© crown copyright 200900003-2010dvd-en inclusion development programme: supporting pupils with...

© Crown copyright 200900003-2010DVD-EN

Inclusion Development Programme:

Supporting pupils with behavioural, emotional and social difficulties

Guidance notes for leadership teams

© Crown copyright 2009

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Who is this resource for?

• Newly and recently qualified teachers• Teachers returning to the profession• Teaching assistants and learning mentors • Other adults working in schools with children

and young people• Leadership teams working in schools which seek

to have high standards of behaviour and learning for all pupils


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How might it be used in schools?

• Priorities for school improvement can be identified upon completion of the self-evaluation audit tool

• Some groups of teachers and other adults may identify this as an area for their own professional development


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How might it align itself with other priorities in school?

• Any continuing professional development (CPD) programme in school which is seeking to improve quality first teaching should consider this resource as part of that provision

• The approach assumes that the school understands and embraces the features of effective CPD


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Meeting the needs of pupils with BESD is complex

…and it needs to be addressed at the following levels:

1. Whole-school ethos and policies

2. Classroom practice, climate for learning and quality first teaching

3. Evidence based interventions where the progress of the pupil is monitored and which is delivered by appropriately trained staff


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1. Whole school: key questions

• Do you have a statement about values and relationships that is reflected in your learning and teaching and behaviour policies?

• How does the whole-school CPD programme ensure that all staff have appropriate skills to meet the needs of pupils with a range of special education needs (SEN) and disabilities?

• How is your Disability Equality Scheme reviewed, updated and shared with staff and parents? Does this clearly indicate the targets that the school has set itself regarding outcomes for pupils with SEN and disabilities?

• How does the school monitor the effectiveness of provision for and teaching of pupils with a range of SEN?

• Are parents and staff clear about the systems in place for identification of and support for pupils with SEN?

• Where is this information available?• Is the desired ethos of the school shared with all stakeholders?


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2. Classroom practice and quality first teaching: key questions

• Is there a framework for the preparation, delivery and monitoring of quality first teaching which includes using a range of strategies to ensure Assessment for Learning?

• Are high expectations and positive relationships at the heart of classroom practice?

• Is there a common framework for supporting and reinforcing good behaviour in the classroom?

• Do staff feel confident to meet the needs of a range of pupils with SEN in their classrooms, including BESD?

• Are resources and approaches which support pupils with SEN such as the Inclusion Development Programme actively promoted through school development groups?


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3. Individual interventions with appropriately trained staff:Key questions:

• Does your provision map demonstrate clearly how pupils with BESD are supported through Waves 1, 2 and 3?

• Is your partnership work with a range of professionals aligned in a strategic way so that staff have professional support and training on an ongoing basis to meet the range of needs of pupils with SEN including BESD?

• Is the organisation sufficiently flexible to allow staff to gain additional qualifications, become reflective practitioners and coach each other to higher levels of performance in order to improve outcomes for pupils with SEN including those with BESD?


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1. Introduction

The introduction module will help you to locate information on:• The characters• The structure of the course• The self-evaluation• The library


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The self-evaluation

• This audit tool will help you to gather base line information about the perceived skills and knowledge of your staff in the area of pupils with SEN and BESD

• You can view this tool by accessing file 5.1 in the library section of the module: Self-evaluation checklist for the learner


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Structure of the course

What are BESD?

How do BESD develop?

How can I improve provision for pupils with BESD in the classroom?

How can I support individual pupils with BESD more effectively?

What are the other

sources of support?


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Approach

Scenario approach

Questions raised at a local area cluster meeting

Primary and secondary practitioners provide solutions by reflecting on their practice


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Characters

Four practitioners supported by two experienced practitioners:Alan and Barbara

Mandeep,Year 4 teacher in a primary school who teaches Leanne

Zoe,English teacher in a secondary school who teaches Josh(Year 8)

Beth,teaching assistantin a primary school who worksclosely with Daniel(Year 6)

Steve,geography teacherin a secondaryschool who teaches Wayne (Year 10)


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1. How do BESD develop?

Key messages in module 1:

• BESD has many antecedents:- social- emotional- cognitive- physical

• Early gaps in attachment experiences are fundamental to the development of BESD

• There is a strong correlation between other SEN and BESD• Mental health problems often contribute to BESD


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1. How do BESD develop?In this module…

Mandeep teaches Leanne and asks the question

How do BESD develop?

Attachment and development Other SEN

Mental health

Key areas addressed


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2. How can I improve provision in the classroom for pupils with BESD? Key messages in module 2:• Many pupils need explicit teaching to develop their social and emotional

skills

• Positive relationships are key to promoting the well-being of pupils with BESD

• Consider the classroom environment and be mindful of how this can affect behaviour

• Quality first teaching which is personalised to take account of pupils with BESD is crucial

• Pupils with BESD are often more comfortable once routines are established


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2. How can I improve provision in the classroom for pupils with BESD?

How can I make better provision for pupils with

BESD?

Classroom environment SEAL

Quality first teaching

Key areas addressed

Zoe teaches Josh and asks the question


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3. How can I support individual pupils with BESD more effectively? Key messages in module 3:

• Have whole-school strategies in place to manage emotional outbursts

• Ensure that you are familiar with and understand the provision that is already in place

• What happens during unstructured time can have a big impact on classroom learning

• Be particularly aware of the anxiety that is caused by transition


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3. How can I support individual pupils with BESD more effectively?

How can I support individual pupils with BESD more

effectively?

Managing emotions

The role of the SENCO

The curriculum

Key areas addressed

Beth works closely with Daniel and asks the question


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4. What are the other sources of support?

Key messages in module 4:• You can contribute to and gain support for a pupil with BESD through a thoughtfully designed Pastoral support programme (PSP)

• A pupil with complex needs will be receiving support from a range of professionals: consider how these programmes can be built upon in the classroom

• Engaging with the parents and carers of pupils with BESD to gain their support is crucial and can be extremely valuable

• There are many creative strategies which have been successfully adopted to engage with ‘hard to reach’ families.


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4. What are the other sources of support?

What are the

other sources of support?

Working with other CSpartners

Partnerships with parents

PSPs and the CAF

Key areas addressed

Steve teaches Wayne and asks the question…

PSPs – pastoral support programme; CAF – the Common Assessment Framework; CS – Children’s Services


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