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By Gareth D Morewood Director of Curriculum Support, Priestnall School, Stockport

Delivering Outstanding SEND Provision Conference Adapting and personalising the curriculum on offer in your school to meet a wide variety of need. By Gareth D Morewood Director of Curriculum Support, Priestnall School, Stockport Honorary Research Fellow, University of Manchester

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By Gareth D Morewood Director of Curriculum Support, Priestnall School, Stockport

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  1. Delivering Outstanding SEND Provision ConferenceAdapting and personalising the curriculum on offer in your school to meet a wide variety of need By Gareth D Morewood Director of Curriculum Support, Priestnall School, Stockport Honorary Research Fellow, University of Manchester 21st March 2013

  2. Setting the scene… • A truly comprehensive secondary school with approx. 1210 students aged 11-16 • Priestnall School – ‘outstanding’ (OFSTED, 2011) including ‘outstanding’ provision for young people with SEND (OFSTED, 2004, 2008, 2011) • Working with a range of students, trainees and UoM in developing provision

  3. What’s going to happen… • Consider the ‘inclusive curriculum offer’ • Highlight some important factors at Priestnall School: • Nurture Group • Supported Learning KS4 Pathway • Trainee Educational Psychologist placement • Consider the importance of the curriculum in supporting SEND in the current climate of change

  4. Central to this has to be that … Every Child StillMatters? • Being Healthy • Staying Safe • Enjoying and Achieving • Making a Positive Contribution • Economic Wellbeing

  5. Consider the context first… Ideological change Inclusive education policy Broader education policy and the concept of autonomous schools (e.g. Beccles) Curriculum (‘dissent’) and assessment (‘sheep and goats’) Parents as choice makers and ‘in control’ ‘Front-line’ services Economic change

  6. Especially The Local Offer • Local Authorities to work with schools re: Local Offer … • However - at odds with the Academy policy and segregation of provision? • This ‘offer’ should cover services/provision from 0 – 25, in line with EHCPs • This ‘offer’ should also include complaints procedures and what to do when things go wrong

  7. Clear ‘local offer’ for families with local services, including schools, outlining what is available – including an ‘inclusive curriculum’ • This will be set out in law as a broad national framework (balancing consistency requirements with local policy, provision and practice) • Simpler school SEND policies (curriculum, teaching, assessment, pastoral support) developed with parents/carers

  8. So – what we do…? • Some specific examples… • Along with more generic ideas and ‘offers’ to consider… • What would suit your school? • Remember the ‘Bananarama’ Principle (Higgins, S, 2013) It ain’t what you do it’s the way that you do it…

  9. Our Nurture Group … starting points... • Identified the need for a more pro-active model • Moving from a ‘reactive’ LSU-style mechanism [yr 9, 10, 11] • To an early identification of vulnerable young people from primary schools

  10. The shift to a pro-active therapeutic model is well documented through the Curriculum Support Policy and additional papers, and is echoed in the provision across the whole school [see www.gdmorewood.com] • It is important to note that is part of the whole-school provision, not simply an additional class

  11. Identification • In year 5 and 6 we gather data • Identifying early on potential vulnerable young people • Using the modified McSherry Readiness Re-integration scale, we have also developed a bespoke measure • This is in addition to primary information, transition mentor visits and traditional transfer data (now enhanced by TEP arrangements – more to follow)

  12. Students are then invited in for taster sessions • We invite a number of students in for taster sessions • Observe them against the developed measure • Then triangulate that information with the primary data and other information

  13. The offer of places • Places are offered to students after an additional parents/carers evening • It is vital that parents/carers and students are all in agreement and ‘buy-into’ the provision • Some parents/carers ask for additional meetings, but most have received enough information and are extremely keen

  14. So what actually is our Nurture Group? • Our group is based upon providing a unique opportunity to develop a bespoke participation and learning methodology that truly embraces personalisation • The focus is on supporting personalised skill development in a ‘safe’ environment • In addition to working in key curricula areas – especially literacy skills

  15. Evolving methodology • Based upon an analysis of the somewhat controversial work of Dr Bruno Bettelheim and Emmy Sylvester in the 1950s and 60s the developing philosophy emerged • The idea of combining therapeutic teaching methods, in developing skills alongside ‘traditional lessons’; was the basis of our Nurture Group

  16. This allowed the freedom to work with the vulnerable learners in a safe, and trusting environment – and respond to needs ‘inclusively’ • It also allowed us to develop an environment based upon Bettelheim’s notion of a ‘therapeutic milieu’

  17. Therapeutic Milieu • A therapeutic milieu is a structured group setting in which the existence of the group is a key force in the outcomes - Peer Support! • The keys to a successful therapeutic milieu are support, structure, repetition and consistent expectations

  18. Dovetailing PLTS and Skill Acquisition with Academic Progress and Assessment • A important stage in development was the ability to maintain academic progress whilst working within this therapeutic alliance of skill development and personalisation • This is not easy to establish and structure changed significantly over time

  19. As the ultimate aim of the Nurture Group is for all students to integrate into mainstream lessons, as and when skill development indicates they are able to do so, it is important to maintain links and progress alongside the academic curricula of their mainstream peers • We established a re-integration policy and also ensured that the students were aware of their own personal targets - metacognition!

