Delivering Outstanding SEND Delivering Outstanding SEND Provision ConferenceProvision Conference

Changing staff perceptions to ensure Changing staff perceptions to ensure inclusion is a whole-school priority: inclusion is a whole-school priority: confidently work with your SLT and confidently work with your SLT and

motivate all teaching staffmotivate all teaching staff

ByBy

Gareth D Morewood Gareth D Morewood Director of Curriculum Support, Priestnall School, Director of Curriculum Support, Priestnall School,

StockportStockportHonorary Research Fellow, University of ManchesterHonorary Research Fellow, University of Manchester

2121stst March 2013 March 2013

Setting the scene…Setting the scene…

• A truly comprehensive secondary school A truly comprehensive secondary school with approx. 1210 students aged 11-16with approx. 1210 students aged 11-16

• Priestnall School – ‘outstanding’ Priestnall School – ‘outstanding’ (OFSTED, 2011) including ‘outstanding’ (OFSTED, 2011) including ‘outstanding’ provision for young people with SEND provision for young people with SEND (OFSTED, 2004, 2008, 2011)(OFSTED, 2004, 2008, 2011)

• Working with a range of students, Working with a range of students, trainees and UoM in developing provisiontrainees and UoM in developing provision

Next Steps…Next Steps…• Training and DevelopmentTraining and Development• Single School CategorySingle School Category• Single Assessment – EHCPSingle Assessment – EHCP• Widening access to provisionWidening access to provision• Local Offer – LA but schools as well?Local Offer – LA but schools as well?• Parents/Carers – giving greater Parents/Carers – giving greater control control – controversial?– controversial?• Personal BudgetsPersonal Budgets• School Funding reformSchool Funding reform• Preparation for adulthood – Preparation for adulthood – independenceindependence• SEN PathfindersSEN Pathfinders

Training and ITT…Training and ITT…• ITT is changingITT is changing• Lamb materials & SALT materialsLamb materials & SALT materials• Teaching Agency Expert Reference GroupTeaching Agency Expert Reference Group• Review of ITT SEND questionnairesReview of ITT SEND questionnaires• Placements in Special ProvisionPlacements in Special Provision• Impairment specific trainingImpairment specific training• Training Schools – up to 100 placements each year!Training Schools – up to 100 placements each year!• National Scholarship SchemeNational Scholarship Scheme• Open market sources of CPD at a variety of levels Open market sources of CPD at a variety of levels (e.g. Autism Education Trust CPD programme)(e.g. Autism Education Trust CPD programme)• Continuation of SENCo training (+ teachers in PRUs) Continuation of SENCo training (+ teachers in PRUs) BUT with a new ‘DfE-mediated’ ‘first-come, first served’ BUT with a new ‘DfE-mediated’ ‘first-come, first served’ application process and a reduction in the number of application process and a reduction in the number of funded places (1000)funded places (1000)• Whole school approaches to achieving access, Whole school approaches to achieving access, participation and achievement (participation and achievement (nasennasen and Schools and Schools Network – involving lead SENCos; Achievement for All)Network – involving lead SENCos; Achievement for All)

What is going to happen?What is going to happen?

• Consider the use of Support Staff – in Consider the use of Support Staff – in light of recent researchlight of recent research

• Highlight some of the new ways of Highlight some of the new ways of working to meet the needs of 21working to meet the needs of 21stst Century children with SENDCentury children with SEND

• Offer some ideas on you can evolve Offer some ideas on you can evolve your provision to meet changes in your provision to meet changes in policy and be ready for September policy and be ready for September 20142014

Does Every Child Does Every Child stillstill Matter?Matter?

• Being HealthyBeing Healthy

• Staying SafeStaying Safe

• Enjoying and AchievingEnjoying and Achieving

• Making a Positive ContributionMaking a Positive Contribution

• Economic WellbeingEconomic Wellbeing

The Context ...The Context ...• The New Ofsted Inspection Framework – raising The New Ofsted Inspection Framework – raising

standards, improving livesstandards, improving lives

• Ofsted SEN Review: Ofsted SEN Review: A Statement is not enoughA Statement is not enough

• Education BillEducation Bill

• SEND Green PaperSEND Green Paper

• Pupil PremiumPupil Premium

• Changing education climateChanging education climate

• New Teachers’ StandardsNew Teachers’ Standards

• Increasing number of students with complex Increasing number of students with complex needsneeds

Key Judgements ...Key Judgements ...

