Achievement for All – Spring 2010Wednesday 24th February

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

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

Build on, Strengthen and Consolidate

• Staff training on 3rd Wave literacy + numeracy (e.g. Catch-Up): invite parents to observe 2nd 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

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.

Innovate, Trial, Pilot, Learn ….

• Develop personalised “homework” packages for selected Y 5 pupils

• Make a DVD of “inclusive teaching/learning” and small group 2nd 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

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

Head Start Programme – Vavi Hillel @ Acland Burghley

Dear Parent/ Carer,

At Acland Burghley we acknowledge that the transition from year 6 to year 7 is a very important time in your child’s life. To help smooth the transition we offer a Head Start programme for a small group of pupils. This is before the Induction Day (Wednesday 25th June 2009).

The aims of this scheme are to make the transition to Acland Burghley an exciting and positive experience and enable pupils to become familiar with the school systems and routines.

The primary school teacher at your child’s school felt that your child could benefit from this programme, details of which are outlined in the enclosed leaflet.

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

•  

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

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 environmentOccurrence 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

Assertiveness Skills Training – Claudia Noel-Michael EPS

Criteria for selection of children

This intervention was offered to all schools in EP patch during annual planning meetings

Sencos were encouraged to target children with poor self esteem, poor assertiveness skills

and children who had been bullied or are at risk of bullying.

The sample

Each group consisted of 6 - 8 children in mixed years groups

One programme tailored to the transition of year 6 pupils to year 7

6 weeks (consecutive) programme delivered for one hour every week (2 EP sessions)

The EP delivered the programme assisted by a TA or learning mentor (LM)

6 (transition)Carlton

5 and 6 (delivered twice)St Aloysius Junior

5 and 6Our Lady’s

7, 8, 9SCCS

Year groupSchool

6 (transition)Carlton

5 and 6 (delivered twice)St Aloysius Junior

5 and 6Our Lady’s

7, 8, 9SCCS

Year groupSchool

KS2 Pupils at level 2 or below in English/Maths : Trend (2005 - 2009

MATHS 2005 2006 2007 2008 2009

*No. pupils included (not T,D or A) 1442 1378 1417 1396 1351

No. L2 and below 114 103 100 79 65

(of which, how many were discounted) (15) (11) (6) (5) (6)

%L2 or below 7.9 7.5 7.1 5.7 4.8

No. pupils absent, disapplied, etc 12 14 2 7 11

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.

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

ENGLISH 2005 2006 2007 2008 2009

*No. pupils included (not T,D or A) 1449 1374 1416 1394 1352

No. L2 and below 129 100 103 72 78

(of which, how many were discounted) (24) (9) (11) (6) (8)

%L2 or below 8.9 7.3 7.3 5.2 5.8

No. pupils absent, disapplied, etc 5 18 3 9 10

Research Findings 1 - Literacy

• Most children’s difficulties are highly susceptible to personalised intervention

• The amount of time does not in many cases have to be large for programmes to be effective

• “Ordinary”teaching does not help children with difficulties to catch up

• Programmes tend to work best when highly structured

Research Findings Literacy 2

• Good impact – sufficient to double the standard rate of progress – can be achieved

• Combining literacy support with work around self-esteem has proved very successful

• In the most effective schemes pupils maintain their gains

The most effective intervention programmes

1. Are delivered early2. Are systematic and structured3. Are designed to accelerate learning4. Are sharply paced5. Are frequent – e.g. 3 x 25 minute sessions per week6. Are time-limited7. Have built in consolidation back in the classroom

Mapping Provision – primary maths

Title Type Description Target Pupils Who provides How progress is assessed

Springboard 3, 4 and 5

Wave 2 Catch-up programmes for children in Year 3, 4 and 5. The materials focus on key areas of number. They provide additional tuition for groups of 6-8 children outside the daily maths lesson, for a period of around 10 weeks, twice a week.

Children work one or two sub-levels below age-related expectations who should be achieving L4 at end of KS2

Each 30 minute session is designed to be led by a teacher or, with support a TA

Built in progress checks.

Springboard 6 Wave 2 Springboard 6 is a series of lessons designed to provide additional support in booster classes. . The materials focus on essential Level 4 teaching objectives in a range of key areas (not just number) for children in Year 6.

