Choosing SEND resources for a whole school
A practical checklist for buying resources that staff can actually use across classrooms, nurture, pastoral and SEND provision.
Written by Jonathan Hewston • Reviewed October 2026
Start with the problem you are trying to solve
Do you need conversation tools, literacy support, emotional-regulation resources, staff guidance, class sets or something else? Buying by diagnosis alone can produce a cupboard full of materials that do not fit the actual need.
Check whether staff can reuse it
A strong school resource should work beyond one lesson. Look for teacher guidance, follow-up activities, visuals, prompts and a structure staff can return to.
Look for flexible entry points
Whole-class use, small groups and individual conversations have different needs. Resources should be adaptable without asking staff to rebuild them from scratch.
Check the claim language
Be cautious of products that promise to treat, cure or guarantee outcomes. Educational resources should be clear about what they can and cannot do.
Consider physical and digital together
Books can create shared experiences; digital resources can extend them. The best mix depends on how many pupils and staff need access.
Plan implementation, not just purchase
Decide who will use the resource, when, with which pupils and what follow-up will happen. A good resource cannot help if nobody knows where it is or how to use it.
Evidence and boundaries
This guide is educational information, not individual clinical or diagnostic advice. For the evidence sources and claim boundaries used across the site, see the Evidence Centre.