• In judging the quality of the school, In judging the quality of the school, inspectors will make four key judgements:inspectors will make four key judgements:– achievementachievement– the quality of teachingthe quality of teaching– behaviour and safety behaviour and safety – leadership and management leadership and management

A Different Perspective ...A Different Perspective ...

• There is a greater focus on:There is a greater focus on:– narrowing gaps in performancenarrowing gaps in performance– quality of teaching and its impact on quality of teaching and its impact on

learning learning – reading and literacy reading and literacy – behaviour and safetybehaviour and safety

2121stst Century Children Century Children

• The young people in our schools are The young people in our schools are very different now, than 15 years very different now, than 15 years ago ...ago ...

• Neo-natal survival rates mean more Neo-natal survival rates mean more children are surviving with complex children are surviving with complex needs and are now in our classes ...needs and are now in our classes ...

• Learning & Teaching is different now; Learning & Teaching is different now; it has to be ... so we have to evolve it has to be ... so we have to evolve too …too …

A Whole-School Approach ...A Whole-School Approach ...

• Our success has been built upon a Our success has been built upon a truly whole-school approachtruly whole-school approach

• Training ALL staff is an essential part Training ALL staff is an essential part of improving provision and outcomesof improving provision and outcomes

• A corporate responsibility essential in A corporate responsibility essential in improving provision for all students improving provision for all students

Great time to ‘sell’ in school Great time to ‘sell’ in school ......

• With the new inspection framework (Jan With the new inspection framework (Jan 2012) and new Teacher Standards (Sept 2012) and new Teacher Standards (Sept 2012) it is a great time to ‘sell’ the need 2012) it is a great time to ‘sell’ the need for greater training and awareness as for greater training and awareness as part of a whole-school approach to part of a whole-school approach to Headteachers and SLT...Headteachers and SLT...

• Coupled with Green Paper & Next Steps Coupled with Green Paper & Next Steps implications; teachers need to increase implications; teachers need to increase their skill-sets ... And we can help!their skill-sets ... And we can help!

Materials and recourses – a Materials and recourses – a National Project National Project

A Whole School Approach to A Whole School Approach to Improving Access, Improving Access, Participation and Participation and

AchievementAchievement

www.nasentraining.org.uk www.nasentraining.org.uk

FREEFREE training and materials .... training and materials ....

Also remember ...Also remember ...

‘‘The education of the The education of the peer group is an peer group is an essential part of essential part of

moving towards a moving towards a truly inclusive truly inclusive community’community’

Gareth D Morewood, 2011Gareth D Morewood, 2011

Firstly let us consider Firstly let us consider support staff…support staff…

• Teaching Assistants…Teaching Assistants…

• Other non-teaching roles…Other non-teaching roles…

• How is your school ‘set-up’?How is your school ‘set-up’?

• Do teaching and non-teaching staff Do teaching and non-teaching staff work effectively together?work effectively together?

• Is your staffing ‘inclusive’?Is your staffing ‘inclusive’?

Teachers’ Standards - 2012Teachers’ Standards - 2012

Two key strands of wider professional Two key strands of wider professional responsibilities:responsibilities:

• Develop effective professional Develop effective professional relationships with colleagues, knowing relationships with colleagues, knowing how and when to draw on advice and how and when to draw on advice and specialist supportspecialist support

• Deploy support staff effectivelyDeploy support staff effectively

‘‘One of the major barriers to One of the major barriers to achievement for pupils with SEND is achievement for pupils with SEND is being rendered dependent on adults to being rendered dependent on adults to help them learn. Many pupils with help them learn. Many pupils with cognitive and learning difficulties lack cognitive and learning difficulties lack self-confidence. This results in an over-self-confidence. This results in an over-reliance on an adult to support them reliance on an adult to support them with their work.’with their work.’

