Definition
Pre-teaching is the strategy of introducing a child to new vocabulary, concepts, or content before the main whole-class lesson, so they can take part on a more equal footing. It is one of the highest-impact, lowest-cost SEND interventions and is recommended by the Education Endowment Foundation and the Communication Trust as best practice for pupils with SLCN, cognition and learning needs, and working memory difficulties.
In context for parents
Key checkpoints
- Strategy of introducing a child to new vocabulary, concepts, or content before the main whole-class lesson.
- One of the highest-impact, lowest-cost SEND interventions.
- Recommended by the Education Endowment Foundation and The Communication Trust as best practice for SLCN, cognition and learning, and working memory difficulties.
- Aim: reduce cognitive load during the whole-class lesson so the pupil arrives already familiar with vocabulary and ideas.
- In Section F: "daily 15-minute pre-teaching by named TA before literacy and numeracy lessons, planned by class teacher".
Pre-teaching is short and targeted: typically 10–15 minutes immediately before a lesson, in which the TA or specialist teacher introduces the new vocabulary, the key concept, or the type of task the pupil will encounter. The aim is to reduce cognitive load during the whole-class lesson. The pupil arrives already familiar with the words and ideas, freeing working memory for participation and learning rather than for catching up.
What good pre-teaching looks like:
- The pre-teach is planned the day before by the class teacher, who shares the lesson plan with the TA delivering pre-teach.
- The session uses concrete examples, visuals, and the actual vocabulary the lesson will use.
- The pupil is then placed in the whole-class lesson and shows what they know. Pre-teaching builds confidence as well as content.
- The same pupil sometimes contributes the most in the whole-class discussion because they have practised first.
Where it works best:
- Pupils with SLCN, DLD, EAL, working-memory difficulty, processing speed difficulty, and dyslexia.
- Pre-teaching maths vocabulary before a new topic.
- Pre-teaching subject-specific terms before a science or humanities unit.
- Pre-teaching narrative structure before a writing task.
Where it works less well:
- Used as a substitute for differentiation in the main lesson rather than as a complement.
- Used to give the pupil "the right answers" before the lesson, in a way that undercuts genuine learning rather than scaffolding it.
- Used by a TA who has not had time to prepare or who does not know the lesson plan.
In an EHCP, Section F can specify pre-teaching, for example "daily 15-minute pre-teaching by named TA before literacy and numeracy lessons, planned by class teacher". This is enforceable, specific, and matched to the child's profile.
Related terms
The terms parents most often see alongside Pre-Teaching.
Scaffolding
Temporary, targeted support (modelling, prompts, sentence stems, visuals) that is gradually faded as the child becomes independent. Distinct from over-reliance on adult help.
Differentiation
Adapting teaching (task, outcome, support, or pace) so that all pupils can access learning. The 2014 reforms shifted emphasis from differentiation alone towards 'adaptive teaching' embedded in quality-first practice.
Speech, Language and Communication Needs(SLCN)
An umbrella term for difficulties with understanding language, using language, speaking clearly, or interacting socially. SLCN is one of the four broad SEND areas in the Code of Practice.
Working Memory
The ability to hold and manipulate information in mind over short periods, for example following multi-step instructions or doing mental arithmetic. Often a key area of need in SEND.
Where parents ask about this
Parents usually find this page when a school's "intervention" is post-lesson catch-up rather than pre-teaching, or when wanting pre-teaching written into Section F. Searches include "pre-teaching SEND strategy", "EEF pre-teaching evidence", and "pre-teaching Section F EHCP". A Beaakon SENCO or specialist teacher can design a pre-teaching programme, train the delivering TA, and write Section F-grade wording.
References
The primary legislation, statutory guidance, research, and clinical tools this page draws on.