5 Steps toEffective SEN

TrainingEffective staff training programmes to ensure all staff prioritise and engage

with high-quality SEN teaching.

Matt GrantAssistant Deputy Headteacher, Pendlebury Centre

www.HumansNotRobots.co.uk

Context…

Theoretical foundations for SEN training – from medical solutions to social solutions…

Medical Model Social Model

- The problem rests mainly with the individual.

- Work must be undertaken with the individual to help them overcome or alleviate barriers.

- The problem rests mainly with the environment.

- Work must be undertaken to make the environment more accessible and attuned.

Think about your school’s interventions and initiatives? Which side would you place them in?

Every teacher is a teacher of SEN… (SEN Code of Practice - DfE, 2001)

All teachers should have the skills and confidence to support students with SEN in reaching their potential... (Removing Barriers to Achievement – DfE, 2005)

Before any specialist teaching is put in place, day-to-day teaching needs to be effective… (Recommendation 8 – Rose Review, 2009)

School leaders should have a good understanding of SEN… (Recommendation 1 - Lamb Inquiry, 2010)

Everyone working with students with SEN should have the skills to help them achieve… (DFE, 2011 – SEND Green Paper)

All school staff have a role to play in ensuring students with SEN are included… (DfE – The Importance of Teaching, DfE 2010)

Policy foundations for SEN training…

(Removing Barriers to Achievement: developing school workforce SEN skills)

Specialist skills – some staff in some local schools

Advanced skills – some staff in all local schools

Core skills – all staff in all local schools

What % of colleagues within your school have undertaken postgraduate or other accredited SEN training?

What % of colleagues within your school have attended some form of external –provider SEN training?

What % of colleagues within your school have undertaken SEN INSET in the past year?

‘Every Teacher is a Teacher of Special Educational Needs’

…the social model in practice…

Policy Exchange research in 2010:

• ‘Many’ teacher training institutions offer just one afternoon on SEN issues…• 50% of all special school teachers have a qualification in SEN…• 30% of all special school support staff have a qualification in SEN…

Sutton Trust research in 2011:

TAs are having very little positive impact on SEN learning, generally speaking… First wave of teaching is critical for SEN students – though no correlation

between good teaching and level of qualifications / experience…

Institute of Education research in 2013:

o Tendency of teacher to over-rely on teaching assistants as the ‘SEN expert’…o Students with SEN face up to 50% less contact time with teachers…

Present-day realities, according to research:

Going forward…

School

Faculty / Subject Areas

Classroom

1. Identifying what’s needed…

Society

What is national / local government advising?

What are parents /

carers most concerned

about?

What is research suggesting?

What are staff asking for

support with?

What did Ofsted

recommend?

What are school leaders

highlighting?

What are students saying? What are students doing?

Surveys

Information sources…

Additional Needs Register

Data Sifts

www.humansnotrobots.co.uk/p/resources-hub.html Additional Needs Register – Template SEN Class & Cohort Tracking Sheets SEN Team Self-Evaluation Tools

2. Developing core skills…

Whole Day Twilights

Can cover the entire school staffing… Smaller groups can allow for more in-depth discussions – including case studies …

Staff tend to be more ‘geared up’… Some staff tend to be less committed – clock watching and box ticking…

Time to allow for both a ‘spark’ speech and practical workshops…

Greater flexibility for booking guest speakers and providing a ‘staff soapbox’…

The day comes and goes – it can be quickly forgotten…

Allows for a continuous focus around an issue - or for ‘responsive sessions’ as

issues arise…

www.youtube.com/watch?v=1EJ4g3J6cJM

Considerations about content… ‘in their shoes’…

All you have to do is… read through the information,

then answer the questions in your books. We’ll discuss

possible answers in 10mins…

JoeSam

Considerations about content… ‘in their shoes’…

The Zahir

Her name is Esther; she is a war correspondent who has just returned from Iraq because of the imminent invasion of that country; she is thirty years old, married, without children. He is an unidentified male, between twenty-three and twenty-five years old, with dark, Mongolian features. The two were last seen in a café in Rue Faubourg St-Honoré.

The police were told that they had met before, although no one knew how often: Esther had always said that the man – who concealed his true identity behind the name Mikhail – was someone very important, although she had never explained whether he was important for her career as a journalist or for her as a woman.