Children in Year 6 who, with intensive targeted support, can achieve level 4 in the Key Stage 2 national tests.

Teachers / HLTA

Built in progress checks.

Mapping Provision – secondary WAVESSchool Maths WAVE 2 (group) Maths WAVE 3 (1:1) Literacy WAVE 2 (group) Literacy WAVE 3 (1:1) o LSA support in Year 7

classes o Maths Challenge o Specialist maths

assessment o Maths Catch Up Yr7, 8 o Nurture Group (maths

element) o KS3 and 4 lunchtime LSA

support o Identified pupils with

Dyscalculia small group withdrawal

o Small level 2 group – developed own resources

o 1:1 support for lowest level/Dyscalculia

o Maths Challenge

o Small Group Literacy o LexiaYr9 o Creative Writing Yr7-9 o Computer Group o Yr9 creative writers teaching Yr7

creative writers o One term withdrawal of Yr7 students

below level 4 from English lessons for intensive literacy and LEXIA (rotates)

o Accelerated Reader Yr7-9 o Breakfast and homework club o Yr10,11classwork clinic/English support

after school and lunchtimes o KS3 English support lunchtimes and

after school o ELKAN SLCN group o LSA support to all lower sets Yr7-11

o Phonographix o SOUNDWAVES

Inclusive Provision MAP AUTUMN TERM 2009 (partially populated) SCHOOL: Year Need Provision Who will provide

intervention? How we will assess progress

Year Three

Literacy Mathematics ---------------------- SLCD --------------------- BES development ---------------------- EAL

- Sound Waves – 3 pupils - Year 3 programme - 1 group - Reading Volunteers x 8 pupils ---------------------------------------------------------------------------------------- - Springboard 3 Maths (1 group) - Catch-Up – 2 pupils ---------------------------------------------------------------------------------------- - Speech and language group x 1 -------------------------------------------------------------------------------------- - Learning Mentor Group – 4 pupils --------------------------------------------------------------------------------------- - Induction: EAL for new arrivals (below NC level 2) - EAL Pre literacy/numeracy preparation

Teacher and TA TA Goldman Sachs volunteers ---------------------------- TA ---------------------------- SENCO ---------------------------- Learning Mentor ---------------------------- EMA teacher EMA teacher/TA

SW assessment/Tracking NC levels Y3P assessment + NC tracking Note book + feedback ------------------------------ Tracking NC levels ------------------------------ Language Gap Prog. Pupil tracking Language scales ------------------------------------------------- Mentor Records Tracking NC levels

St. Alban’s CE Primary School Individual Provision Map Year 1 Term Name: DoB: SEN Stage: Class Teacher: Teaching Assistant: Strengths/ Pupil views

Needs: Provision and frequency: Progress Check: Next steps: RML group 5 x 1 hour

ELS 5 x 20 mins

15 minutes a day

Reading volunteer 1 x 15 mins

Extra guided reading

Focused TA support

EMA support

Target child reading/ writing

Literacy

Handwriting support

Number Box

Wave 3 lessons As needed

Focused TA support

EMA support

Beam booster lessons

Numeracy

Target child

Speech and language group Language and Communication

Focused TA support

Individual Education Plan Learning Mentor support

Emotional, social and behavioural development

Personal behaviour plan

Support for the Every Child Matters Outcomes Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing

Monitored by nurse School lunch Breakfast club After school sports

Peer mediation Lunchtime supervisor

monitoring

After school club Piano lessons Multiplication challenge Targeted event invitation

School Council Member Assembly leader Newsletter contributor

Basic skills targets Homework club Community mentor Family learning

Support for Inclusion (May suggest need for School Action+ intervention) Advice from Inclusion Manager on specific SENs Advice from inclusion Manager on planning/

resources Team teaching with Inclusion Manager Observation by Inclusion Manager

Adjustment to the physical environment Specialist equipment Pupil grouping Parent/ Carer surgery on SEN Home school diary

EP consultation L &C team consultation PLSS consultation HI/ VI teacher consultation EMAS consultation

Parent/Carer contribution:

Mapping support for the x 5 OutcomesAdditional Learning Activities Enjoy and Achieve 1 Enjoy and Achieve 2 Stay Safe Be healthy Make Positive contribution Economic Well being o Drumming Club o Home Language