NS 2005: Maximising progress: ensuring the attainment of pupils with NS 2005: Maximising progress: ensuring the attainment of pupils with SENSEN

Ofsted’s view …Ofsted’s view …Ofsted 2004 – ‘Support by teaching assistants can be Ofsted 2004 – ‘Support by teaching assistants can be

vital, but the organisation of it can mean that vital, but the organisation of it can mean that students have insufficient opportunity to develop students have insufficient opportunity to develop their skill, understanding and independence’their skill, understanding and independence’

Ofsted 2006 – ‘teaching assistants provided valuable Ofsted 2006 – ‘teaching assistants provided valuable support and many were taking difficult roles’ support and many were taking difficult roles’

...however they recognised that pupils in ...however they recognised that pupils in mainstream schools, where teaching assistant mainstream schools, where teaching assistant support was the main type of SEN support, were support was the main type of SEN support, were less likely to make good academic progress than less likely to make good academic progress than those who had access to specialist teaching.those who had access to specialist teaching.

Ofsted 2010 Ofsted 2010 –– Barriers to learning which were Barriers to learning which were observed by inspectors included lack of careful observed by inspectors included lack of careful preparation and poor deployment of adults to preparation and poor deployment of adults to support children and young people. Where support children and young people. Where additional adult support was provided in the additional adult support was provided in the classroom for individuals, this was sometimes a classroom for individuals, this was sometimes a barrier to including them successfully and barrier to including them successfully and enabling them to participate. In too many enabling them to participate. In too many examples seen during the review, when a child examples seen during the review, when a child or young person was supported closely by an or young person was supported closely by an adult, the adult focused on the completion of adult, the adult focused on the completion of the task rather than on the actual learning. the task rather than on the actual learning. Adults intervened too quickly, so preventing Adults intervened too quickly, so preventing children and young people from having time to children and young people from having time to think or to learn from their mistakes. think or to learn from their mistakes.

Research …Research …

• Howes (2003) found that teaching assistants’ Howes (2003) found that teaching assistants’ support in class increased the amount of time support in class increased the amount of time pupils spent on task but did not necessarily pupils spent on task but did not necessarily result in an increased rate of learning.result in an increased rate of learning.

• Blatchford, Bassett et al (2009) Blatchford, Bassett et al (2009) – ‘– ‘The more The more support pupils received, the less progress support pupils received, the less progress they made, even after controlling for other they made, even after controlling for other factors that might be expected to explain the factors that might be expected to explain the relationship such as pupils’ prior attainment, relationship such as pupils’ prior attainment, SEN status and income deprivation’.SEN status and income deprivation’.

Secondly let us consider the Secondly let us consider the Pupil Premium …Pupil Premium …

• Additional adults to simply ‘answer’ the Additional adults to simply ‘answer’ the deficit in attainment is NOT the key …deficit in attainment is NOT the key …

• ‘‘Best Buys’ are what works well for you Best Buys’ are what works well for you ……

• Support Staff are essential as part of a Support Staff are essential as part of a whole-school approach; not simply THE whole-school approach; not simply THE answer on its own …answer on its own …

What is the Pupil PremiumWhat is the Pupil PremiumAims: Aims:

• to reduce the attainment gap between the to reduce the attainment gap between the highest and lowest achieving students highest and lowest achieving students nationallynationally• to increase social mobilityto increase social mobility• to enable more students from disadvantaged to enable more students from disadvantaged backgrounds to get to the top Universitiesbackgrounds to get to the top Universities• to provide additional resource to schools to to provide additional resource to schools to do thisdo this• to support looked after children and service to support looked after children and service familiesfamilies

£600 in 2012-13 for and FSM student eligible in £600 in 2012-13 for and FSM student eligible in last 6 yrs; rising to £900 in 2013-14 and £1200 last 6 yrs; rising to £900 in 2013-14 and £1200 in 2014-15?in 2014-15?