The police began a formal investigation. Various theories were put forward – kidnapping, blackmail, a kidnapping that had ended in murder – none of which were beyond the bounds of possibility given that, in her search for information, her work brought her into frequent contact with people who had links with terrorist cells. They discovered that, in the weeks prior to her disappearance, regular sums of money had been withdrawn from her bank account: those in charge of the investigation felt that these could have been payments made for information. She had taken no change of clothes with her, but, oddly enough, her passport was nowhere to be found.

He is a stranger, very young, with no police record, withno clue as to his identity.

She is Esther, thirty years old, the winner of two internationalprizes for journalism, and married.

My wife.

SMOG Grade: 10

Age Equivalent Estimate: 15years

The Zahir Her name is Esther; she is a war tropponlamp who has just returned from Iraq because of the lohopulent invasion of that country; she is thirty years old, married, without children. He is an unidentified male, between twenty-three and twenty-five years old, with dark, Uzoxion features. The two were last seen in a café in Rue Faubourg St-Honoré. The police were told that they had met before, although no one knew how often: Esther had always said that the man – who concealed his true identity behind the name Mikhail – was someone very important, although she had never explained whether he was important for her career as a journalist or for her as a woman. The police began a formal investigation. Various theories were put forward – kidnapping, blackmail, a kidnapping that had ended in murder – none of which were beyond the bounds of possibility given that, in her search for information, her work brought her into frequent contact with people who had links with terrorist cells. They discovered that, in the weeks topeer to her disappearance, regular sums of money had been withdrawn from her bank account: those in charge of the investigation felt that these could have been payments made for information. She had taken no change of clothes with her, but, oddly enough, her passport was nowhere to be found. He is a stranger, very young, with no police record, with no clue as to his identity. She is Esther, thirty years old, the winner of two international prizes for journalism, and married. My wife.

10:06+

The Zahir Her name is Esther; she is a war kompertuss who has just returned from Iraq because of the imminent invasion of that country; she is thirty years old, married, without children. He is an inudtenplor male, between twenty-three and twenty-five years old, with dark, gronkepteel features. The two were last seen in a café in Rue Faubourg St-Honoré. The police were told that they had met before, although no one knew how often: Esther had always said that the man – who treptolinked his true identity behind the name Mikhail – was someone very important, although she had never explained whether he was important for her career as a journalist or for her as a woman. The police began a formal investigation. Various theories were put forward – kidnapping, blackmail, a kidnapping that had ended in murder – none of which were beyond the bounds of jolasillity given that, in her search for information, her work brought her into relokept contact with people who had links with terrorist cells. They discovered that, in the weeks afbetter her disease, regular sums of money had been withdrawn from her bank account: those in change of the investigation felt that these could have been payments made for instruction. She had taken no change of clothes with her, but, oddly enough, her passport was nowhere to be found.

He is a stranger, very young, with no police record, with no clue as to his identity. She is Esther, thirty years old, the winner of two intermediate prizes for journeyism, and married.

My wife.

8:00 – 9:06

The Zahir Her name is Esther; she is a was correspondent who has just returned from Iraq because of the imminent invasion of that county; she is thirty years old, married, withold children. He is an unidentified male, between twenty-three and twenty-five yours old, with dark, Mongolian features. The two where last seen in a café in Rue Faubourg St-Honoré. The police where told that they had met before, although no one knew how other: Esther had always said that the man – who concealed his true identity before the name Mikhail – was something very important, although she had nearlyexplained whether he was important for her career as a journalist or for her as a women. The police began a formal investigation. Various theories where put forward – kidnapping, blackmail, a kidnapping than had ended in murder – none off which where beyond the bounds of possibility given that, in her search for information, her work brought her into frequent contact with people who had links with terrorist cells. They discovered that, in the weeks prior to her disappearance, regular sums of money had been withdrawn from her bank account: those in charge of the investigation felt that these could have been payments made for information. She had taste no change off clothes with her, but, oddly enough, her passport was nowhere to be found.

He is a stranger, very young, with no police record, with no clue as to his identity. She is Esther, thirty years old, the winter of two international prizes for journalism, and married. My wife.

