TDA SEN R&D Awards

1. TDA R&D Awards:Issues in evidence improved practiceEscalate May 15 2009 TDA team Award holdersHilary Constable Linda Fursland Matt Foulds Trisha WatersNatalie Smith Dave Miller

2. TDA SEN R&D Awards This workshop presents discussion points arising from a tranche of research and development projects supported by the Training and Development Agency for Schools (TDA). It has long been argued that small scale research should, or even does, add up to making an important contribution to knowledge or to practice. This symposium will critically examine such propositions in terms of the outcomes for a group of research and development projects in Special Educational Needs

3. TDA SEN R&D Awards • The context • Award holders will each tell you about their project • Discussion At issue is: In what ways do small scale pieces of research add up to more than the sum of the parts?

4. TDA SEN R&D Awards To what extent are these projects (different and relatively small scale) able to create synergy or add value to each other in respect of key priorities for the funder such as • Dissemination • Capacity building, • Evidence based improvements to practice

5. TDA SEN R&D Awards These awards are designed to support innovative and exploratory R&D projects in the area of special educational needs training (SEN). Up to 18 awards will be made. We expect the majority will focus on approaches to SEN in the context of initial teacher training (ITT), however up to three will focus on continuing professional development. Tenders which develop capacity building in research (for example, by involving people new to ITT training or school based researchers) are welcomed, as are collaborations between institutions.

6. 6 TDA Our vision, our mission • Vision: By 2013 all schools can recruit, develop and deploy the workforce needed to support the educational achievement and well-being of every child and young person • Mission: support and challenge schools to secure an effective children’s workforce • Values: listen, improve, deliver “Our strategic vision for the next five years…will re-position us as the agency that is the first preference as a source of advice on school workforce matters for policy–makers and schools. That is a truly exciting vision to take with us to Manchester.” Graham Holley

7. 7 WORKFORCE SUPPLY WORKFORCE DEVELOPMENT Workforce outcome Schools can recruit sufficient high-quality teachers to their workforce Workforce outcome Children’s workforce staff, operating in and through schools, are well-trained and developed Workforce outcomes WORKFORCE REFORM TDA Strategic Framework Government goal Improved well-being and higher educational achievement for all children and young people Remodelled workforce that is fit for purpose Workforce deployment to improve teaching and learning and well-being Effective and efficient integrated working

8. TDA SEN and Disability Strategy • Resources for training providers and trainees • undergraduate ITT (taught sessions and placement guide) • PGCE (taught sessions, self-study tasks, subject booklets) • Induction (taught sessions, self study tasks) • Framework for nationally approved SENCO training – national specification • Postgraduate modular Masters level course for experienced teachers – beyond SENCO • Mandatory qualifications for sensory impairment – additional funded places for teachers • Development of SEN portal within the Teacher Training Resource Bank – www.sen.ttrb.ac.uk • Responding to emerging priorities and areas of research

9. TWO OVERLAPPING PROJECTS TDA and NCETM This research will look at how raising awareness and understanding of Dyslexia, Dyscalculia and Autistic Spectrum Condition (ASC) impacts on the teaching experience of mathematics PGCE students. The intention of the research is to develop training materials using Special Educational Needs and Secondary Mathematics Education experts. Materials will be used with trainees who will undertake school-based tasks. The effectiveness of the training will be assessed in order that the findings might be more widely disseminated.

10. THE EXPERT GROUP • An expert group was established comprising four people: • School SENCO and Specialist Teacher (SpLD) • Mathematics education specialist from University • Senior Advisory Teacher from the Local Authority • Senior Educational Psychologist from Local Authority • The group decided the content and format of the training sessions, to add ADHD, that there should be follow-up work in school.

11. THE PGCE course The PGCE management team decided that they wanted the sessions offered by the group be offered to all 250 students on the PGCE. It was also agree that there would be an assessed piece of follow-up work linked to the six hours contact time (in subject groups) of these sessions. This had considerable implications for PGCE costs (tuition, but not preparation time).

12. Working with Parents of Pupils at Risk of Exclusion He decided to give it a try. • Project director Trisha Waters, University of Chichester • Co-evaluator Prof Helen Simons

13. Dino the dragon lay outside his cave. Never before had he felt so angry. He felt his firebox heating up and before he knew it he was breathing fire.Dino knew that once he had learnt to control his angerall the little dragons would want to play with him and be his friend… He decided to give it a try. Boy, aged 9 at risk of exclusion for challenging behaviour

