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Delivering Outstanding SEND Provision Conference Changing staff perceptions to ensure inclusion is a whole-school priority: confidently work with your.

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Presentation on theme: "Delivering Outstanding SEND Provision Conference Changing staff perceptions to ensure inclusion is a whole-school priority: confidently work with your."— Presentation transcript:

1 Delivering Outstanding SEND Provision Conference Changing staff perceptions to ensure inclusion is a whole-school priority: confidently work with your SLT and motivate all teaching staff By Gareth D Morewood Director of Curriculum Support, Priestnall School, Stockport Honorary Research Fellow, University of Manchester 21 st March 2013

2 Setting the scene… A truly comprehensive secondary school with approx students aged A truly comprehensive secondary school with approx students aged Priestnall School – ‘outstanding’ (OFSTED, 2011) including ‘outstanding’ provision for young people with SEND (OFSTED, 2004, 2008, 2011) Priestnall School – ‘outstanding’ (OFSTED, 2011) including ‘outstanding’ provision for young people with SEND (OFSTED, 2004, 2008, 2011) Working with a range of students, trainees and UoM in developing provision Working with a range of students, trainees and UoM in developing provision

3 Next Steps… Training and Development Training and Development Single School Category Single School Category Single Assessment – EHCP Single Assessment – EHCP Widening access to provision Widening access to provision Local Offer – LA but schools as well? Local Offer – LA but schools as well? Parents/Carers – giving greater control – controversial? Parents/Carers – giving greater control – controversial? Personal Budgets Personal Budgets School Funding reform School Funding reform Preparation for adulthood – independence Preparation for adulthood – independence SEN Pathfinders SEN Pathfinders

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

5 What is going to happen? Consider the use of Support Staff – in light of recent research Consider the use of Support Staff – in light of recent research Highlight some of the new ways of working to meet the needs of 21 st Century children with SEND Highlight some of the new ways of working to meet the needs of 21 st Century children with SEND Offer some ideas on you can evolve your provision to meet changes in policy and be ready for September 2014 Offer some ideas on you can evolve your provision to meet changes in policy and be ready for September 2014

6 Does Every Child still Matter? Being Healthy Being Healthy Staying Safe Staying Safe Enjoying and Achieving Enjoying and Achieving Making a Positive Contribution Making a Positive Contribution Economic Wellbeing Economic Wellbeing

7 The Context... The New Ofsted Inspection Framework – raising standards, improving lives The New Ofsted Inspection Framework – raising standards, improving lives Ofsted SEN Review: A Statement is not enough Ofsted SEN Review: A Statement is not enough Education Bill Education Bill SEND Green Paper SEND Green Paper Pupil Premium Pupil Premium Changing education climate Changing education climate New Teachers’ Standards New Teachers’ Standards Increasing number of students with complex needs Increasing number of students with complex needs

8 Key Judgements... In judging the quality of the school, inspectors will make four key judgements: In judging the quality of the school, inspectors will make four key judgements: –achievement –the quality of teaching –behaviour and safety –leadership and management

9 A Different Perspective... There is a greater focus on: There is a greater focus on: –narrowing gaps in performance –quality of teaching and its impact on learning –reading and literacy –behaviour and safety

10 21 st Century Children The young people in our schools are very different now, than 15 years ago... 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... 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... so we have to evolve too … Learning & Teaching is different now; it has to be... so we have to evolve too …

11 A Whole-School Approach... Our success has been built upon a truly 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 Training ALL staff is an essential part of improving provision and outcomes A corporate responsibility essential in improving provision for all students A corporate responsibility essential in improving provision for all students

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

13 Materials and recourses – a National Project A Whole School Approach to Improving Access, Participation and Achievement FREE training and materials....

14 Also remember... ‘The education of the peer group is an essential part of moving towards a truly inclusive community’ Gareth D Morewood, 2011

15 Firstly let us consider 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 work effectively together? Do teaching and non-teaching staff work effectively together? Is your staffing ‘inclusive’? Is your staffing ‘inclusive’?