Understanding resources & Understanding resources & learning…learning…• Above a minimum threshold – there is Above a minimum threshold – there is no simple linkno simple link• More money More money ≠≠ more learning more learning• There is an association but it is weak and There is an association but it is weak and complexcomplex• Conclusion: spending more won’t Conclusion: spending more won’t guarantee benefit – there is no simple guarantee benefit – there is no simple solutionsolution

Consider the ‘Bananarama’ PrincipleConsider the ‘Bananarama’ Principle• It ain’t what you do it’s the way It ain’t what you do it’s the way that you do it…that you do it…• So how do you spend £900 per So how do you spend £900 per student to ‘get results’?student to ‘get results’?• Or, what does the evidence say is Or, what does the evidence say is a good investment or a poor a good investment or a poor investment for learning?investment for learning?• It ain’t what you spend but the It ain’t what you spend but the way that you spend it…way that you spend it…

Consider Smaller Consider Smaller Classes?Classes?

• Complex evidence – there is no clear link between class Complex evidence – there is no clear link between class size and achievementsize and achievement• Experimental trials suggestExperimental trials suggest

Classes need to be less than about 17 to be effectiveClasses need to be less than about 17 to be effective Teachers need to change the way they teachTeachers need to change the way they teach Simply adding Teaching Assistants Simply adding Teaching Assistants notnot as effective as effective

• Doing the maths (2012-13):Doing the maths (2012-13): £600 x 20 pupils x 3 classes = £27,000£600 x 20 pupils x 3 classes = £27,000 50%+ on FSM = 1 extra teacher per 3 classes50%+ on FSM = 1 extra teacher per 3 classes Class size reduction from 30 to 23 – Class size reduction from 30 to 23 – not enoughnot enough

Consider 1-1 Tuition?Consider 1-1 Tuition?• Highly effectiveHighly effective

I hour per day over at least 6 weeksI hour per day over at least 6 weeks With support for class teacher to re-integrateWith support for class teacher to re-integrate

• Doing the maths…Doing the maths… 6 weeks x 5 days x 1 hour = 30 hours6 weeks x 5 days x 1 hour = 30 hours 4 days teacher time (more effective with an 4 days teacher time (more effective with an experienced teacher)experienced teacher) Approx £800 (affordable next year)Approx £800 (affordable next year)

• Expensive but effective: maybe consider using Expensive but effective: maybe consider using pairspairs or or small group tuitionsmall group tuition

Best Best Buys…Buys…

Overview of value for money

Cost per pupil

Effe

ct S

ize

(mon

ths

gain

)

£00

10

£1000

Feedback

Meta-cognition

Peer tutoring EY intervention

1-1 tutoringHomework

ICTPhonicsParental

involvement

Sports

Summer schools

After school

Individualised learning

Learning styles

ArtsPerformance

pay

Teaching assistants

Smaller classes

Ability grouping

Promising

May be worth it

Notworth it

The Toolkit…The Toolkit…

http://educationendowmentfoundation.org.uk/http://educationendowmentfoundation.org.uk/toolkit/ toolkit/

Issues and limitations – to Issues and limitations – to considerconsider• Based on meta-analysis – averages of Based on meta-analysis – averages of averagesaverages• Conversion to ‘months progress’ is a Conversion to ‘months progress’ is a rough estimaterough estimate• Intervention research is compared Intervention research is compared with ‘normal’ practice which is variedwith ‘normal’ practice which is varied• Not ‘what works’ but what Not ‘what works’ but what hashas workworkeded – i.e. ‘good bets’ to support – i.e. ‘good bets’ to support professional evaluation and enquiryprofessional evaluation and enquiry

Priestnall and the PP… Priestnall and the PP… 2011-122011-12

• The actual amount received by Priestnall The actual amount received by Priestnall School was a grant of £56120. There were 115 School was a grant of £56120. There were 115 learners entitled to the funding (FSM and CiC).learners entitled to the funding (FSM and CiC).• Within the group, the profile of the learners Within the group, the profile of the learners was as follows:was as follows:

