Schools must deliver an inclusive curriculum that meets the needs of all students to ensure that they leave school having achieved academic success (Dunne, Humphreys, Sebba, Dyson, Gallannaugh and Muijs 2007). Wren and Wren (2006) acknowledged that all students learn differently and there are a variety of support strategies available which can be tailored to the individual needs of the students learning. There are numerous strategies available to support effective teaching and learning in the classroom. Wren and Wren (2006) stated that all students learn differently and support strategies need to be tailored to individual students. This will help them to access the curriculum, overcome their barriers to learning and reach their potential (Department of Children, Education, Lifelong Learning and Skills [DCELLS], 2016). 
 Lessons must be personalised to the learning style of the student for the greatest impact (DCELLS, 2004). According to Dunne and colleagues (2007) schools have different learning styles and support strategies in place which can improve students’ self-confidence and self-esteem. Gardner (1983 cited in Gray and Macblain, 2015, p.17) described that there are different types of intelligence therefore there must be different learning styles and schools must use a multi-sensory teaching approach. These different types of intelligence can mean that a student may need support strategies in one subject but not another as a different area of the brain is used. Wren and Wren (2006) confirmed that these different intelligences may affect the amount students are able to learn. The Special Educational Needs Code of Practice (DCELLS, 2004) states the importance of early intervention to support students in classrooms and to focus on their skills. These support strategies can be short- or long-term (DCELLS, 2016), classroom- or small group-based interventions (Dunne et al., 2007). Literacy or numeracy strategies that are used in English or mathematics lessons can be used cross-curricular as they are beneficial in other lessons that need strong literacy and numerical skills. (Dunne et al., 2007). This essay will discuss three specific strategies which are used to support students and teachers in the effective delivery of teaching and learning. They are: differentiation, reduced timetabling and Read, Write, Inc. 
Firstly, differentiation is a pedagogical approach (Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, Conover and Reynolds, 2003). The definition of differentiation is making classroom tasks multi-levelled for mixed-ability classes. It involves making tasks easier or more demanding, setting different work that is tied to the curriculum or streaming (Wallace, 2014). Dewey (1938) acknowledged that education was blind unless tasks were differentiated to suit the age and intelligence of the student. An example of differentiation in the classroom is ‘Three Chillies’. The task is set at level one (easiest), level two, and level three (most demanding), and the students choose which level they prefer to work at. Three Chillies worksheets are suitable for all students as the Times Educational Supplement (2017) has numerous free worksheets, which have been uploaded by teachers, for children aged 3- to 16+ years across the curriculum.
Another example of differentiation is personalisation of tasks, for example, mathematics can be taught in the context of rugby scores for students who are interested in sport, as students learn more effectively if they are able to relate to the topic being taught (Bruner, 1972). One advantage of differentiation is that the tasks are set at the appropriate level for students (Tomlinson et al., 2016). Students need to be engaged in lessons to facilitate their learning (Taylor and Parsons, 2011) however, due to poor self-esteem and low self-confidence, students do not always want to be seen as different to their peers and may refuse to work altogether. A positive aspect of differentiation, as in the example of the Three Chillies, is that students are given an option to work at their perceived suitable level, nevertheless, some students may opt for the easy option as they do not feel able or competent enough to do the harder options. Bloom (1976, as cited in Aubrey and Riley, 2016, p. 81) stated that teachers need to challenge students to encourage them to work from easier tasks through to more difficult tasks. Trevor and Kerry (1997) recommended using differentiated work for more able pupils as they need to be motivated to gain more knowledge. Another benefit, as work is personalised, it is more relevant to the student, however, due to time constraints teachers may not always be able to personalise the work (Trevor and Kerry, 1997). 
