1. Inclusion Team Good Practice Alexandra Park School ‘Success For All’

2. Current practice 2012-13 SENCO plus 3 SEN teachers 33 TAs 8 Lead Teaching Assistants TAs are linked to students and support in all subjects Fortnightly training sessions Performance management TA standards for new TAs Mentoring for new staff

3. Team structure SENCO SEN teacher KS4&5 Lead for Alternative Provision KS3 Lead for Alternative Provision KS4 SEN Teacher Year 7 Lead for Transition year 7 Lead for Literacy General Teaching Assistants SEN Teacher Lead English Lead Maths Inclusion Team Manager Lead Science Department Admin Assistant

4. SEN Teacher for KS 4 & 5 SEN teacher for year 7 SEN teacherInclusion Team manager Coordinates the statements for years 10, 11, 12 and 13. Teaches KS4 alternatives GCSE options of Life Skills and Functional Skills. Coordinates the transition of year 6 students. Supports year 7 students with statements. Teaches booster and nurture classes. Coordinates support for year 8 and 9 statements. Teaches booster and nurture classes. Manages the team of teaching assistants.

5. Lead for Alternative provision KS3 Lead for Alternative provision KS4 Lead for Transition year 7 Lead for Literacy Lead Maths Lead English Lead Science Responsible for leading Life Skills lessons for year 9 students Responsible for the delivery of the Land course for KS 4 students Responsible for the support of year 7 students and the transition of year 6 students. Leads reading groups and 1:1 sessions for students with specific needs such as dyslexia. Coordinates the support in Maths and differentiates work for students taught out of mainstream. Coordinates the support in English and differentiates work for students taught out of mainstream. Coordinates the support in Science and differentiates work for students taught out of mainstream.

6. Training WhatWhoWhen *Improving support in Maths CDO/EM11/9/12 *Improving support in literacy MBO/API/EJS/EHO24/9/12 *SIMS training AME9/10/12 Sharing information on students PHI23/10/12 *Differentiating work – resources/websites CDO/RSA/AMA/MBO/API13/11/12 *Persuasive/behaviour strategies (language/prompts to use) LBE27/11/12 *CP issues – referral process/how to identify/symptoms/triggers JMA11/12/12 Sharing information on students PHI15/1/13 Working with students with Downs Syndrome Working with students with Speech & Language Kelly Ann Hopkins29/1/13 *How to plan/structure 1-1 sessions CDO/RSA/AMA/MBO/API12/2/13 Sharing information on students PHI5/3/13 Working with students with ADHD Working with students with Autism Jo PutlerJo Bean- Autism teacher19/3/13 *How to plan lessons LDU23/4/13 Sharing information on students PHI7/5/13 *First Aid KPE21/5/13 *Makaton EJS/EHO11/6/13 Planning for 2013-14 25/6/13 Planning for 2013-14 9/7/13

