overview of the inclusion statement - session three

Development and diversity

Overview of the inclusion statement

Special educational needs and/or disabilitiesTraining toolkit

Session 3

Session 3Overview of the inclusion statementDevelopment and diversity

2

Learning outcomes

You will:− understand the implications of the national curriculum

inclusion statement− be able to identify appropriate learning objectives for students,

or groups of students, with SEN and/or disabilities− know how to base your expectations of students with SEN and/or

disabilities on accurate assessment and tracking of progress− have a basic awareness of how to use fine-grained national

curriculum level and P scale assessments to support planning


3

Learning outcome

You will understand the implications of the national curriculum inclusion statement for your practice

Activity 1


4

The three principles of inclusion

− Set suitable learning challenges− Respond to students’ diverse learning needs− Overcome potential barriers to learning and

assessment for individuals and groups of students


5

The circles of inclusion

Responding to students’ diverse needs

Setting suitable learning challenges

Overcoming potential barriers to learning

Teaching styles

Access

Learningobjectives

= inclusion


6

Main points from the film clip

− Challenging learning objectives set for the group− Work that built on students’ interests and

cultural experiences− Use of visual and kinaesthetic teaching approaches− Teaching approaches that created a climate where all

students felt able to contribute and have their contributions valued

− Use of approaches for individuals and groups to overcome barriers to learning


7

Learning outcomes

You will understand: − when it is appropriate for students to work on the same

objectives as the class as a whole − when you may need to ‘track back’ to identify earlier

objectives, linked to those for the class as a whole− when a student may need distinct, different objectives

that can still be met through the activities planned for the class

Activity 2


8

Learning outcomes (continued…)

You will:− understand when it may be appropriate for a student to

work on alternative therapeutic or individual objectives− be able to draw on curriculum guidance and subject

frameworks to identify learning objectives appropriate for students working below expectations for their age

Activity 2


9

Getting the learning objectives right

Responding to students’ diverse needs

Setting suitable learning challenges

Overcoming potential barriers to learning

Teaching styles

Access

Learningobjectives

= inclusion


10

Issues when choosing learning objectives

− Same as the class as a whole?− Linked to the class topic but earlier (tracked back) in

a progression?− Distinct and different but can be met through the

planned activities for the class?− Alternative, not linked to either the topic or activities

of the class?


11

Learning outcome

You will learn how to base your expectations of what students with SEN and/or disabilities can achieve on accurate assessment and tracking of progress against predictions derived from national data sets

Activity 3


12

Percentage achieving five good GCSEs

23 per centStudents with SEN but nostatement

59 per centAll students


13

Percentage making two levels’ progress over key stage 3

− In the top 25 per cent of schools, 50 per cent of students make two levels’ progress from key stage 2 to key stage 3 in English

− The figure for all schools is only 30 per cent


14

3.4−5.0P8

2.6−3.0P7

2.1−2.5P6

1.6−2.0P5

1.1−1.5P4

0−1P3

0P1−2

Points scoreLevel/grade

Converting levels to points scores


15


252729

4c4b4a

4

192123

3c3b3a

3

131517

2c2b2a

2

7 911

1c1b1a

1

PointsSub-levelLevel


16


373941

6c6b6a

6

313335

5c5b5a

5

PointsSub-levelLevel


17

The significance of points

− Minimum expected progress is approximately two national curriculum levels or six sub-levels over KS3

− Two levels or six sub-levels = 12 points − Average progress is roughly two sub-levels or four points

a year − Actual progress varies in relation to prior attainment − Higher rate of progress needed for individuals to ‘catch up’− Higher rate of progress required nationally if standards are

to be raised


18

GBelow 2

F2

E3

D4

C5

B6

A (and A* in English)7

A* (in maths)8

GCSE gradeKey stage 3 NC level

Expected progression from KS3 to GCSEs


19

Tracking students’ progress

0

5

10

15

20

25

30

35

10 11 12 13 14 15 16 17 18 19 20 21+98765

xx

xxxx

x xx

xx x

xxx

Out

com

e sc

ore

(eg

KS

3 te

st r

esul

t)

Input score (eg KS2 average points score)


20

Why has this pupil made so littleprogress?

What factors in the school/setting’s provision led to this pupil making such rapid progress? To inquire further…

What factors in the school’s/setting’s provision led to this student making such rapid progress? To inquire further…

Why has this student made so little progress?


21

1. ‘Hover’ your pointer over this dot and…….this information

box pops up on the screen to tell you more about the attainment profile for the individual pupil -or group of pupils if one of the larger blobs was selected

… this information box pops up on the screen to tell you more about the attainment profile for the individual student − or group of students − if one of the larger blobs is selected

‘Hover’ your pointer over this dot and…


22

School VA line suggests that typically low-attaining pupils in the school have done better than the national median…

…while pupils attaining in the medium range have made progress in line with the national median…

Question: What is proving particularly successful with lower attaining pupils?

School median

line

…and high-attaining pupils have typically done less well than the national median – and, in terms of progress, are among the lowest 25%

The school’s value added line suggests that typically low-attaining students in the school have done better than the national median…

… while students attaining in the medium range have made progress in line with the national median…

… and high-attaining students have typically done less well than the national median – and, in terms of progress, are among the lowest 25 per cent

Question: What is proving particularly successful with lower-attaining students?

School median line


23

Which of these pupils had learning mentors as part of their BESD provision?

Which of these students had learning mentors as part of their BESD provision?


24

Learning outcomes

You will: − reflect on key learning points from the session− identify key points of action to consolidate and

apply your learning

Activity 4


25

Key learning points

− The national curriculum inclusion statement is concerned with learning objectives, teaching styles and access strategies

− Students, or groups of students, with SEN and/or disabilities should have learning objectives matched to their needs

− Learning objectives for students with SEN and/or disabilities can be: the same as those for the class; linked to the class topic but from earlier in a learning progression; distinct and different but part of the class activities; or alternative objectives in place of, or in addition to, class objectives


26

Key learning points (continued…)

− Teachers’ expectations of students have a significant influence on their progress

− Expectations of what students with SEN and/or disabilities can achieve must be based on accurate assessment and tracking of progress

− Expectations need to be based on the effective use of data, and need to be pitched as high as possible

overview of the inclusion statement - session three

Education

learning outcomes

cent students

cent of students

expectations of students

groups of students

suitable learning challenges

different objectives

earlier objectives