 Streaming, which is arranging classes by ability, can be an advantage to students as they work at their pace and do not disadvantage more able or less able learners (Ansalone, 2010; Wormeli, 2006). However, a disadvantage of this approach is that it can affect the self-confidence and self-esteem of less able students and they may feel that it is not worth persevering with the subject as they may not attain high enough grades in their examinations to obtain a place in college or enter their desired profession (Education Endowment Foundation, 2017). Studies have shown that students in differentiated mixed-ability classrooms have a higher level of academic success, especially in language subjects, than those that are not (Bell, 2010; Stavroula, Leonidas, Mary, 2011; Tomlinson et al., 2016)
A second strategy which has been found to be effective is reduced timetables which are when students study less subjects than there are stipulated on the national curriculum. To enable a student to have a reduced timetable they are dis-applied from lessons (Department for Education and Skills [DfES], 2006) meaning they do not have to study certain subjects. Students with statements can be dis-applied from lessons long-term whereas other students, including pupils who are ill or in a referral unit, can be dis-applied for a temporary period of up to six months (DfES, 2006). An advantage of a reduced timetable is that it can be used to integrate an anxious pupil into a school thereby making the transition as smooth as possible (Ambitious about Autism, 2014). Bronfenbrenner (1979, cited in Aubrey and Riley, 2016, p.121) referred to the importance of school and home collaborating to make the transition from home to school, or from primary to secondary, as smooth as possible for the student. Another advantage of a reduced timetable is that less able students will have a minimum of 5 extra lessons a week where they can concentrate on core curriculum subjects or improve their literacy and numeracy. However, a reduced timetable means that pupils miss out on a broad curriculum as they are usually taken out of a foreign language, a humanities subject or Personal and Social Education (Ambitious about Autism, 2014). In addition, pupils who have a medical condition and are unable to cope with a full timetable will find a reduced table easier to manage (Sankey, Hill, Brown, Quinn and Fletcher, 2006). A drawback of using a reduced timetable for students with medical conditions is that, although it is beneficial in the short term, students may get used to the timetable and find it difficult to go, or return to class after missing up to six months of work (Sankey et al., 2006). 
Finally, Read, Write, Inc. (Miskin, 2009) is a small group-based intervention which aims to improve students’ literacy skills. Year 7 students learn the phonological sounds of letters as they work through a series of levelled books which aims to improve their reading and writing. Kimble (1961, cited in Olson and Hergenhahn, 20009, p.6) stated that ‘learning resulted from reinforced practise’ and students repeat the phonological sounds which are linked to the workbooks during each Read, Write, Inc. lesson. Although designed primarily for primary school students it is frequently used in secondary schools (Brookes, 2007). According to Bruner (1972) until students understand what language is, they are unable to learn, and by taking students back to the basic sounds of English they will learn the language therefore empowering them to become effective learners. The main advantage of Read, Write, Inc. is that it raises the literacy levels of students making the curriculum more accessible.  One of the key aims of ‘Improving Schools’ (Department for Education and Skills, 2012) was to increase literacy skills of students in Welsh schools by 2017. At date, no results of the initiative have been published. Additionally, a benefit of improving literacy skills is the boost to an individual’s self-confidence and self-esteem. Some pupils with low literacy levels have behavioural issues as they find it difficult to access the curriculum; levels of disruption decrease as their levels of literacy increase. Dehaene, Cohen, Morais and Kolinsky (2015) linked improved literacy skills with improved behaviour and the capacity to work at a higher level of intellectual ability. Clark and Dugdale (2008) found that by improving literacy levels, it was not only the students’ education that benefited but it had an impact on their mental, physical and economic well-being, aspirations and career chances. A disadvantage of Read, Write, Inc. is that the intervention is held during lesson time so students miss out on one of their lessons. Another drawback is that some weaker students may require one-to-one tuition to raise their level of literacy to enable them to access a secondary school curriculum (Vaughan et al., 2008). However, Tomlinson (2016) found that small group-based interventions were successful is raising academic success for students.
In conclusion, strategies that support the delivery of effective teaching and learning are vital to pupils who require assistance to access the curriculum, overcome barriers to learning and reach their potential. There are advantages and disadvantages to all strategies, whether they be classroom- or small group-based interventions, however the advantages outweigh the disadvantages. The important factor to consider is whether the support will meet the needs of the student and allow effective teaching and learning to take place in the classroom.






















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