NQT Support and Training
Additional Learning Needs
Tuesday 22nd March 2011
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Setting the Scene
How do you look at SEN?
The Medical Model of SEN
• Child is faulty
• Impairment becomes focus of attention
• Assessment, monitoring, programmes of therapy imposed
• Segregation and alternative services
• ordinary’ needs put on hold
The Social Model of SEN
• Child is valued
• Strengths and needs defined by self and others
• Outcome based on programme design
• Resources made available to ‘ordinary’ services
• Training for parents and professionals
• Relationships nurtured
• Diversity welcomed
• Society evolves
Why should we
include all children?
In your group come up
with two or three reasons
(or more) why we should
include all children.
What is Educational
Educational Inclusion is about creating a secure, accepting,
collaborating and stimulating school in which everyone is valued,
as the foundation for the highest achievement for all pupils.
In an Inclusive school:
the inclusive ethos permeates all school policies so that they
increase learning and participation for all pupils
school practices reflect the inclusive ethos and policies of the
(adapted from Index for Inclusion, CSIE)
What do we mean by
“Integration is the manipulation of
the child to fit the system.…
Inclusion is the manipulation of the
system to fit the child”
Integration is a place,
Inclusion is a
Swansea’s Inclusion Policy
The City and County of Swansea is committed to a
policy of social inclusion of which inclusive
education is a key dimension.
Inclusion is defined as the process of increasing
the participation of learners in their communities.
Inclusion is a process not a fixed state. It is about
ensuring fair and equal treatment for all and
promoting practice that:
• removes discriminatory structures, biased policies
and prejudicial practices
• celebrates diversity
• maximises the achievement of all
The Three Circles
To get INCLUSION right
How do I
as an NQT?
“The most important thing is that I want to be part
of ordinary life, and I want the same experiences as
other kids. Also, I want to be allowed to learn things
that need thinking about and are challenging. I want
to be able to contribute, and to discuss things that
are important to me and other kids. We need to be
together to do that. When we experience things
together, we can learn about what we are interested
in , and about each other’s life. It is important to
educate schools so they change to make things better
for kids who need a lot of help or get very tired.”
Maresa MacKeith, aged 15,has cerebral palsy. She is a
wheelchair user and uses a communication device to
• Think about who has made a difference
in your life.
• Spend 10 minutes discussing why.
What the standards say about
ALN and becoming a fully
• Teachers understand how pupils learning can be
affected by their physical, intellectual, linguistic,
social, cultural and emotional development.
• They understand their responsibilities under the SEN
Code of Practice for Wales and know how to seek
advice from specialists.
• They know a range of strategies to promote good
behaviour and establish a purposeful learning
• Teachers plan effectively to meet the needs of all
pupils including where applicable those identified
SEN, gifted and talented pupils and those with
English or Welsh as an additional language.
Definition of Special
Children have special educational needs if they have a learning
difficulty which calls for special educational provision to be
made for them.
Children have a learning difficulty if they:
(a) have a significantly greater difficulty in learning than the
majority of children of the same age; or
(b) have a disability which prevents or hinders them from making
use of educational facilities of a kind generally provided for
children of the same age in schools within the area of the local
(c) are under compulsory school age and fall within the definition at
(a) or (b) above or would so do if special educational provision
was not made for them.
The SEN Code of Practice for
‘The child’s class teacher should
remain responsible for working
with the child on a daily basis and
for planning and delivering an
SEN Code of Practice
• A child with SEN should have their needs
• These needs will normally be met in a
• A child’s view should be sought
• Parents have a vital role to play
• Children should be offered access to an
The nature of special
Special educational needs could mean a pupil has difficulties with:
– all of the work in school (global)
– some of the work in school (specific)
– reading, writing, number work or understanding information
– expressing themselves or understanding what others are saying
– making friends or relating to adults
– organising themselves
– some kind of sensory or physical need which may affect them in
Areas of need
Communication and interaction
• Cognition and learning
• Behaviour, emotional and social
• Sensory and/or physical
Categories of SEN
The SEN Code of Practice
for Wales 2002
Says that schools should…
• Have an SEN or Inclusion Policy
• Appoint a named Special Educational
Needs Co-ordinator (SENCo) to have
overall responsibility for the children
with special educational needs
The Disability Discrimination Act
The DDA 2002 sets out
that schools should not
treat a disabled child
‘less favourably’ and to
Disability Discrimination Task in
Do you speak this language?