16 Teachers’ Standards Two key strands of wider professional responsibilities: Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support Deploy support staff effectively Deploy support staff effectively

17 ‘One of the major barriers to achievement for pupils with SEND is being rendered dependent on adults to help them learn. Many pupils with cognitive and learning difficulties lack self-confidence. This results in an over-reliance on an adult to support them with their work.’ NS 2005: Maximising progress: ensuring the attainment of pupils with SEN

18 Ofsted’s view … Ofsted 2004 – ‘Support by teaching assistants can be vital, but the organisation of it can mean that students have insufficient opportunity to develop their skill, understanding and independence’ Ofsted 2006 – ‘teaching assistants provided valuable support and many were taking difficult roles’...however they recognised that pupils in mainstream schools, where teaching assistant support was the main type of SEN support, were less likely to make good academic progress than those who had access to specialist teaching.

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

20 Research … Howes (2003) found that teaching assistants’ support in class increased the amount of time pupils spent on task but did not necessarily result in an increased rate of learning. Howes (2003) found that teaching assistants’ support in class increased the amount of time pupils spent on task but did not necessarily result in an increased rate of learning. Blatchford, Bassett et al (2009) – ‘The more support pupils received, the less progress they made, even after controlling for other factors that might be expected to explain the relationship such as pupils’ prior attainment, SEN status and income deprivation’. Blatchford, Bassett et al (2009) – ‘The more support pupils received, the less progress they made, even after controlling for other factors that might be expected to explain the relationship such as pupils’ prior attainment, SEN status and income deprivation’.

21 Secondly let us consider the Pupil Premium … Additional adults to simply ‘answer’ the deficit in attainment is NOT the key … Additional adults to simply ‘answer’ the 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 whole-school approach; not simply THE answer on its own … Support Staff are essential as part of a whole-school approach; not simply THE answer on its own …

22 What is the Pupil Premium Aims: to reduce the attainment gap between the highest and lowest achieving students nationally to reduce the attainment gap between the highest and lowest achieving students nationally to increase social mobility to increase social mobility to enable more students from disadvantaged backgrounds to get to the top Universities to enable more students from disadvantaged backgrounds to get to the top Universities to provide additional resource to schools to do this to provide additional resource to schools to do this to support looked after children and service families to support looked after children and service families £600 in for and FSM student eligible in last 6 yrs; rising to £900 in and £1200 in ?

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

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

25 Consider Smaller Classes? Complex evidence – there is no clear link between class size and achievement Complex evidence – there is no clear link between class size and achievement Experimental trials suggest Experimental trials suggest  Classes need to be less than about 17 to be effective  Teachers need to change the way they teach  Simply adding Teaching Assistants not as effective Doing the maths ( ): Doing the maths ( ):  £600 x 20 pupils x 3 classes = £27,000  50%+ on FSM = 1 extra teacher per 3 classes  Class size reduction from 30 to 23 – not enough

26 Consider 1-1 Tuition? Highly effective Highly effective  I hour per day over at least 6 weeks  With support for class teacher to re-integrate Doing the maths… Doing the maths…  6 weeks x 5 days x 1 hour = 30 hours  4 days teacher time (more effective with an experienced teacher)  Approx £800 (affordable next year) Expensive but effective: maybe consider using pairs or small group tuition Expensive but effective: maybe consider using pairs or small group tuition

27 Best Buys…

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29

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31 The Toolkit…

32 Issues and limitations – to consider Based on meta-analysis – averages of averages Based on meta-analysis – averages of averages Conversion to ‘months progress’ is a rough estimate Conversion to ‘months progress’ is a rough estimate Intervention research is compared with ‘normal’ practice which is varied Intervention research is compared with ‘normal’ practice which is varied Not ‘what works’ but what has worked – i.e. ‘good bets’ to support professional evaluation and enquiry Not ‘what works’ but what has worked – i.e. ‘good bets’ to support professional evaluation and enquiry

