competing demands.

HSE advises schools to consider individual needs and actual risks rather than treating disabled pupils as automatically more hazardous. Follow the school’s activity-specific safety arrangements and any relevant individual plan. Do not remove protective equipment, supervision or essential controls to make a task easier, and seek competent advice when an adaptation affects safe practice.

Make recording serve the learning

If the goal is comparing observations, offer a simple prepared table, labelled drawing, symbols, typing or an adult recording the pupil’s own explanation. Check that a partner is not supplying the conclusion. Teach any unfamiliar recording format before expecting independent use.

Return to the question after the practical activity. Ask what the evidence shows and whether it supports the original prediction. Allow an explanation through the pupil’s usual communication method. Participation involves making sense of findings, not merely following instructions or producing a page of writing.

Review learning and the support used

Note which decision, observation or explanation the pupil contributed and what help made it possible. Ask how manageable the activity felt. Keep useful access adjustments, and reduce adult prompting as understanding develops. If participation remains limited, review the task, teaching and safe adaptations with the teacher and SENCo rather than defaulting to exclusion from practical science.