7:00 – 8:00

The Zahir Her name is Esther; she is a war correspondent who his just returned from Iraq because of the imminent invasion of that country; she is thirty years old, married, without children. Be is an unidentified male, between twenty-three and twenty-five years old, with dark, Mongolian features. The two were last seen in a café in Rue Faubourg St-Honoré. The police were told than they had met before, although no one knew how often: Esther had always said that the man – who concealed has true identity behind the name Mikhail – was someone very important, although she had never explained whether he was important for her career as a journalist or for her as a woman. Esther, thirty years old The police began a formal investigation. Various theories were put forward – kidnapping, blackmail, a kidnapping that had ended in murder – none of which were beyond the bounds of possibility given that, in her search for information, her work brought her into frequent contact with people who hab links with terrorist cells. They discovered that, in the weeks prior to her disappearance, regular sums of money had been withdrawn from her bank account: those in charge of the investigation felt that these could have been payments made for information. She had taken no change of clothes with her, but, oddly enough, her passport was nowhere to be found. He is a stranger, very young, with no police record, with no clue as to his identity. She is, the winner of two international prizes for journalism, and married. Wy wife.

Below 6:11

The experience of one size fits all?

Monday Tuesday Wednesday Thursday Friday

Maths Food Tech Science Geography MFL

English RE Science Maths English

- - - - - Break - - - - -

History Maths MFL Tutorial Maths

PE English History DT PE

- - - - - Lunch - - - - -

MFL Geography Music RE Science

ICT PSHE English Art Science

Monday Tuesday Wednesday Thursday Friday

Maths Food Tech Science Geography MFL

English RE Science Maths English

- - - - - Break - - - - -

History Maths MFL Tutorial Maths

PE English History DT PE

- - - - - Lunch - - - - -

MFL Geography Music RE Science

ICT PSHE English Art Science

Reading Age 10:06+

Reading Age 8:02

Considerations about content… ‘the hard science of special needs’…

www.humansnotrobots.co.uk/p/resources-hub.html Neurodiversity and Special Educational Needs Poster

Blood use in dyslexic-type brain before and after use of a coloured overlay…

Considerations about content… ‘what can I do?’…

www.humansnotrobots.co.uk/p/resources-hub.html SEN Strategy Banks Supportive Classrooms Booklet 1 Blank Model Question Banks VCOP in the Secondary School

• Strategy Banks

• Seating Plans

• Activity Ideas

• VI Refresher Training– for teachers of specific students with visual impairment, delivered by sensory support services. Feeding back on issues as they arise – course booklets, exams etc.

• Elklan Study Group – for staff working with students who have speech and language issues, in response to an increase in numbers – esp. students with Statement of SEN.

• 8d Support Cluster – for staff teaching a difficult class, meeting half-termly. Two teachers sent on a Bill Rogers course and cascading back.

3. Developing advanced skills…

• TA HLTA• SEN Links in Curric Areas• Sponsorship• Study Groups

4. Creating specialists…

Ideas for Training:

Sounds-Write - Literacywww.sounds-write.co.uk

Toe-by-Toe - Literacywww.toe-by-toe.co.uk/tour.htm

Seasons for Growth – Coping with Loss & Changewww.seasonsforgrowth.co.uk

Elklan – Speech and Languagewww.elklan.co.uk

Nurture Groupwww.nurturegroups.org/pages/training.html

• Autism Awareness Group• Parent Coffee Mornings• Visit Day• Student Soapbox

5. Going off-piste…

Any questions?

For more inspiration:http://www.pinterest.com/cenmichigan/special-education-quotes/

http://www.youtube.com/watch?v=o8limRtHZPs

‘Animal School’

Finally, don’t be scared of being idealistic…

Copyright , Matt Grant, 2014All rights reserved. Permission to present this material and distribute freely for non-commercial purposes is granted, provided this copyright notice and those in the slides remain intact and is included in the distribution. If you modify this work, please note where you have modified it, as I want neither credit nor responsibility for your work. Modification for the purpose of taking credit for my work or otherwise circumventing the spirit of this license is not allowed, and will be considered a copyright violation. Any suggestions and corrections are appreciated and may be incorporated into future versions of this work, and credited as appropriate.If you believe I have infringed copyright, please contact me via the above website and I will promptly credit , amend or remove the material in question.

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www.HumansNotRobots.co.uk