It’s that time of year again, when, rested and rejuvenated, we start promising to become the perfect teacher we always knew we could be.

Of course, there is no such thing as the “perfect teacher”. But we can all make some simple, positive steps to improve the quality of our teaching. And, as a Sendco, I believe that if we get SEND provision right, everything else will fall into place.

Here are some tips that will set you off on the right path this year.

1. Preparation

As we are all teachers of students with special educational needs, it is essential that we know who these young people are, what their needs are and how best to support them. This information can be found on their individual education plan (IEP) or pupil passport (or whatever your school’s equivalent is). Some students will be recognised as “SEND support’, whereas a few (in a mainstream setting) will have an education, health and care plan (EHCP), as they will have more significant needs and will require a greater level of support.

If you are teaching someone with an EHCP, it would be advisable to read through their paperwork. However, in a secondary setting this is not always practical, as EHCPs can be very wordy and lengthy documents. Hopefully, your school’s Sendco will have summarised the key points within the young person’s IEP.

The information on IEPs can be used to inform your seating plans.

2. Close the gaps

Should you find yourself teaching a young person with needs that are unfamiliar to you, or are complex, be proactive in finding out more. Your first port of call should be the school’s Sendco, as they will be able to offer information and guidance. But also consider speaking to teaching assistants and teachers who have previously worked with the young person.

It’s easy to read up on conditions online and your school may also have a budget to buy books on additional needs. If you still feel out of your depth, speak to your Sendco or line manager about arranging some training.

3. Make reasonable adjustments

Every young person on the school’s SEND register will be protected by the Equality Act 2010; this means that the school is legally required to make reasonable adjustments to help meet the needs of individuals with additional needs. What is considered “reasonable” can be contentious. However, it is important that teachers closely follow the guidance given be professionals (as disseminated by the Sendco).

4. Make your classroom environment inclusive

It is possible to make your classroom more inclusive by following some very simple steps. For example, using off-white backgrounds on PowerPoint presentations and print-outs; ensuring that there is adequate spacing between words and lines on worksheets; making engaging wall displays that are not too distracting for those with a diagnosis of autism or ADHD.

And remember: creating a positive learning environment, where the young people are encouraged to make mistakes and learn from them, is just as crucial as creating a physical environment that is conducive to learning.

5. Get to know your TAs

Learning the names of your teaching assistants is much easier in primary school than in a large secondary, where teachers potentially work with a number of teaching assistants. But referring to your TA by their name, rather than a generic “Miss” or “Sir”, empowers them and helps to raise their profile in the classroom.

Take time to have a discussion with them, to find out where their skills lie and what they feel comfortable doing (for example, leading groups in a particular activity). Some schools may have a teacher-TA partnership agreement, which can be a helpful way to initiate this conversation.

TAs are employed to enhance the learning of young people; they should not be used as a substitute for thoughtful differentiation, nor should they be responsible for the behaviour management of the class. That responsibility has to lie with the classroom teacher. However, TAs can offer valuable insights into what is really happening in the classroom - something that a teacher who is busy delivering lessons or supporting individuals might not always pick up on.

Gemma Corby is Sendco at Hobart High School, Norfolk. Her column for Tes runs every second Tuesday during term time