65 boys and 50 girls65 boys and 50 girls 47 students who had an identified Special 47 students who had an identified Special Educational Need (including a Statement of Educational Need (including a Statement of SEND, School Action and School Action Plus);SEND, School Action and School Action Plus); 35 students from minority ethnic or mixed 35 students from minority ethnic or mixed race backgrounds;race backgrounds; 7 EAL (English as and Additional Language) 7 EAL (English as and Additional Language) studentsstudents

Priestnall and the PP… Priestnall and the PP… 2012-132012-13• With the PP increasing to £623 per student the With the PP increasing to £623 per student the

actual amount received by Priestnall School was a actual amount received by Priestnall School was a grant of £100,200. There were 164 learners £100,200. There were 164 learners entitled to the funding (FSM and CiC).entitled to the funding (FSM and CiC).• New developments in provision this year include:New developments in provision this year include:

Employment of a Trainee Education Psychologist to address Employment of a Trainee Education Psychologist to address the needs of identified students who would not otherwise meet the needs of identified students who would not otherwise meet the criteria EP supportthe criteria EP support Enhancement of gifted and talented programmes to raise Enhancement of gifted and talented programmes to raise aspirations for learners, particularly those who would not aspirations for learners, particularly those who would not otherwise consider Higher Educationotherwise consider Higher Education Further development of literacy interventions ; include Further development of literacy interventions ; include Accelerated Reader and ‘Accelerated Reader and ‘trugstrugs’’ Additional programmes and bespoke literacy packagesAdditional programmes and bespoke literacy packages Provision of a ‘Supported learning Pathway’ for students in Yr Provision of a ‘Supported learning Pathway’ for students in Yr 10 & 1110 & 11

PP and SEND…PP and SEND…• 30% of SEN students are eligible for the 30% of SEN students are eligible for the Pupil PremiumPupil Premium• Approaches that ‘work’, tend to work for Approaches that ‘work’, tend to work for all…all…• Effective diagnosis is essentialEffective diagnosis is essential• There is a need to tailoring interventions There is a need to tailoring interventions & support to fit context and individual & support to fit context and individual needneed

Teaching learning skills and strategiesTeaching learning skills and strategies Collaborative learningCollaborative learning One-to-one & small groupOne-to-one & small group Peer tutoring (with SEND students as Peer tutoring (with SEND students as the the tutortutor))

Key messages – in Key messages – in summary…summary…• Some things that are popular or widely Some things that are popular or widely thought to be effective are probably not thought to be effective are probably not as effective as previously thought…as effective as previously thought…

Ability grouping (setting); After-Ability grouping (setting); After-school clubs; Teaching Assistants; school clubs; Teaching Assistants; Smaller classes; Performance paySmaller classes; Performance pay

• Some things that look ‘promising’Some things that look ‘promising’ Effective feedback; Meta-cognition Effective feedback; Meta-cognition and self regulation strategies; Peer and self regulation strategies; Peer tutoring; Homework (for secondary tutoring; Homework (for secondary students)students)

Is it more effective to deploy Is it more effective to deploy Teaching Assistants subject-Teaching Assistants subject-specific or student need-specific? specific or student need-specific?

• Consider your settings – what have you Consider your settings – what have you done/tried?done/tried?

• What are the pros & cons?What are the pros & cons?

• Think back to research by Lorenz Think back to research by Lorenz (1998)...(1998)...

Lorenz, S. (1998) Effective in-class support: management of support Lorenz, S. (1998) Effective in-class support: management of support staff in mainstream and special schools, David Fulton Publishersstaff in mainstream and special schools, David Fulton Publishers

Old-Fashioned TA styles? Old-Fashioned TA styles? Do they still have a place?Do they still have a place?• How many different ‘types’ of TA How many different ‘types’ of TA

support can you think of?support can you think of?

• Are they all ‘good practice’?Are they all ‘good practice’?

• If not what do they still occur?If not what do they still occur?

• Think about training and managing Think about training and managing performance – then you can match TA performance – then you can match TA skills to different support models ...skills to different support models ...