Getting the Right Support at School
Whose role is it?
Look at the following comments and decide
if it is the role of the NQT or the SENCO.
(Hint: Eight of each!)
NQT or Senco?
Reads and is aware of the schools’ SEN
Writes and implements SEN policy.
Determines if a child has an ALN.
Co-ordinates provision for pupils with ALN.
Attends/participates in INSET training
Provides information for outside agencies.
Plans classroom provision for pupils with
Liaises with other members of staff.
Liaises and offers advice to fellow members
Liaises with external agencies
Contributes to review meetings when
Uses LSAs effectively in the classroom.
Manages with SEN team of teachers and
Liaises with parents and arranges review
Contributes to in-service training
Maintains relevant records
What is my role as an NQT?
Reads and is aware of
the schools’ SEN policy.
Plans classroom provision
for pupils with ALN.
for outside agencies.
Liaises with other members of
Uses LSAs effectively in the
Contributes to review
meetings when required.
INSET training provided.
What is the role of the
Manages with SEN team
of teachers and LSA’s.
for pupils with ALN.
Determines if a child
has an ALN.
Writes and implements
Liaises with external
Liaises with parents and
Liaises and offers
advice to fellow
members of staff.
Contributes to inservice training.
Primary and Secondary settings
• Early Identification is seen as critical
• 3 stages:
School Action Plus
• The role of the SENCO is critical
• Non-contact time should be available
Individual Education Plans
When do I
need an IEP?
A. When a child is identified
with additional needs which
are ‘different from’ or
‘additional to’ other
strategies provided within
A. You need an IEP when a
child is at School Action.
What is School
What do I
need to know
A. I need to know that IEPs:
• should only record that which is additional to or
different from differentiated planning
• have 3 or 4 focussed targets
• match pupils’ needs
• celebrate and build upon a child’s strengths
• are written with the child and the parents
• have SMART targets
• use simple language
• describe criteria for success
• include teaching strategies
• include advice for parents
How do I write
How do I
A. I review IEPs:
• at least twice a year
• with the parents
• with the child
What is differentiation?
The key to the differentiated curriculum is the flexible
use by teachers of a wide range of activities and lesson
Janet Spillman, 1991
Differentiation is the matching the of work to the
differing capabilities of individuals or groups of pupils in
order to extend their learning.
In differentiated classrooms teachers ensure that a
student competes against himself as he grows and
develops, more than he competes against other
‘Different learners, different lessons’
by Carol Ann Tomlinson 2002
How do I differentiate to suit the
needs of all learners?
How do I use teaching
Brainstorm in small groups how
teaching assistants support
SEN children in your class.
…. play spelling games
small groups of children.
… support readers that
have a reading age
chronological age using a
range of support
…. create behaviour target cards
to support EBS children.
… liaise with the NQT in relation
…. run circle time sessions.
…. take small groups for
differentiated problem solving
…. support SEN children’s
learning in class.
to target setting for the IEP
…. support the implementation of
…. make resources that
will support SEN
Creating partnerships between
teachers and TAs
• Differentiating the roles of teacher and TA
• Dedicated planning is essential if support is to
• Developing feedback mechanisms
• Dealing with behaviour management issues
under teacher guidance
• Ensuring TA’s are informed of the needs of
the children with SEN
• Including TA’s in reviews
• Inviting TA’s to staff meetings/staffrooms
• Including TA’s in written communication
How can TAS help to raise
standards of achievement for all
• Being involved at whole –class level
• Helping implement lesson plans/IEPs
• Making possible more ambitious learning
• Providing support for literacy and
• Providing feedback to teachers
• Preparing classroom materials
Getting the Right Support for Children
with More Complex Needs
What is school action plus?
Q. So what is different about School Action Plus?
A. Two reviews of IEPs highlights inadequate progress, outside agencies
are involved and a more structured IEP is put in place.
Q. How do I write IEP’s at School Action Plus?
A. IEPs at School Action Plus should also include advice from
outside specialist agencies. The targets should be delivered
within the normal classroom setting.
All teachers are the
teachers of children of
(under 2% of
Early Years / School Action Plus
Involvement of outside agency
School Action / Early Years Action
Involvement of SENCO and Parents
In class provision / differentiation
Who is who?
Child and Adolescent
Mental Health Services
What is the
of working with
A parent’s journey … …
How well am I doing?
An audit as an NQT
for meeting ALN