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Mastery in Mainstream schools
SEND children: Principles
& practices
29th September 2017
Emma Patman
Twitter: @epatman
Let’s look at some maths!
From www.nrich.org.uk
KS1 Task
Discuss:
How would you modify
the activity for it for a
child you know
with SEND?
Defining SEND..
• Impossible to define all children and all
of their needs.
SEN Code of Practice 2014
(updated 2015)
6.12 All pupils should have access to a broad and balanced curriculum. The
National Curriculum Inclusion Statement states that teachers should set
high expectations for every pupil, whatever their prior attainment.
Teachers should use appropriate assessment to set targets which are
deliberately ambitious. Potential areas of difficulty should be identified
and addressed at the outset. Lessons should be planned to address
potential areas of difficulty and to remove barriers to pupil achievement.
In many cases, such planning will mean that pupils with SEN and
disabilities will be able to study the full national curriculum
A pupil has SEN where their learning difficulty or
disability calls for special educational provision,
namely provision different from or additional to that
normally available to pupils of the same age. Making
higher quality teaching normally available to the whole
class is likely to mean that fewer pupils will require
such support. Such improvements in whole-class
provision tend to be more cost effective and
sustainable.
6.36 Teachers are responsible and accountable for the progress and
development of the pupils in their class, including where pupils access
support from teaching assistants or specialist staff.
6.37 High quality teaching, differentiated for individual pupils, is the first
step in responding to pupils who have or may have SEN. Additional
intervention and support cannot compensate for a lack of good
quality teaching. Schools should regularly and carefully review the
quality of teaching for all pupils, including those at risk of
underachievement. This includes reviewing and, where necessary,
improving, teachers’ understanding of strategies to identify and support
vulnerable pupils and their knowledge of the SEN most frequently
encountered.
3 types of mathematical knowledge
Factual – I know that…..
Procedural – I know how
Conceptual – I know why.. and I know
these are related so I can use this……
Factual knowledge
• Requires memory skills
• The automatic retrieval of basic maths
facts is important to solving
mathematical problems
• If facts cannot be recalled, this requires
an extra level of calculation in more
complex problems
Can you share some good examples of
how we can overcome this when working
with children who have difficulty with this?
Procedural knowledge
• Some argue that when we learn a
method, we don’t need to understand
• But if depth and application are to be
achieved, at any level, we need a
balance of procedural and conceptual
knowledge
• Can you share some good examples of how
we can overcome this when working with
children who have difficulty with this?
Conceptual knowledge
• Often the most difficult to acquire
because it involves building on other
concepts
• Lack of conceptual understanding leads
to misconceptions and being unable to
apply in other situations
• Can you share some good examples of
how we can overcome this when
working with children who have difficulty
with this?
Pause for thought …
Discuss!
With thanks to Jane Jones HMI
Which of these additions is likely to cause some children the most cognitive
Overload?
• Number Facts
• Table Facts
• Making Connections
• Procedural
• Conceptual
• Making Connections
• Chains of Reasoning
• Making Connections
• Access
• Pattern
• Making Connections
Representation
& Structure
Mathematical Thinking
FluencyVariation
Coherence
Teaching for Mastery: The 5 Big Ideas
Small steps are easier to take
Your professional judgement
• High expectations for all
• What are you doing to help children
keep up with their peers?
• How can you remove barriers to
learning?
• What mindsets might need shifting?
A possible model……
• All learners begin lesson together
• Children work in pairs or small groups
with children who are more / less
confident
• Children who need it are provided with
scaffolds
• Teaching assistant more general role
• Adults decide IF/ WHEN a child needs
to move to more personalised learning
Intervention
• If intervention is needed, ideally it would
be with the teacher
• Could be pre-teaching
• Could be within the lesson / practice
time with another adult supervising the
rest of the children
• Could be after the lesson – as soon as
possible and should be the same day
Case studies from schools
Are gaps in knowledge
because of SEN or another
reason?
SEN does not always
mean lower attaining
The Role of Teaching Assistants
Pupil progress shouldn’t be confused
with curriculum pace: good progress
in mathematics is not about moving
on quickly
Vanessa Pittard , May 2017
Benefits • True inclusion
• No pre-conceptions of how they will
respond
• Higher self esteem
• Two way respect & role models
• Learning from each other
• Small steps beneficial
• Repetition helpful
• Time to practice, deepen
1. We ALL start the journey
TOGETHER
2. Some children will need a little additional
support along the way
3. Some children, who feel confident, will be let loose. They’ll be able to
explore deeper into the woods, before returning to the group to
continue on with the journey.
4. Children will not be racing off
ahead on a different journey.
5. Children will not be left behind alone and isolated.
Maths
Hunt
Please remember……