33 Priestnall and the PP… The actual amount received by Priestnall School was a grant of £ There were 115 learners entitled to the funding (FSM and CiC). The actual amount received by Priestnall School was a grant of £ There were 115 learners entitled to the funding (FSM and CiC). Within the group, the profile of the learners was as follows: Within the group, the profile of the learners was as follows:  65 boys and 50 girls  47 students who had an identified Special Educational Need (including a Statement of SEND, School Action and School Action Plus);  35 students from minority ethnic or mixed race backgrounds;  7 EAL (English as and Additional Language) students

34 Priestnall and the PP… With the PP increasing to £623 per student the actual amount received by Priestnall School was a £100,200. There were 164 learners entitled to the funding (FSM and CiC). With the PP increasing to £623 per student the actual amount received by Priestnall School was a grant of £100,200. There were 164 learners 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 the needs of identified students who would not otherwise meet the criteria EP support  Enhancement of gifted and talented programmes to raise aspirations for learners, particularly those who would not otherwise consider Higher Education  Further development of literacy interventions ; include Accelerated Reader and ‘trugs’  Additional programmes and bespoke literacy packages  Provision of a ‘Supported learning Pathway’ for students in Yr 10 & 11

35 PP and SEND… 30% of SEN students are eligible for the Pupil Premium 30% of SEN students are eligible for the Pupil Premium Approaches that ‘work’, tend to work for all… Approaches that ‘work’, tend to work for all… Effective diagnosis is essential Effective diagnosis is essential There is a need to tailoring interventions & support to fit context and individual need There is a need to tailoring interventions & support to fit context and individual need  Teaching learning skills and strategies  Collaborative learning  One-to-one & small group  Peer tutoring (with SEND students as the tutor)

36 Key messages – in summary… Some things that are popular or widely thought to be effective are probably not as effective as previously thought… Some things that are popular or widely thought to be effective are probably not as effective as previously thought…  Ability grouping (setting); After-school clubs; Teaching Assistants; Smaller classes; Performance pay Some things that look ‘promising’ Some things that look ‘promising’  Effective feedback; Meta-cognition and self regulation strategies; Peer tutoring; Homework (for secondary students)

37 Is it more effective to deploy Teaching Assistants subject-specific or student need-specific? Consider your settings – what have you done/tried? Consider your settings – what have you done/tried? What are the pros & cons? What are the pros & cons? Think back to research by Lorenz (1998)... Think back to research by Lorenz (1998)... Lorenz, S. (1998) Effective in-class support: management of support staff in mainstream and special schools, David Fulton Publishers

38 Old-Fashioned TA styles? Do they still have a place? How many different ‘types’ of TA support can you think of? How many different ‘types’ of TA 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 performance – then you can match TA skills to different support models... Think about training and managing performance – then you can match TA skills to different support models...

39 Record keeping – not enough Teaching 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 always generates debate.... Joint planning and record keeping always generates debate.... So here is what we do... [and why] So here is what we do... [and why]

40 How do you know how TAs impact on student progress and analyse whether strategies are effective? This is very important but often ‘overlooked’... This is very important but often ‘overlooked’... A rigorous system of professional development and impact analysis must be part of whole school systems A rigorous system of professional development and impact analysis must be part of whole school systems It is simply not good enough ‘not to know’; how can you know and what evidence do you need? It is simply not good enough ‘not to know’; how can you know and what evidence do you need?

