Much of the current conversation about special educational needs and disabilities (SEND) reform rightly focuses on the urgent need to create inclusive classrooms that meet a wider range of needs. 

At EdStart Schools, one of the most practical steps we’ve taken to this end is a very simple one - and the impact has been transformational.

When we support a student with an education, health and care plan (EHCP) through additional revision or catch-up tuition, we often pair them with a peer for those sessions. It’s a small shift in delivery - from a traditional 1:1 model to a structured 2:1 approach - but it has allowed us to meet statutory outcomes while building a more inclusive culture. Here’s how it works.

First, it’s important to acknowledge that constant 1:1 support is difficult for any school to sustain, particularly in stretched mainstream settings. More importantly, exclusive 1:1 sessions can inadvertently create a sense of difference or dependency. In contrast, a paired approach creates opportunities for co-learning, social interaction and shared academic progress.

Careful pairings

The students we pair together are carefully selected. Sometimes the second student may have similar academic needs but no formal EHCP. At other times, they may be a peer with stronger subject knowledge who is able to model learning strategies in a supportive way. 

Crucially, the decision is made based on a blend of attainment levels, social compatibility and the individual outcomes set out in the EHCP - particularly those related to communication, peer relationships and confidence.

The benefits cut both ways. For the student with an EHCP, the presence of a peer can reduce the intensity of a support session and make it feel more like a normal part of school life. 

For the peer, it often boosts confidence, consolidates learning and provides a purposeful leadership role. We’ve found that this approach reduces the risk of students with additional needs becoming overly reliant on adults or feeling isolated from their classmates. It also avoids the “Velcro TA” effect, where support staff are glued to one student, inadvertently reinforcing separation from the group.

More inclusive support

Naturally, this model raises a few practical questions. For example, what happens if parents were expecting 1:1 support? How do you timetable these sessions without disrupting the learning of either child? It’s all about clear communication and planning.

We always explain to parents that the paired model is designed to better meet the long-term outcomes of the EHCP, including the social and emotional goals. The sessions are still led by a trained adult - often a subject specialist TA or experienced teacher - and the content is tailored. It’s not a group intervention in the traditional sense, and it certainly isn’t about diluting support. It’s about delivering that support in a more inclusive, socially developmental way.

Timetabling is managed carefully. These sessions often happen during intervention slots, tutor time or structured catch-up periods so they don’t pull students away from core learning. They’re logged and reviewed as part of the EHCP cycle and adjusted as needed. Sometimes, the same pair works together across a half-term; other times, we rotate depending on focus areas and interpersonal dynamics.

Mutual benefits

A recent example stands out. One of our students receiving catch-up maths support was paired with a classmate who had strong number fluency but low confidence in verbal reasoning.

The EHCP student benefited from working with a peer who could model focus and task perseverance; the peer, in turn, gained confidence in articulating mathematical thinking aloud. By the end of the term, both had improved their academic outcomes and, importantly, both had grown in independence.

This approach sits within our broader philosophy: that inclusive practice isn’t about doing something extra for a few students, it’s about designing an environment where all students can thrive. In that context, the peer-supported revision model is just one of several strategies we use to ensure EHCP students are neither isolated nor dependent.

It’s also a reminder that inclusion isn’t about having the perfect provision in place; it’s about being responsive, creative and student-centred. 

When mainstream schools think about how to adapt, starting with small, thoughtful changes like this can build momentum. As more schools move in this direction, we’ll get closer to a system that genuinely adapts to the learner, and not the other way around.

Kevin Buchanan is education director at EdStart Schools