Record keeping – not enough Teaching Record keeping – not enough Teaching Assistants record keep – should they?Assistants record keep – should they?

• Your thoughts?Your thoughts?

• What do you do in your schools?What do you do in your schools?

• Why are records important?Why are records important?

• Joint planning and record keeping Joint planning and record keeping always generates debate ....always generates debate ....

• So here is what we do ... [and why]So here is what we do ... [and why]

How do you know how TAs impact on How do you know how TAs impact on student progress and analyse whether student progress and analyse whether strategies are effective?strategies are effective?

• This is very important but often This is very important but often ‘overlooked’ ...‘overlooked’ ...

• A rigorous system of professional A rigorous system of professional development and impact analysis must development and impact analysis must be part of whole school systemsbe part of whole school systems

• It is simply not good enough ‘not to It is simply not good enough ‘not to know’; how can you know and what know’; how can you know and what evidence do you need?evidence do you need?

• We have established a ‘Development We have established a ‘Development Record’ for our staffRecord’ for our staff

• This allows for a focus on their skills This allows for a focus on their skills and aspirations, but also highlights and aspirations, but also highlights areas of development and trainingareas of development and training

• Providing high quality training supports Providing high quality training supports each member of staff in their personal each member of staff in their personal skill developmentskill development

• When you identify an area for When you identify an area for development you need to offer development you need to offer something in support something in support

Positive messages – Positive messages – postcards...postcards...• Simple, yet so effectiveSimple, yet so effective

• Either send with student's knowledge Either send with student's knowledge or withoutor without

• Write the comment and leave for Write the comment and leave for address to be added lateraddress to be added later

• Lots available a increasingly cheap Lots available a increasingly cheap rates from – www.vistaprint.co.uk rates from – www.vistaprint.co.uk

Positive messages – Positive messages – letters...letters...

• Don’t forget the impact of a positive Don’t forget the impact of a positive letter or even e-mailletter or even e-mail

• How do you feel when you receive a How do you feel when you receive a letter in the post?letter in the post?

• Not to mention a positive oneNot to mention a positive one

• Don’t forget the obvious...Don’t forget the obvious...

Positive messages – texts...Positive messages – texts...

www.teachers2parents.co.ukwww.teachers2parents.co.uk

Used purely for positive Used purely for positive messages about progress and/or messages about progress and/or achievement, the trial has seen achievement, the trial has seen extremely positive feedback extremely positive feedback from all involved.from all involved.

Our trial was for a specific purpose, Our trial was for a specific purpose, providing positive messages home providing positive messages home for vulnerable learners, all messages for vulnerable learners, all messages were individual and personalised.were individual and personalised.

For example: For example:

‘‘George did an amazing piece of work on George did an amazing piece of work on Escher in Art today, ask him about it when he Escher in Art today, ask him about it when he gets home. Well done George, Mr Morewood.’gets home. Well done George, Mr Morewood.’

Anything positive is Anything positive is helpful...helpful...• Any positive contact is immensely Any positive contact is immensely

powerfulpowerful

• Often schools get into negative spirals Often schools get into negative spirals

• Establish one or two positive Establish one or two positive mechanisms [some at relatively low mechanisms [some at relatively low cost] and see what the impact iscost] and see what the impact is

• Never forget how you feel when you Never forget how you feel when you are praisedare praised

How can support be most How can support be most effective?effective?

• Each school/setting is different, but one Each school/setting is different, but one thing is for certain we are all accountable thing is for certain we are all accountable to balance resources against outcomesto balance resources against outcomes

• Evidence is important, as discussed, but Evidence is important, as discussed, but also provisionalso provision

• See Morewood (2011) Restructuring in See Morewood (2011) Restructuring in light of budget restraints article & new light of budget restraints article & new revised versionsrevised versions

Consider some of the points – can you Consider some of the points – can you restructure and be more effective?restructure and be more effective?