Classes o Creative Writing

Club o Homework Club o Drama Group o Family Learning o Art Club o Lunchtime Sports o After school sports

o Recorder group o Choir o ICT Club o Playground buddies o Self-Defence Club o Chess Club o Canoeing Club o Modern Foreign

Language classes o Poetry Group o Music Club

o Playground buddies o Mentoring support o PSHCE o Circle Time o Year 6 Transition group o Peer mentoring

o Breakfast club

o Circle time o SEAL group o PSHE o Break-time

buddies

o Member of / Delegate to school council

o Community involvement

o Charity and Fund raising

o Involvement in class assembly

o Citizenship project o Transition Plan

o PSHCE o Homework Club o ICT Club

Mapping support for inclusionSupport for Inclusion - All Years o EAL induction: o 1st language

assessment o Additional

differentiated materials to support curriculum access

o New arrivals pack in each school

o Transition Support Group Y 6

o Transition check list – ALL years

o CLLD project o KS 2 MFL language

support o Advice/training on

Handwriting (without tears) from OT

o SENCO Surgery 1 session each week using IDP resources

o Termly Pupil Progress Review (SENCO, EMA teacher, Teaching Assistant)

o EMA advice on planning, teaching, learning, resources + assessment of progress

o SENCO and EMA classroom observation

o Use of LA-published Sensory Information Pack

o SALT guidance and advice o PDM on SEN/Inclusion o Medical Checks o SEN Strategy manager SEN/LDD

Review and guidance o Advice on Accessibility issues from OT o Multi-~Agency support – Team Around

the Child o Advice from disabled governor on

Disability Equality Scheme

o SENCO advice on specific SENs o SENCO advice on planning, learning

styles, differentiation, teaching resources

o EP consultation o SENCO and EMA Support with

parents o SENCO information on children’s

needs o SEN/EAL joint parents’ group o Lunch-time Thinking Room o Playground Buddies o Peer mentoring service o SENCO and/or EMA parent group o Support from LA Inclusion Officer

GRT o Guidance and Advice from Special

School (Swiss Cottage) o TA training programme o Work with KIDS on out of school

activities for disabled children o Support from G+T lead on AEN pupils

who are G+T

o SENCO Co-teaching using Inclusive Teaching Check list

o PLSS consultation and classroom support

o HI and VI advisory teacher support o LCD team support o EMA service special projects, training

and support o Literacy and Numeracy consultants

(2nd and 3rd Waves) o Liaison time with TA o Home School Diary o Whole school projects promoting

cultural diversity o EMA support for Use of L1 in the

curriculum o SEAL project x-curriculum o Support on LAC children’s PEP from

LAC Academy SENCO o Community Paediatric Nurse training

on admin. of medicines

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

Two Form Entry Primary School: Provision Map – Embedding and Sustaining 2011-12 LOW ACHIEVING – Reading/Specific Literacy Difficulty

Information/resources Websites IDP – 1 Dyslexia FRIENDLY

school check list Intervention CD

Information/resources Websites LA Best Practice

PROVISION MAP Simple View of Reading

Partnerships Extended services:

family reading programme

Parent home-reading programme

Partnerships LA consultants:

training and support Reading volunteers:

Education Business PARTNERSHIP

Processes : Identification/assessment

APP - Diagnostic assessment

LA’s SEN/D Criteria

Processes: Tracking progress

o Pupil Progress Meetings

o APP Training, Programmes + Materials – for example

TAs trained Teacher - trained Leading + Monitoring – who, how

1. Year 3 programme VJ DF WE LH

LM FS JT Subject leader JT

2. RAPID Reading WE LH

HN TG TG SENCO TG

3. HIGH 5 FFT WE LH

RT SD TG SENCO TG

4. CATCH-UP - literacy WE LH MM RG

TG RT TG SENCO TG

Secondary School: Provision Map – Embedding and Sustaining 2011-12 SENSORY IMPAIRMENT – HEARING SIGHT AND MSI Information/resources Websites o LA Secondary Deaf Awareness

Resources o LA Sensory Information booklet - +

diagnostic checklist o Acoustic Survey o Visual Survey

Information/resources Websites o NDCS helpline@ndcs.org.uk o www.rnid.org.uk

Partnerships o LA Advisory teachers

020 7 974 6602 o Home support

programme

Partnerships o Extended Services o PSA o T13+ Deaf Youth Club

(North London)

Processes: identification + assessment

o Diagnostic checklist o Health visitor/GP?

