deconstructing sen to construct inclusion - david bartram
TRANSCRIPT
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Leadership
“The leadership of inclusion and SEN in schools not only demands excellent skills, but also plays a pivotal role in determining the ethos of the school, improving behaviour and the outcomes of children with SEN.”
Brian Lamb OBE
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Leading Inclusion and SEN in any urban school is a challenging role.
With the person next to you, share your ideas on what you see as the greatest challenges and key issues for such a role.
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The Inclusion Debate
The following 5 slides are issues that are related to Inclusion and that often cause debate and discussion.
In pairs you have 1 minute per slide to discuss your own views.
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SENCOs should be on the Senior Leadership Team
SENCOs
6
All SENCOs should have QTS
SENCOs
7
Students with SEN should be supported in-class and not
withdrawn for interventions
SENCOs
8
Teaching Assistants should be linked to departments, not individual pupils
Teaching Assistants
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There should be a reduction in special school provision and a greater focus on educating students with SEN
in mainstream schools.
SENCOs
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In groups of three, your task is to plan the re-structure of an Inclusion department in a complex challenging urban secondary school.
You will then do a 2-3minute presentation to the rest of the group on your structure and the rationale behind it.
Guidelines:
You should give careful consideration to• Context/ Current profile of SEN population• Available funding• Staffing levels• Line management structure• Academic data on SEN population BUDGET £420 000
Creating an Outstanding Inclusion Department
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HighlightsBest 8 inc. Eng & Maths showing spread by SEN
• SA+ BESD largest underachieving group
• Although listed as SA+, few interventions actually took place
• Significant SEN underachievement at KS3
• There are no school based interventions for BESD pupils except counselling. The school relies on external BESD consultants/ mentors/ Educational Psychologists.
• Boys are significantly over represented on the SEN register
• Local Authority SEN interventions have been reduced
• The vast majority of SEN intervention is through a large number of teaching assistants. The quality of this resource is mixed.