41 We have established a ‘Development Record’ for our staff We have established a ‘Development Record’ for our staff This allows for a focus on their skills and aspirations, but also highlights areas of development and training This allows for a focus on their skills and aspirations, but also highlights areas of development and training Providing high quality training supports each member of staff in their personal skill development Providing high quality training supports each member of staff in their personal skill development When you identify an area for development you need to offer something in support When you identify an area for development you need to offer something in support

42 Positive messages – postcards... Simple, yet so effective Simple, yet so effective Either send with student's knowledge or without Either send with student's knowledge or without Write the comment and leave for address to be added later Write the comment and leave for address to be added later Lots available a increasingly cheap rates from – Lots available a increasingly cheap rates from –

43 Positive messages – letters... Don’t forget the impact of a positive letter or even Don’t forget the impact of a positive letter or even How do you feel when you receive a letter in the post? How do you feel when you receive a letter in the post? Not to mention a positive one Not to mention a positive one Don’t forget the obvious... Don’t forget the obvious...

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

45 Our trial was for a specific purpose, providing positive messages home for vulnerable learners, all messages were individual and personalised. For example: ‘George did an amazing piece of work on Escher in Art today, ask him about it when he gets home. Well done George, Mr Morewood.’

46 Anything positive is helpful... Any positive contact is immensely powerful Any positive contact is immensely powerful Often schools get into negative spirals Often schools get into negative spirals Establish one or two positive mechanisms [some at relatively low cost] and see what the impact is Establish one or two positive mechanisms [some at relatively low cost] and see what the impact is Never forget how you feel when you are praised Never forget how you feel when you are praised

47 How can support be most effective? Each school/setting is different, but one thing is for certain we are all accountable to balance resources against outcomes Each school/setting is different, but one thing is for certain we are all accountable to balance resources against outcomes Evidence is important, as discussed, but also provision Evidence is important, as discussed, but also provision See Morewood (2011) Restructuring in light of budget restraints article & new revised versions See Morewood (2011) Restructuring in light of budget restraints article & new revised versions

48 Consider some of the points – can you restructure and be more effective? Brace yourself for a rapid summary.... Brace yourself for a rapid summary.... Schools need to develop 21 st Century models of support Schools need to develop 21 st Century models of support We MUST consider the ‘modern child’; old fashioned systems do not meet current need We MUST consider the ‘modern child’; old fashioned systems do not meet current need Provision cannot be made when required, with lengthy systems and ‘out-of-date’ process Provision cannot be made when required, with lengthy systems and ‘out-of-date’ process

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

50 Partnerships are key... Vulnerable young people cannot be included in isolation Vulnerable young people cannot be included in isolation Partnerships between home and school, in addition to specialist advice/interventions secures a stronger, triangulated approach Partnerships between home and school, in addition to specialist advice/interventions secures a stronger, triangulated approach Joined up thinking, and advocating for strong partnerships are key elements of the 21 st Century skill-set Joined up thinking, and advocating for strong partnerships are key elements of the 21 st Century skill-set

51 Using technology – essential! Text-to-speech software; reducing the reliance on TA support for access arrangements Text-to-speech software; reducing the reliance on TA support for access arrangements Text-home systems for positive reinforcement Text-home systems for positive reinforcement Further screening software developments and testing Further screening software developments and testing

52 Read&Write GOLD Video clip -

53 Literacy & reading – new focus...

54 Assessment of Specific Learning and Literacy needs (SpLD) We have developed the use of LUCID’s LASS software to assess whole year groups...8 adaptive assessments in one sitting: We have developed the use of LUCID’s LASS software to assess whole year groups...8 adaptive assessments in one sitting: Visual Memory Reasoning Auditory-verbal memory Spelling Sentence Reading Phonic reading skills Phonological processing ability Single word reading

55 What the data shows... 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 Reasoning Reasoning

56 1 – 1 sessions Group sessions Interventions Whole-School

57 Develop a Nurture Group? Supporting vulnerable young people develop skills before going to mainstream lessons Supporting vulnerable young people develop skills before going to mainstream lessons Creating a therapeutic milieu – Creating a therapeutic milieu – support, structure, repetition and consistent expectations