7. Grade 1 (Outstanding)Grade 2 (Good)Grade 3 (Satisfactory)Grade 4 (Inadequate) Learners make exceptionally good progress, as a result of support that is at least good and outstanding in many respects.  There is evidence that learning, with support, is enjoyable and rewarding even when tasks are very challenging. A majority of learners make better progress than might be expected because of the good support they receive.  All learners make good progress. Learners make the progress that is broadly in line with their capabilities  There are no major inadequacies in the progress made by learners. Learners make less than satisfactory progress, whatever the cause.  Learners gain little satisfaction from the work and gain no benefit from the lesson. Learners acquire knowledge, develop understanding and learn and practise independent skills exceptionally well.  There is evidence that learning is enjoyable and rewarding even when tasks are very challenging.  They demonstrate excellent concentration and are rarely off task, even in extended independent activity.  They are resilient when tackling new or challenging tasks. Learners acquire knowledge, develop understanding and learn and practise independent skills well. They are keen to do well, apply themselves diligently and work at a good pace. They use independent learning skills effectively, with some input from TAs. They seek to produce their best work. The extent to which learners acquire knowledge, develop understanding and learn and practise skills is at least satisfactory.  Most learners work effectively when given appropriate tasks and guidance but may lack confidence in improving their work.  They generally work steadily and occasionally show high levels of enthusiasm and interest. The extent to which learners acquire knowledge, develop understanding and learn and practise skills is inadequate.  Learners fail to work effectively unless closely directed by an adult and give up easily.  There is poor completion of tasks. Marking and dialogue between teachers, other adults and learners are consistently of a very high quality.  Learners understand how to improve their work (diagnostic feedback) and are consistently supported in doing so.  Teaching assistants systematically and effectively check understanding throughout lessons, anticipating where they need to intervene and doing so with a striking impact on learning. Very effective use is made of techniques or resources supplied by the teacher.  Very effective questioning gauges understanding and informs teaching and learning.  Specific references are made to levels and grades  Supported peer and/or self assessment linked to success criteria drives forward achievement Good assessment procedures inform planning.  Learners are provided with detailed feedback, both orally and through marking.  They know how well they have done and can discuss what they need to do to sustain good progress.  Staff listen to, observe and question groups of learners in order to reshape tasks and explanations to improve learning. Good use is made of techniques or resources supplied in the AfL toolbox.  Regular references are made to levels and grades.  Peer and / or self assessment; either during the lesson or evidenced in the exercise book, is used and linked to success criteria that are understood by pupils. Regular and accurate assessment informs planning.  Learners are informed about their progress and how to improve through dialogue with adults.  Staff monitor work during lessons, pick up on misconceptions and adjust their support accordingly to promote learning.  Learners are aware of their NC targets and current level of work.  Sporadic references are made to levels and grades.  Peer and / or self assessment; either during the lesson is used, but not sufficiently linked to success criteria. Alternatively success criteria may be too complex for pupils to understand. Assessment takes too little account of prior learning or their understanding of tasks and is not used effectively to help them improve.  Learners are not aware of how they are doing in terms of quality or if they are making progress – they are just doing the tasks set.  No attempt to check learning and understanding throughout the lesson.  Learners are not sufficiently aware of the steps and skills needed to make progress.  No references are made to levels and grades.  No evidence of supported peer or self assessment; or peer or self assessment is lacking in structure and does not contribute to pupil understanding. High expectations of all learners. Differentiation, planned or spontaneous, is linked to assessment and very effectively consolidates, builds upon and extends learning to ensure exceptional progress for all. Very effective support is given to accelerate the progress of any learners who fall behind. Scaffolding of tasks and modelling contributes to highly effective participation & understanding They are acutely aware of their learners' capabilities and of their prior learning and understanding, and support very effectively to build on these. Staff have high expectations of all learners. Planned or spontaneous differentiation, linked to current assessment, meets the needs of all learners well, consolidating, building on and extending learning. Effective support is given to accelerate the progress of any learners who fall behind. Scaffolding of tasks and modelling contributes to effective participation & understanding Planned differentiation, linked to current assessment, generally meets the needs of all learners.  Differentiation is attempted but this has a limited impact in meeting the needs of learners.  Limited support is given to assist the progress of learners who fall behind Expectations are inappropriate.  There is a lack of effective differentiation and the needs of all learners are not met. Excellent subject knowledge.  Excellent subject knowledge, challenges and enthuses all learners.  The teaching assistant’s manner is highly effective in inspiring and challenging learners and ensuring they learn. Support is consistently effective in ensuring learners are motivated and engaged.  Strong subject knowledge challenges and enthuses most learners.  Staff exhibit a positive relationship with students to learn effectively. support may be good in some respects and subject knowledge is secure.  Satisfactory subject knowledge ensures reasonable progress for learners.  Learners show some interest in their work and are generally engaged. Support fails to promote learning, progress or enjoyment.  Poor level of subject knowledge impedes the progress of learners.  Learners do not enjoy the activities. Resources, including new technology, make a marked contribution to the quality of learning  Targeted support provided by TAs  Technology is used by all to interact and engage; students are given clear opportunities, support and encouragement to lead starters and plenaries using the interactive whiteboard. –OR-  Resources used and / or produced are excellent and contribute to high levels of progression, motivation and understanding. Good and imaginative use is made of resources, including new technology, to enhance learning.  TA support is well focused and makes a significant contribution to learning.  Technology is used by all to interact and engage; this involves students at times. –OR-  Resources used and / or produced are good and contribute to the overall progression, motivation and understanding of students. Adequate use is made of a range of resources, including new technology, to support learning.  Support provided by TAs is adequate.  The use of technology is confined to the teacher or TA. –OR-  Resources used and / or produced are satisfactory and contribute at times to students’ progress, motivation and understanding. There is inadequate use and provision of resources  There is inadequate use and provision of resources including new technology. TAs do not support specific students effectively.  Resources used and / or produced are inadequate and detract from students’ progress, motivation and understanding. Learners' consistently thoughtful behaviour is an outstanding factor in their successful learning.  They are highly considerate and very supportive of each other. There is no evidence of disruptive behaviour.  They display high levels of self-regulating responses.  SEAL objectives and Learning Skills (see APS Teacher Toolkit) are implemented effectively; Learners' behaviour makes a strong contribution to good learning.  Learners are welcoming, positive and considerate towards each other.  They respond quickly and well to guidance from staff about how to behave. Learners behave so that learning proceeds appropriately and time is not wasted.  They understand what is expected when asked to work on their own or in small groups.  Only gentle prompting is needed to maintain discipline. Poor behaviour and rudeness occur and inhibit progress or well-being more frequently than on isolated occasions.  Time is wasted through persistent low-level disruption, excessive off-task chatter and lack of attention.Nothing is done to correct this behaviour.  Some learners show a lack of respect for or direct challenge to others, including instances of racism or sexism or other forms of bullying. Nothing is done to correct this behaviour.

8. Initial Teaching Assistant Quality Standards at Alexandra Park School 1. Use effective strategies to promote positive behaviour. 2. Monitor key student’s progress in order to provide focussed support and feedback. 3. Contribute to the selection and preparation of resources suitable for SEN student’s interests and abilities with a qualified teacher. 4. Use their area(s) of expertise to contribute to the planning and preparation of learning activities in collaboration with a qualified teacher 5. Demonstrate the positive values, attitudes and behaviour they expect from children, young people and colleagues 6. Communicate effectively and sensitively with children, young people, colleagues, parents and carers. Demonstrate how to listen to people, make them feel valued and involved. 7. Demonstrate a commitment to collaborative and cooperative working with colleagues, including the Inclusion team and other curriculum areas 8. Clarify the objectives, content and intended outcomes for the learning activities in which they are involved 9. Establish a purposeful and safe learning environment which complies with current legal requirements, national policies and guidance on the safeguarding and well-being of children and young people so that learners feel secure and sufficiently confident to make an active contribution to learning and to the school 10. Support small groups of students effectively.

9. Department improvements 2013-14 TAs will be placed in departments Training members of the team to become experts in areas such as Occupational Therapy. Intervention groups- literacy, speech and language, social skills, handwriting, behaviour. Provision mapping at Annual Review with parent to address the child’s need. Child centred IEPs Referral system for staff with SEN concerns.