Processes: Tracking progress

Programmes/Materials + Training TAs trained Teachers - trained Leading + Monitoring – who, how

1) Personalised training Y 7 e.g. radio aids; teaching strategies; transition support

BG HH DR BY GY

BB HS QL ER GH RT TF WE SA HO DI CK

SENCO - HO

2) Personalised training Y 8 e.g. assistive technology; accessible texts

FG TS PN ME

BB FR SD WL TO ID AO ME TW ND ZE HO

SENCO - HO

3) Personalised training Y 10 e.g. support for work experience; career guidance (Connexions)

4) Support for Transition Y11 e.g. Exam Special arrangements; transition plan

Deputy SENCO LM

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

Celebrating Achievement for All

Celebrating Progress on Achievement for All - Key Actions / Next Steps School Name: School Contact:

Areas of focus + Planned Outcomes Activities

Progress so far + next steps ?

Challenges and Solutions CHALLENGES + ISSUES

SOLUTIONS + POSSIBILITIES: school and LA

o Staff Turn over – train TAs and class teachers/SENCOs and they leave

o HLTA-led induction programme for new TAs

o Strong systems for supporting in-class support

o Top-up training on interventions o School-based Peer-Mentoring for new

teachers o LA support and training for new SENCOs o SENCO buddy system o Basic information pack on AfA o Access to AfA Fronter

Other ??

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

2009 Camden KS2-4 maths progression

No. No. % No. % % 3+ % 4+ % 3+ % 4+

Other 6 4 11 10 11 10 20 11 15 6 104 42 32 76% 21 50% 68% 52% 8% -2%

B,N 22 7 16 21 8 4 1 1 0 0 80 43 14 33% 6 14% 21% 7% 12% 7%

2 2 0 2 5 3 0 0 0 0 0 12 12 3 25% 0 0% 23% 6% 2% -6%

3 13 5 16 55 56 59 29 6 0 0 239 239 94 39% 35 15% 36% 13% 3% 2%

4 14 0 5 12 61 142 229 124 32 3 622 622 388 62% 159 26% 62% 21% 0% 5%

5 1 0 0 0 6 24 69 106 113 65 384 384 284 74% 178 46% 75% 45% -1% 1%

Total No. 58 16 50 103 145 239 348 248 160 74 1441 1342 815 61% 399 30% 60% 27% 1% 3%

* Other means no Full GCSE subject result i.e other qual or not entered etc2009 Provisional National data from EPASOnline

GCSE GradeAll

Pupils

Pupils in Progress Measure

A A*No of pupils

inc.E D C B*Other U G F

4+ levels progress

Levels Progressed

Levels Progressed

2009 National Comparison

Difference to National

Key

Sta

ge

2 T

est

Lev

el

The Expected 3 levels of progress has not

The Expected 3 levels of progress

Not included in the progress measure

3+ levels progress

No. No. % No. % % 3+ % 4+ % 3+ % 4+

Other 8 3 5 10 10 25 17 21 8 7 114 47 36 77% 15 32% 64% 43% 13% -11%

B,N 23 1 6 9 17 26 5 0 0 0 87 72 48 67% 31 43% 46% 23% 21% 20%

2 0 0 0 1 3 3 1 0 0 0 8 8 7 88% 4 50% 56% 23% 32% 27%

3 10 0 4 13 35 61 40 8 0 0 171 171 109 64% 48 28% 51% 18% 13% 10%

4 12 6 5 13 41 128 270 182 54 7 718 718 513 71% 243 34% 67% 27% 4% 7%

5 1 1 1 0 1 16 51 105 107 60 343 343 272 79% 167 49% 78% 43% 1% 6%

Total No. 54 11 21 46 107 259 384 316 169 74 1441 1359 985 72% 508 37% 66% 30% 6% 7%

Key

Sta

ge 2

Tes

t Lev

el

*Other U G A A*

All Pupils

GCSE Grade

F E D C

Levels Progressed

Levels Progressed

Difference to National

Pupils in Progress Measure2009 National Comparison

No of pupils

inc.

3+ levels progress

4+ levels progressB

2009 KS2-4 English progression