1. Achievement for All – Spring 2010 Wednesday 24 th February

2. Embedding sustainable practice for CYP with SEN/Ds: aims and vision Confident learners More positive about education – improved relationships, attendance, behaviour Enhanced progress Parental engagement and confidence Inclusive + effective teaching approaches + successful interventions More confident teachers and TAs Whole school commitment to inclusion LA – resources and services well deployed: VfM

3. Leading and managing AfA for sustainability Plan whole school coordination – in September 2010 going into years 1,2,5,6,7,8,10,11 Support Transitions and Hand-Over meetings Plan and coordinate activities for each strand: connect objectives agreed with parents to Strand 1 + 3 activities Map out school’s capacity for interventions Engage governing body Monitor and evaluate the project Provide CPD and training Manage the budget Implementation plan -= Year 2 Discuss: how to sustain good practice after the project ends

4. Build on, Strengthen and Consolidate Staff training on 3 rd Wave literacy + numeracy (e.g. Catch-Up): invite parents to observe 2 nd wave teaching sessions Set up conversations with pupils with SEND in target years: what helps them to learn? What hinders their learning? How use ICT – use to support next parent conversations Review and develop the role of the second adult in the classroom: make DVD of successful practice Use Inclusion Development Programme (IDP) to focus on staff working with pupils with ASD in Years 1+5. Staff meeting + individual study support Run PASS surveys for target pupils (and/or whole school) – Pupil Attitude to Self and School

5. Build on, Strengthen and Consolidate Review transition arrangements Y 6-7: SEND children to make a video about moving to secondary school Paired Learning Walks; focus on aspects of inclusive teaching and learning. Identify priority improvements. Rolling programme - APP for children in Year 5 classes with SEN/D Review policy on teaching and learning: revise and provide training summer term 2010. Link to monitoring.

6. Innovate, Trial, Pilot, Learn …. Develop personalised “homework” packages for selected Y 5 pupils Make a DVD of “inclusive teaching/learning” and small group 2 nd Wave interventions to support staff development Film examples of inclusive teaching and learning involving pupils with specific needs – initial focus =. Hearing Impairment and Autism Buying resources to support engagement + response for ASD pupil – e.g. robots to support communication

7. Innovate, Trial, Pilot, Learn …. Introduce new playtime provision for targeted Y 1+5 pupils with their friends – range of games and activities. Evaluate impact. Develop phone buddies for homework support Support programme for siblings of children with SEN/D Send a book parcel home every month with four books, CD ROM, puzzle book and personal letter on encouragement to Y5 children with SEN/D

8. Head Start Programme – Vavi Hillel @ Acland Burghley

9. Head Start Programme format: Target group will be identified in Y6 – statemented pupils? Team at secondary school will consist of SENCO, LSU staff, mentors and peer supporters and a lead teacher co-ordinating the programme. Parents and students will be invited to school to an information meeting Students will participate x mornings throughout June, July - Time tables

10. Head Start Possible content School timetables /class groupings Finding my way around the school Meeting relevant staff School routines /expectations Self esteem/confidence activities Equipment for lessons

11. Assertiveness Skills Training – Claudia Noel-Michael EPS Definition of Assertiveness Assertion is the flexible pursuit of having our preferences met, our opinions voiced, our emotions and beliefs honestly communicated in an appropriate way at the relevant time. (Dryden and Constatinou 2004) Why Teach Assertiveness Helps children learn strategies to cope with bullying Teaches children to think differently about themselves Increase children’s confidence in social situations Helps children to practice these skills in a safe environment Occurrence of Bullying OFSTED Tellus3 survey (Oct 08) Annual survey of 150’000 10 - 15 year old children across 145 LAs asked questions about the 5 ECM outcomes: 39% said they had been bullied at school 35% said that their school dealt with bullying well

12. Assertiveness Skills Training – Claudia Noel-Michael EPS

13. KS2 Pupils at level 2 or below in English/Maths : Trend (2005 - 2009 MATHS20052006200720082009 *No. pupils included (not T,D or A)14421378141713961351 No. L2 and below1141031007965 (of which, how many were discounted)(15)(11)(6)(5)(6) %L2 or below7.97.57.15.74.8 No. pupils absent, disapplied, etc12142711 A pupil has to be discounted from all subjects. The reason that the number of discounted pupils is different for Maths and English is because discounted pupils achieved different levels for different subjects.

14. KS2 Pupils at level 2 or below in English/Maths : Trend (2005 - 2009 KS2 Pupils at level 2 or below in English/Maths : Trend (2005 - 2009) At: 1 Dec 09 ENGLISH20052006200720082009 *No. pupils included (not T,D or A)14491374141613941352 No. L2 and below1291001037278 (of which, how many were discounted)(24)(9)(11)(6)(8) %L2 or below8.97.3 5.25.8 No. pupils absent, disapplied, etc5183910

18. Mapping Provision – primary maths

19. Mapping Provision – secondary WAVES

22. Mapping support for the x 5 Outcomes

23. Mapping support for inclusion

24. Provision Map for Sustaining and Embedding? Core Elements? Key processes: identification, assessment, tracking Targeted Intervention/Programmes + Staff Training –TAs –Teachers –Wider Workforce Leading + Monitoring Partnerships Information, Websites Resources, Materials, Equipment

27. Domains of Need – SEN/D? Specific Literacy Difficulty/Dyslexia – low attainment: reading, writing Specific mathematical difficulty - low attainment: mathematics Sensory Needs – HI, VI, MSI Speech Language Communication Difficulties Autistic Spectrum Disorder Behavioural, Emotional Social Difficulties – including anti-bullying and positive relationships Disability/Medical Needs Learning Difficulty

28. Celebrating Achievement for All

29. Challenges and Solutions

30. ACTI VITY Work on a Flip chart Agree someone to record discussions Record 3 or 4? Challenges and Issues Ste out solutions and possibilities – for schools and for the Local Authority Select ONE to feed back

31. 2009 Camden KS2-4 maths progression