58 Understanding themselves... Peer support and ‘Notions of Self’ Peer support and ‘Notions of Self’ This makes good inclusive sense: it reduces the need for Teaching Assistants in ‘outdated roles’, allows for more creative working arrangements and also educates peers and others in the community This makes good inclusive sense: it reduces the need for Teaching Assistants in ‘outdated roles’, allows for more creative working arrangements and also educates peers and others in the community

59 Reducing dependency … Differentiate the learning objectives, if appropriate Differentiate the learning objectives, if appropriate Brief the Teaching Assistant on what students are to learn, as well as the task they have to complete Brief the Teaching Assistant on what students are to learn, as well as the task they have to complete Modify/adjust aspects of the lesson to promote independence rather than using support from the teaching assistant Modify/adjust aspects of the lesson to promote independence rather than using support from the teaching assistant Find opportunities for students to work with other adults or peers Find opportunities for students to work with other adults or peers Ask the Teaching Assistant to model a task, answer students’ questions, then move away to allow them to work independently Ask the Teaching Assistant to model a task, answer students’ questions, then move away to allow them to work independently Model ways of encouraging students to be more independent Model ways of encouraging students to be more independent

60 ‘Parenthood is the passing of a baton, followed by a lifelong disagreement as to who dropped it.’ to who dropped it.’ Robert Brault When we are in loco parentis at school, ensuring you monitor and benchmark Teaching Assistants’ impact on progression will reduce the risks associated with you being blamed for ‘dropping the baton’... Good luck!

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62 Consider 3 things ‘to do’ … Write down three things you are going to do or explore further … Write down three things you are going to do or explore further … Try and do something tomorrow … then another next week … Try and do something tomorrow … then another next week … How will you measure impact and report back to colleagues? How will you measure impact and report back to colleagues?

63 Additional information & Further reading: MOREWOOD, G. D. (2012) Effective strategies to optimise the quality of your SEND provision, part 2. Optimus Publishing: SENCo UPDATE, 140: MOREWOOD, G. D. (2012) Effective strategies to optimise the quality of your SEND provision, part 2. Optimus Publishing: SENCo UPDATE, 140: MOREWOOD, G. D. (2012) Effective strategies to optimise the quality of your SEND provision, part 1. Optimus Publishing: SENCo UPDATE, 139: MOREWOOD, G. D. (2012) Effective strategies to optimise the quality of your SEND provision, part 1. Optimus Publishing: SENCo UPDATE, 139: MOREWOOD, G. D. (2011) The Developing role of the SENCo During Times of Great Change. A Personal Perspective. Assessment and Development Matters, published by the BPS Psychological Testing Centre, Vol. 3, No 4, Winter 2011 MOREWOOD, G. D. (2011) The Developing role of the SENCo During Times of Great Change. A Personal Perspective. Assessment and Development Matters, published by the BPS Psychological Testing Centre, Vol. 3, No 4, Winter 2011 MOREWOOD, G. D. (2011) Restructuring in light of budget restraints: optimise Teaching Assistants to maximise resources. Assessment and Development Matters, published by the BPS Psychological Testing Centre, Vol. 3, No 1, Spring 2011 MOREWOOD, G. D. (2011) Restructuring in light of budget restraints: optimise Teaching Assistants to maximise resources. Assessment and Development Matters, published by the BPS Psychological Testing Centre, Vol. 3, No 1, Spring 2011

64 In summary… Lots of training and CPD opportunities throughout the year – empower staff Lots of training and CPD opportunities throughout the year – empower staff Increased analytical approach to assessing and addressing specific learning needs Increased analytical approach to assessing and addressing specific learning needs Have impact measures for everything Have impact measures for everything Consider how best to support the 21 st Century child in your school Consider how best to support the 21 st Century child in your school

65 Learning isn’t always the same...

66 Thanks for listening... Gareth D Morewood Director of Curriculum Support, Priestnall School & Honorary Research Fellow, University of Manchester


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