NASEN LIVE 2015
High Quality Teaching
‘The first step in responding to pupils who
have or may have SEN’
Kate Browning
School Improvement for SEN, Education Consultant
Associate Consultant, nasen
[email protected]
0796 995 8036
Effective Whole School Provision is characterised by:
Across all the education providers visited, the keys to good
outcomes were
good teaching and learning,
close tracking,
rigorous monitoring of progress
with intervention quickly put in place,
and a thorough evaluation of the impact of additional
provision.
High aspirations and a focus on enabling children and
young people to be as independent as possible led most
reliably to the best achievement.
[email protected]
OFSTED
2010: The Special Educational Needs and
Disability
A Statement is Not Enough
0796Review;
995 8036
Pre requisite: understanding needs
Profile
• NC / P levels / EY profile
• Small Steps profile
- Phonics / HFW
- Number/calculation
- Book Band
Cognitive processes
- Speech and Language profile
- Phonological awareness
- Working memory
- Non verbal reasoning
- Processing skills / speed
- Receptive language
- Ability to attend and focus
- Level of interaction and social
skills
Social and Emotional needs
[email protected]
0796 995 8036
Documentation
• Existing pupil profile of SEN
• Statement / EHC plan : Outcomes
• Specialist reports
• Past school report
Communication
• Previous CT / ST / SENCo
• Support Staff
• Parent
• Pupil
• Peers
Work Scrutiny
• Previous books / Learning Journey
Effective Transition?
What are the
barriers to
learning both
academically
and socially?
What do I need to know?
What are this
child’s barriers to
learning?
What additional
resources/tools do
I need to have
ready?
What teaching
strategies are
known to help him
learn?
What developmental
stage is he at
physically/intellectually/
socially/?
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0796 995 8036
What are his
particular
strengths?
What particularly
engages him in
learning?
What specialist
support can I draw
on over the year to
help me?
What aspirations
and/or anxieties
does he have and
his parents have?
[email protected]
0796 995 8036
Know the starting points
Know where you want to get to but
start from where the pupil is at…
• Is it a suitable challenge?
• Is it building on the last piece of secure and independent
understanding / knowledge / skill?
• Does it need to be broken down?
Plan a prior / smaller
stepped learning
intention
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0796 995 8036
Plan for further
application
Plan for
acceleration
The Learning Journey:
Making the Learning Visible
 Why am I doing this?
 How does it connect with what I
have learnt before?
 How will it connect with what I am
learning next?
 What strategy shall I use?
 What is the end product?
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 How will I know if I am successful?
0796 995 8036
Metacognition
Adapting: the task
Planning
• Stimulus for writing needs to motivate the pupils to want to read/write
• Make connections with their own experiences / interests / knowledge.
• Can you make use of an alternative method of recording to enable to
pupil to demonstrate their understanding?
• Does it need to be broken down into smaller, mini-tasks to be
achievable?
• Will he/she require extra time – thinking and ‘doing’?
• Will he/she require modified reading material?
• Provide visual prompts to support text.
• Identify new vocab to explicitly introduce
• Support for organisation of writing e.g. writing frames
[email protected]
0796 995 8036
Adapting: the task
Especially if
co-occurring
language
difficulties /
EAL
Preparation
• Prepare the language (oral rehearsal for writing): they need to
speak it before they can write it
• Prepare the context (pre-teach) – role play/drama, pictures,
known story / characters, experience it before writing about it,
‘Magpie’ ideas, partner work.
• Prepare for writing (modeling) – show and share how to use
the writing frame, vocab list, photos to jog memory, video.
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0796 995 8036
Pre-teach prompts
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0796 995 8036
Adapting: Peer Support
• Learning Buddy for specific subjects e.g. spelling,
science
• Partnership working within interventions
• Talk Partners
• Life Guards
• Peer support for task checking
• Peer marking / editing
• Support for use of resources e.g. phoneme charts,
hfw
Teach and Reward good partnership working
[email protected]
0796 995 8036
Resources and the
Learning Environment
Classroom
Audit?
Maths
Counting equipment
Literacy
(across the curriculum)
INDEPENDENCE
Phonics chart (Speed Sounds)
Prompts / reminders / models
HFW chart
Other
Key Vocab
Topic glossaries
Word Banks
ICT –
laptops
Flip Cams
Spell Checkers
‘Text Ease’
Talking Tins/Pens
2Simple
Clicker
Word/Number Shark
[email protected]
0796 995 8036
Number lines, number grids
Do you:
Have them readily
available, every
lesson?
Refer to them
regularly?