• Brace yourself for a rapid summary ....Brace yourself for a rapid summary ....• Schools need to develop 21Schools need to develop 21stst Century Century

models of supportmodels of support• We MUST consider the ‘modern child’; We MUST consider the ‘modern child’;

old fashioned systems do not meet old fashioned systems do not meet current needcurrent need

• Provision cannot be made when Provision cannot be made when required, with lengthy systems and required, with lengthy systems and ‘out-of-date’ process‘out-of-date’ process

What is ‘effective support’?What is ‘effective support’?

• Let us consider our respective schools …Let us consider our respective schools …

• What does ‘effective support’ look like?What does ‘effective support’ look like?

• Consider developing these ideas within Consider developing these ideas within your own teams/faculties/departments …your own teams/faculties/departments …

Partnerships are key...Partnerships are key...• Vulnerable young people cannot be Vulnerable young people cannot be

included in isolationincluded in isolation

• Partnerships between home and school, Partnerships between home and school, in addition to specialist in addition to specialist advice/interventions secures a stronger, advice/interventions secures a stronger, triangulated approachtriangulated approach

• Joined up thinking, and advocating for Joined up thinking, and advocating for strong partnerships are key elements of strong partnerships are key elements of the 21the 21stst Century skill-set Century skill-set

Using technology – Using technology – essential!essential!• Text-to-speech software; reducing Text-to-speech software; reducing

the reliance on TA support for access the reliance on TA support for access arrangementsarrangements

• Text-home systems for positive Text-home systems for positive reinforcementreinforcement

• Further screening software Further screening software developments and testingdevelopments and testing

Read&Write GOLDRead&Write GOLD

http://www.texthelp.com/videotours/rw10marketing/intro/http://www.texthelp.com/videotours/rw10marketing/intro/intro_stream_uk.htmlintro_stream_uk.html

Video clip - http://www.gdmorewood.com/page-ebook-%26-film-Video clip - http://www.gdmorewood.com/page-ebook-%26-film-3.html 3.html

Literacy & reading – new Literacy & reading – new focus ...focus ...

Assessment of Specific Assessment of Specific Learning and Literacy needs Learning and Literacy needs (SpLD)(SpLD)• We have developed the use of We have developed the use of

LUCID’s LASS 11-15 software to LUCID’s LASS 11-15 software to assess whole year groups...8 adaptive assess whole year groups...8 adaptive assessments in one sitting:assessments in one sitting:

Visual Memory Visual Memory ReasoningReasoning

Auditory-verbal memory Auditory-verbal memory Spelling Spelling

Sentence Reading Sentence Reading Phonic reading Phonic reading skills skills

Phonological processing ability Phonological processing ability Single word Single word reading reading

What the data shows ... What the data shows ... Adaptive tests for 8 areas:Adaptive tests for 8 areas:

• Visual Memory Visual Memory

• Auditory-verbal memory Auditory-verbal memory

• Phonic reading skills Phonic reading skills

• Phonological processing ability Phonological processing ability

• Single word reading Single word reading

• Sentence Reading Sentence Reading

• Spelling Spelling

• ReasoningReasoning

1 – 1 sessions

Group sessions

Interventions

Whole-School

Develop a Nurture Group?Develop a Nurture Group?

• Supporting vulnerable young people Supporting vulnerable young people develop skills before going to develop skills before going to mainstream lessonsmainstream lessons

• Creating a therapeutic milieu – Creating a therapeutic milieu –

support, structure, repetition support, structure, repetition

and consistent expectationsand consistent expectations

Understanding Understanding themselves ...themselves ...• Peer support and ‘Notions of Self’Peer support and ‘Notions of Self’

• This makes good inclusive sense: it This makes good inclusive sense: it reduces the need for Teaching reduces the need for Teaching Assistants in ‘outdated roles’, allows Assistants in ‘outdated roles’, allows for more creative working for more creative working arrangements and also educates arrangements and also educates peers and others in the communitypeers and others in the community

Reducing dependency …Reducing dependency …• Differentiate the learning objectives, if appropriateDifferentiate the learning objectives, if appropriate

• Brief the Teaching Assistant on what students are to learn, as Brief the Teaching Assistant on what students are to learn, as well as the task they have to completewell as the task they have to complete

