Transcript Slide 1
Effective strategies to improve the quality of your SEND provision By Gareth D Morewood Director of Curriculum Support, Priestnall School, Stockport 22nd June 2012 Welcome... What is going to happen? • Give you a context where including young people with SEND has recorded some success (OFSTED, 2004, 2008 & 2011) • Highlight some of the work we do in working with all staff in identifying SEND and supporting individual needs • And offer some ideas as to how you can adapt your own provision to meet modern needs more effectively Does Every Child still Matter? • Being Healthy • Staying Safe • Enjoying and Achieving • Making a Positive Contribution • Economic Wellbeing 21st Century Children • The young people in our schools are very different now, than 15 years ago ... • Neo-natal survival rates mean more children are surviving with complex needs and are now in our classes ... • Learning & Teaching is different now; it has to be ... A Whole-School Approach ... • Our success has been built upon a truly whole-school approach • Training ALL staff is an essential part of improving provision and outcomes • A corporate responsibility essential in improving provision for all students But ... be careful ... • Don’t let staff think they can ‘diagnose’ everything themselves ... • Create a culture of awareness and understanding ... • And remember the key message – inclusive strategies for SEND are inclusive for ALL students ... Also remember ... ‘The education of the peer group is an essential part of moving towards a truly inclusive community’ Gareth D Morewood, 2011 New Inspection Framework • Achievement – Value-added progress – Moderation – Above-average progress • The quality of teaching – Use of assessment information – Monitoring – Use of support staff – Working independently • Behaviour and safety – Disproportionate representation of pupils – attendance, punctuality, exclusions etc. – Rigorous tracking • Leadership and management – Accuracy of identification, rigorous observation, evaluation, assessment of pupils with SEND Great time to ‘sell’ in school ... • With the new inspection framework (Jan 2012) and new Teacher Standards (Sept 2012) it is a great time to ‘sell’ the need for greater training and awareness as part of a whole-school approach to Headteachers and SLT... • Coupled with Green Paper & Next Steps implications; teachers need to increase their skill-sets ... And we can help! Materials and recourses – a National Project A Whole School Approach to Improving Access, Participation and Achievement www.nasentraining.org.uk FREE training and materials .... Lets explore some ideas ... • Firstly in the delegate pack: • Sensory audit • Observation schedules – example ASC • Checklists/symptoms for ADHD • Training for staff is important – awareness is key ... • Increase staff knowledge base ... Consider training in your settings...what does it look like? • What is best for your school? – Full day’s training – Half day – Twilight sessions – Module by module – Departmental training • Can you get access to time? How can you raise awareness? • How do you do it in your school? – Flyers / posters – Image or model of the ideal classroom – Classroom audit tool – Resource lists – Identify on-line support – SEND ‘surgery’ for colleagues Whatever you do ... promoting positive messages to all is an essential part ... • Consider how to promote positive messages across your setting ... • All students and staff need positive messages & solutions ... • Consider this example ... [positive assembly] Consider, for example ADHD • Inattention • Impulsivity • Hyperactivity • Look at the information in delegate pack Staff need to remember to be ... • adaptable • innovative • empathetic • and open minded • And remember not one strategy fits all, but strategies for students with SEND will help progress of all ... Consider, for example ASC • Characterised by the ‘triad of impairments’ (Wing & Gould, 1979) •social interaction •communication •imagination (flexibility of thought and behaviour) • Perhaps some of the most difficult for all? Also students with complex needs ... • Attachment • Foetal Alcohol Syndrome • Premature birth • Fragile X Syndrome • Etc ... http://complexld.ssatrust.org.uk/projectresources/cldd-briefing-packs.html Literacy & reading – new focus ... Assessment of Specific Learning and Literacy needs (SpLD) • We use LUCID’s LASS 11-15 software to assess whole year groups...8 adaptive assessments in one sitting: Visual Memory Auditory-verbal memory Sentence Reading Phonological processing ability Reasoning Spelling Phonic reading skills Single word reading Special Delegate Offer... For an exclusive 15% discount the code ‘GM0512’ when ordering – available exclusively to delegates until 31st July 2012 Finding a Suitable Age-Appropriate Reading Scheme • In a secondary school there are sometimes challenges in • • finding an age-appropriate reading scheme – especially for those young people who are reading below level 3 We have developed the use of a new series called Dockside; which is a systematic and structured synthetic phonics reading scheme, specifically developed for older beginner readers With age-appropriate storylines, illustrations and language, Dockside builds confidence so that learners can move from little or no letter recognition through to National Curriculum Level 3 Special Delegate Offer... For an exclusive 10% discount the code ‘DS10’ when ordering – available exclusively to delegates until 31st July 2012 Plan and record ... • Make sure you link in training and professional development into wholeschool plans ... • ‘Sell’ the need for this new skill-set, against the backdrop of change ... • Don’t re-invent the wheel ... Progress – the BIG issues ... • Measuring progress may be the first indicator of SEND ... • Training and understanding vital for all staff ... • How does you school demonstrate progress; in each lesson & over time ... ?? Three key questions to remember... 1. How do you evidence progress – start & end measures? 2. What is the impact on progress and attainment? 3. What do those involved (especially the students themselves) think? More information and materials ... • For more detail and FREE materials visit: www.gdmorewood.com Learning isn’t always the same ... Thanks for listening... Gareth D Morewood Director of Curriculum Support [SENCo] Priestnall School Stockport [email protected]