  20. Inclusive SALT and OT provision • As part of the provision across the school, we offer SALT and OT groups • Personalised timetable allow students with language and communication needs and fine and gross motor difficulties access to provision as part of their bespoke curriculum offer • More info and articles – www.gdmorewood.com

  21. Always positive - rewards • Lots of positives associated with the group • Postcards home • Positive texts home • Letters • Student of the Week certificates • Recycling drinks tokens from canteen • Notes in planners • Golden Time / reward sessions • ....to name but a few....

  22. Deep Learning Days • DLDs allow all students opportunities to explore themes and topics freely • To develop skills associated with the PLTS & curriculum requirements • They offer a depth of learning and participation not easily afforded through traditional curriculum models • These were an integral part of the whole-school timetable

  23. Evaluating the provision • There have been two sets of parent/carer questionnaires • All replies indicate extremely positive outcomes from parents/carers and students • Attainment data shows some remarkable achievements as well – first cohort now year 11 …

  24. The Supported Learning Pathway • A key element to our inclusive provision is the curriculum offer • Year 7 – foundation year • Year 8 – consolidation and KS3 objectives • Year 9 – start of KS4 curriculum (for some) • Years 10 & 11 – a variety of inclusive pathways and more ‘traditional’ models • A whole-school approach is essential

  25. Dovetailing additional support… • An inclusive curriculum offer provides the best quality teaching – and isn’t ‘filled up’ after everything else… • Specialist literacy support timetabled alongside English lessons supports students with specific needs inclusively… • Less ‘withdrawal’ and more ‘up front’ inclusive support…

  26. TEP arrangements… • Developing our ‘local offer’ • Supporting early intervention and high-impact strategies: (Higgins, S. et al, 2011) • Metacognition and self-regulation strategies • Peer tutoring and peer-assisted learning • Effective feedback • After two terms assessment of provision has been remarkable…(see article in delegate pack)

  27. What is the ‘impact’? • ‘Going very well, has had a big impact on students and the results are obvious’ • ‘Great; we have been able to train staff and work with students’ • ‘Some of the work with a year 4 student has been really powerful’ • ‘Parents/Carers are really pleased’ • ‘It has been great as we can respond to need – we are really pleased’

  28. Enhanced Special Provision • Is outward looking (connected to mainstream and the work of SENCos) • Offers in-reach for students and staff from partner schools • Maintains its ‘integrity’ (with clear core and support service roles) • Supports the professional development of its own staff, with a particular emphasis on enhancing skills to support colleagues in mainstream schools • Is reflective and self-critical with regard to both provision and pedagogy, recognising the importance of academic and broader educational outcomes

  29. The Front Line… ‘To transfer power to professionals on the front line and to communities we will: strip away unnecessary bureaucracy so that professionals can innovate and use their judgement; establish a clearer system so that professionals from different services and the voluntary and community sector can work together; and give parents and communities much more influence over local services’. Support and Aspiration (2011, p.5, para 7)

  30. Ofsted and Inspections • Half-day notice now ‘settled on’ • Clear focus on ‘age’ and ‘starting point’ re: progress of groups (especially SEND) • Looking for ‘rapid’ & ‘sustained’ progression • Still place of specific ‘stories’ and ‘case studies’ • Cannot be ‘outstanding’ without teaching being judged so; a new limiting factor

  31. A whole-school approach • A Whole-School Approach ... • Our success has been built upon a truly whole-school approach • Training ALL staff is a vital part of improving provision and outcomes • A corporate responsibility is essential in improving provision for all students • An understanding of measuring impact – relating to age and starting point is essential

  32. Working with parents/carers is key… • Leading Parent Partnership Award - www.lppa.co.uk • A structure to support parental engagement • Positive texts – www.teachers2parents.co.uk • Positive postcards - www.vistaprint.co.uk • Letters... ‘Phone calls... E-mails... • Remember parent/carer judgements can stem from lack of information and/or understanding – why not help?

  33. Learning isn’t always the same ...

  34. Thanks for listening... Gareth D Morewood Director of Curriculum Support, Priestnall School & Honorary Research Fellow, University of Manchester www.gdmorewood.com

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