14. ProjectOutline Training • 5 x 3-day training courses delivered & evaluated • Trained professionals implement the 10-week intervention -Deliver 5 x 3-day training programmes to SEN professionals -Produce Story Links logo and publicity for training courses - Liaison with LAs and schools -Provide supervision during implementation of model in schools • Assess the impact of Story Links on: • - the emotional and social well-being of the pupil • - engagement of the parent with their child’s learning • - incidents of challenging behaviour that could lead to exclusion • reading skills Evaluation and monitoring • Evaluation of impact of intervention on pupils’ emotional well-being • Evaluation of pupils’ reading skills and parental involvement with learning • Methods: NARA, SDQ, interviews with parents, pupils & teachers, story analysis • Expert evaluator monitors ethics & validity Dissemination • Webpage developed • Teachers’ TV programme • Conference presentations • Training manual - Write a training manual -Research report -Journal papers and articles - Conference presentations

15. For further information www.TherapeuticStorywriting.com/StoryLinks Contact: t.waters@chi.ac.uk

16. Trainee teachers tapping into support workers in secondary schools TDA supported R&D SEN Award 16

17. The value To Schools of Involvement in Action Research 17 • Action Research is interpreted as per Cohen and Manion 1997 (186-7) as research which is conducted for the 'improvement of practice'. • D Tabor 'Opportunities for renewal, or 'an empty space': how can action research help schools develop?'  Research Intelligence Issue 99.  June 2007  Page 18,19 • My experiences show that research in schools is not easy, because of the day-to-day pressures teachers experience in and out of the classroom.‘ • This confirmed by the Essex County Council FLARE (Forum for learning and research enquiry) in their report ‘Making research make a difference’ published in November 07, reported that ‘teachers found it difficult to fit in research with their other commitments’ but ways round this had been found, including additional funding to provide the space for this to take place.

18. Research Context 18 • Research is based in a medium sized comprehensive school (1170 students , 11-16 years) in Weston super Mare (WSM) • OFSTED (2006) rates the school as ‘good’ and the school is working very hard to move from ‘good’ to ‘great’. • Special needs in the school is described by OFSTED (2006) as ‘outstanding’. • An Education Extra Base for students with Additional Needs is managed by Learning support Managers (KS3 and 4) who are also involved in training trainee teachers to provide learning support to students. • The research has involved participants from 4 other secondary schools, and one special school.

19. Research Aims 19 • The research aims to investigate the roles and craft knowledge of school support workers, and the activities they engage in. This will lead to the development of evidence of examples of good practice. • Through the involvement of research participants who are members of Support Staff research capacity is extended • Dissemination is to take place through the production of materials for trainee teachers, aiming to improve the training provided by the school for Learning Support collaboration and class management.

20. Research methods 20 • 14 five-day diaries were carried out by a range of support workers • The Diaries have been analysed into categories and interview questions devised. The interviews, other than those with the American Researchers, were videoed and further analysis has taken place. • The range of support workers is: • 2 Higher Level Teaching Assistants (HLTA) • 2 Key Stage Learning Managers (KSLM) • 2 Teaching Assistants (TA) • 1 Special School Teaching Assistant (TA) • 1 Teaching Assistant who works with Looked after Children (TALAC) • 2 Learning Support Assistants (LSA) • 1 Learning Mentor (LMs) • 3 Paraprofessionals from the USA (PP)

21. Analysis of Findings (1) 21 • Three overlapping models of support worker emerge: • Those who give learning support through direct intervention, in-class or in withdrawal, to pupils who have indentified learning needs (LSA, TA, PP) • Those who are involved in providing advice and guidance on student/family welfare, often through referral or appointment, to pupils in order to overcome barriers to learning (LM, TALAC) • Those who may carry out either or both of the above functions but also have a management role in the diagnosis, allocation and monitoring of support (HLTA, KSLM)

22. Analysis of Findings (2) 22 • Findings indicate that all support workers engage in three broad types of activity: • In addition HLTAs and KSLMs also deal with a range of management issues concerned with staff and students • The three broad activity types are: • Preparation for working with pupils, including reading documentation and consultation with colleagues etc • Diagnosis and assessment, including marking and recording etc • All aspects of working with pupils, including initiating and sustaining relationships, managing behaviour etc

23. the Research process provides Opportunity for evaluation 23 • HLTA comments on her work with a Y7 Literacy Support Group: ‘The third task involved me dictating a sentence and them writing it in their book. The students found this very boring, so I allowed them to take it in turns to write a few words each on the board to build the sentence and then copy it from there. This was more successful and felt like a treat to the students, so therefore motivated them. When the sentences were complete, they were asked to underline any ‘a’ sounds in it. All completed this with ease, however I will continue with these exercises as laid out in ‘spelling made easy,’ as they move on quite quickly to longer and harder words. I may need to photocopy these sentences as I don’t think the students will write out large amounts of work until they have made a lot more progress.’

24. Discussion In what ways do small scale pieces of research add up to more than the sum of the parts? • Dissemination • Capacity building • Evidence based improvements to practice How do each of the projects negotiate their own priorities with the emphases of the funder (TDA)?