• Modify/adjust aspects of the lesson to promote independence Modify/adjust aspects of the lesson to promote independence rather than using support from the teaching assistantrather than using support from the teaching assistant

• Find opportunities for students to work with other adults or Find opportunities for students to work with other adults or peerspeers

• Ask the Teaching Assistant to model a task, answer students’ Ask the Teaching Assistant to model a task, answer students’ questions, then move away to allow them to work questions, then move away to allow them to work independentlyindependently

• Model ways of encouraging students to be more independentModel ways of encouraging students to be more independent

‘‘Parenthood is the passing of a baton, Parenthood is the passing of a baton, followed by a lifelong disagreement as followed by a lifelong disagreement as

to who dropped it.’  to who dropped it.’ 

Robert BraultRobert Brault

When we are When we are in loco parentis in loco parentis at school, at school,

ensuring you monitor and benchmark ensuring you monitor and benchmark Teaching Assistants’ impact on progression Teaching Assistants’ impact on progression

will reduce the risks associated with you will reduce the risks associated with you being blamed for ‘dropping the baton’ ... being blamed for ‘dropping the baton’ ...

Good luck!Good luck!

Consider 3 things ‘to do’ …Consider 3 things ‘to do’ …

• Write down three things you are Write down three things you are going to do or explore further …going to do or explore further …

• Try and do something tomorrow … Try and do something tomorrow … then another next week …then another next week …

• How will you measure impact and How will you measure impact and report back to colleagues?report back to colleagues?

Additional information & Further Additional information & Further reading:reading:

• MOREWOOD, G. D. (2012) MOREWOOD, G. D. (2012) Effective strategies to optimise the Effective strategies to optimise the quality of your SEND provision, part 2.  quality of your SEND provision, part 2.  Optimus Publishing: Optimus Publishing: SENCo UPDATE, 140: 10-11SENCo UPDATE, 140: 10-11

• MOREWOOD, G. D. (2012) MOREWOOD, G. D. (2012) Effective strategies to optimise the Effective strategies to optimise the quality of your SEND provision, part 1.  quality of your SEND provision, part 1.  Optimus Publishing: Optimus Publishing: SENCo UPDATE, 139: 10-11SENCo UPDATE, 139: 10-11

• MOREWOOD, G. D. (2011) MOREWOOD, G. D. (2011) The Developing role of the SENCo The Developing role of the SENCo During Times of Great Change. A Personal During Times of Great Change. A Personal PerspectivePerspective. Assessment and Development Matters, published by . Assessment and Development Matters, published by the BPS Psychological Testing Centre, Vol. 3, No 4, Winter 2011the BPS Psychological Testing Centre, Vol. 3, No 4, Winter 2011

• MOREWOOD, G. D. (2011) MOREWOOD, G. D. (2011) Restructuring in light of budget Restructuring in light of budget restraints: optimise Teaching Assistants to maximise restraints: optimise Teaching Assistants to maximise resources.resources. Assessment and Development Matters, published by  Assessment and Development Matters, published by the BPS Psychological Testing Centre, Vol. 3, No 1, Spring 2011the BPS Psychological Testing Centre, Vol. 3, No 1, Spring 2011

In summary…In summary…

• Lots of training and CPD opportunities Lots of training and CPD opportunities throughout the year – empower staffthroughout the year – empower staff

• Increased analytical approach to Increased analytical approach to assessing and addressing specific assessing and addressing specific learning needslearning needs

• Have impact measures for everythingHave impact measures for everything

• Consider how best to support the 21Consider how best to support the 21stst Century child in your schoolCentury child in your school

Learning isn’t always the Learning isn’t always the same ...same ...

Thanks for listening...Thanks for listening...

Gareth D MorewoodGareth D MorewoodDirector of Curriculum Support, Priestnall SchoolDirector of Curriculum Support, Priestnall School

& Honorary Research Fellow, University of Manchester& Honorary Research Fellow, University of Manchester

www.gdmorewood.comwww.gdmorewood.com