Tasks areeffectivelydifferentiatedand ambitiousin theiroutcomesAdapting yourcommunicationActivelypromotingstudentwellbeingAnenvironmentthat is safeand secureKeepinstructionsclear andconciseWorkingeffectivelywith teachingassistantsUse technologywhereappropriate toscaffold thelearnerTo review SENoutcomes,interventions,or provisionplansYour ownconfidencein supportingstudents withSENOne-to-oneinterventionsUsing avisualtimetablethroughoutthe dayMaking a workstationavailable forlearners to usewhen they needitComplementinghigh-qualityteaching withcarefully-selected smallgroupEnablingchildren toaccess thesame activitiesas otherlearnersEnsuring allstudents haveaccess tohigh-qualityteachingCreating apositive andsupportiveenvironmentfor all studentDo not issuemultipleinstructionsat onceUsingvisuals forclassroomorganisationOpen andhonest lines ofcommunicationwith parentsLimitingclassroomdecorationor displaysTo providethe highestqualitysupportAvoididiomaticlanguageTalkingto thechildPrioritising,modelling, andencouragingpositiverelationshipsCommunicatingwith colleaguesand parentsTasks areeffectivelydifferentiatedand ambitiousin theiroutcomesAdapting yourcommunicationActivelypromotingstudentwellbeingAnenvironmentthat is safeand secureKeepinstructionsclear andconciseWorkingeffectivelywith teachingassistantsUse technologywhereappropriate toscaffold thelearnerTo review SENoutcomes,interventions,or provisionplansYour ownconfidencein supportingstudents withSENOne-to-oneinterventionsUsing avisualtimetablethroughoutthe dayMaking a workstationavailable forlearners to usewhen they needitComplementinghigh-qualityteaching withcarefully-selected smallgroupEnablingchildren toaccess thesame activitiesas otherlearnersEnsuring allstudents haveaccess tohigh-qualityteachingCreating apositive andsupportiveenvironmentfor all studentDo not issuemultipleinstructionsat onceUsingvisuals forclassroomorganisationOpen andhonest lines ofcommunicationwith parentsLimitingclassroomdecorationor displaysTo providethe highestqualitysupportAvoididiomaticlanguageTalkingto thechildPrioritising,modelling, andencouragingpositiverelationshipsCommunicatingwith colleaguesand parents

Supporting SEN in the classroom - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


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  1. Tasks are effectively differentiated and ambitious in their outcomes
  2. Adapting your communication
  3. Actively promoting student wellbeing
  4. An environment that is safe and secure
  5. Keep instructions clear and concise
  6. Working effectively with teaching assistants
  7. Use technology where appropriate to scaffold the learner
  8. To review SEN outcomes, interventions, or provision plans
  9. Your own confidence in supporting students with SEN
  10. One-to-one interventions
  11. Using a visual timetable throughout the day
  12. Making a work station available for learners to use when they need it
  13. Complementing high-quality teaching with carefully-selected small group
  14. Enabling children to access the same activities as other learners
  15. Ensuring all students have access to high-quality teaching
  16. Creating a positive and supportive environment for all student
  17. Do not issue multiple instructions at once
  18. Using visuals for classroom organisation
  19. Open and honest lines of communication with parents
  20. Limiting classroom decoration or displays
  21. To provide the highest quality support
  22. Avoid idiomatic language
  23. Talking to the child
  24. Prioritising, modelling, and encouraging positive relationships
  25. Communicating with colleagues and parents