NAG them to use
them!?
Reward them for
using them?
Prompts / reminders / models
Task cards (on iPAD?)
Talking worksheets / prompts
Working Walls to support processes
Space to work without distraction
Visual Timetable
Signs and Symbols
Use Analogue clocks for prompts
Colour coding to aid organisation
Flow charts / concept maps
Thesaurus (rather than dictionary)
Highlighter Pens
Try it pads/whiteboards
Choice of handwriting tools
Visual Stress? Print on Buff paper
Recommendations
1. TAs should not be used as an informal teaching resource for
low-attaining pupils
2. Use TAs to add value to what teachers do,
not replace them
3. Use TAs to help pupils develop independent learning skills and
manage their own learning
4. Ensure TAs are fully prepared for their role in the classroom
5. Use TAs to deliver high-quality one-to-one and small group
support using structured interventions
6. Adopt evidence-based interventions to support TAs in their small
group and one-to-one instruction
7. Ensure explicit connections are made between learning from
everyday classroom teaching and structured interventions
Further information
Recommendations from EEF Guidance Report “Making Best Use of
Teaching Assistants” by Jonathan Sharples (Education Endowment
Foundation and Institute of Effective Education), Rob Webster (UCL
Institute of Education) and Peter Blatchford (UCL Institute of Education).
Summary of recommendations (.pdf):
http://educationendowmentfoundation.org.uk/uploads/pdf/TA_Poster_Print.pdf
Full report:
http://educationendowmentfoundation.org.uk/uploads/pdf/Making_best_use_of_TAs_printable.pdf
Contact:
Dr Jonathan Sharples
Senior Analyst
Education Endowment Foundation
[email protected]
020 7802 1676
Effective additional adult support is:
Planned
Aimed at increasing pupils’ inclusion in the learning of their peers
Discreet
Selective
Focused on maximising pupils’
Informed
Skilled
Alert to the class teacher’s agreed ‘ground rules’
Able to contribute towards the assessment for learning
Not about encouraging a dependency culture
[email protected]
0796 995 8036
TA skills to support
pupil’s growing independence
• Modelling
• Questioning to prompt/promote independent
thinking (rather than immediately giving the
answer/direct support)
• Discreet support: consider position in class /
carpet time
• Beware of over-organising equipment
• Beware of blocking pupil from peers/ teacher
• Avoid copy-writing/over-use of scribing
• Reinforce / work with pupil’s strengths
• Reward independence (V.I.P.)
[email protected]
0796 995 8036
Provision into classroom practice
Making targeted
provision effective
HQT
Class
teacher’s
monitors day
to day
progress
[email protected]
0796 995 8036
Make sure it
happens……re
gular as
clockwork
Provision into Practice
Targeted
Provision
Plan time to
practice new
skills back in
class
Use target
cards – nag
them to use
them!
Link with
class targets
Class teacher’s reflections
How well and
how often is
the planned
LO being
met?
Has the adult
support been
effective in
enabling them to
meet planned
objectives?
Are the skills
they are
developing in
targeted
provision
transferring
back k in
class?
How
independently
is X able to
work? Is it
improving?
How
engaged are
they in the
learning?
Have they
been able to
[email protected]
work
effectively
0796 995
8036 with
peers?
Is their
confidence
and self
esteem
healthy?
Is their
behaviour for
learning
appropriate /
improving?
Are they ontrack to meet
targets set?
Are there any
emerging gaps /
barriers to learning
that I ned to
investigate
further?
Have they had
an equal
amount of my
teaching input
this week?
Have they had
the opportunity
to work in a
variety of groups
this week?
…and when it all goes pear shaped?
You now know something about the
child’s needs you didn’t know
before?
Use the professionals around you t
consider why?
Seek further specialist support?
What barrier to learning did we hit?
[email protected]
0796 995 8036
Do I need to consider deeper
assessment of a particular area?
Linked to
wider School
Improvement
Plan
Priorities
Self-Evaluation of SEN
 Challenging
 Endorsed
by SLT
 Agreed
by all those
involved
 Specific
 Focused
Outcomes to improve achievement
School
[email protected]
0796 995 8036
Department
Year Group
Teacher
Collaborative
Evaluated
Evidence based
Differentiated to individual’s /departments etc
WEB BASED Resources / Social Media
Selecting a
method of CPD
SENCO
Coaching
Mentoring
Ongoing
pedagogical
conversations
Other Staff
Teacher
Local
SENCo
Networks
Parent led CPD
External
Specialists
Pupils
[email protected]
0796 995 8036
Parents