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Language and communication skills make business sense:

Language and communication skills make business sense: Lessons learned in marketing I CAN Secondary Talk to schools Clive Robson (I CAN Senior Education Adviser) Maxine Burns (I CAN Secondary phase lead). Today we will.

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Language and communication skills make business sense:

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  1. Language and communication skills make business sense: Lessons learned in marketing I CAN Secondary Talk to schools Clive Robson (I CAN Senior Education Adviser) Maxine Burns (I CAN Secondary phase lead)

  2. Today we will • Explore the current context and the emerging commissioning environment • Explore how to key in to the school agenda and how to develop a business case • Reflect on your own opportunities and.. • Enjoy some role play!

  3. Context- busy times Ofsted Primary curriculum EYFS Vulnerable children Closing the gap Professional standards for teachers Employability

  4. Data, data everywhere • Raiseonline • P levels • Quantitative evidence to show we make a difference

  5. Armed with that knowledge...

  6. Context – know the market • Prevalence - Long term persistent SLCN (conservative estimate for older children around 10%) vs poor language skills associated with social deprivation (up to 75%) • Recognising and meeting the changing need

  7. Context – know what works An expanding evidence base: • small scale studies • BCRP and Communication Champion

  8. Context – know what works An expanding evidence base: • Ofsted reports • Sutton Trust

  9. Context – where are the gaps? Specialist Focused assessment and intervention Targeted Curriculum modification Adult style Effective in-class support Universal Communication supportive environment Staff understand language difficulties Speech, language and communication as whole school issues

  10. Task 1 In a small group, reflect on the context: • How is your context different? • What is your idea/product/service that you want to promote?

  11. Task 2 • Choose a group envoy- • take your thoughts and conclusions to the next table and discuss

  12. Secondary Talk – what is it? • A framework for developing communication supportive practice in secondary schools. • Basic level awareness raising training; a menu of advisor support; practical resources with simple outcome measures • A set of standards to work towards at Universal, Enhanced and Specialist levels.

  13. How we built it-1 • Carried out market research • Thought about the gaps • Looked for opportunities in school’s agenda • Designed and wrote it with schools’ language and priorities in mind • Steering group of stakeholders • Made it manageable for teachers but built in evidence with small ‘e’ to start

  14. How we built it-2 • Pilot schools signed up – ‘buy in’ to the issue • Externally evaluated • Engaged with pilot partners to see what worked and what didn’t during pilot

  15. How we built it-3 • Used the evidence to convince schools and ongoing funders • Using the evidence, asked for school ‘buy in’ • Ensured schools knew how to use communication advisors to best effect

  16. Task 3 In the light of the case study about ST, go back to your earlier discussion and amend

  17. Conversations with school leaders Getting the language right: this parrot is clearly not deceased

  18. We can discuss his care pathway at the next MDT meeting – his SLT will be there. His We’ll discuss that when we review the SDP at our next SLT meeting

  19. Do your homework – be prepared First visit Meeting with school leader You’re in! Quick wins Measure impact Does it work? What works....?

  20. Anticipate the questions 6 common questions from head teachers How will a focus on communication help us • keep or improve our current good Ofsted judgment? • increase our focus on teaching and learning?  • show demonstrable impact on standards?

  21. School questions 2 • with our issue of low achieving boys in year 5 and some poor attitudes to learning. • now we have to pay for the new provision of any students we permanently exclude? • we’re a good school but we have plateaued..

  22. Probe for more detail • What does the data tell us? • Tell me more about the issue • What are your key SDP priorities? What were key issues from your last Ofsted report? • What has made a difference? What have you tried? • What does that look like in lessons? • How are you evaluating the impact?

  23. Task 4 role play In groups of 3, • Take your product/idea /service to the head. • Role play the conversation • Feedback from the third person • Rotate if time

  24. Thank you

  25. More practical ideas – for free From ‘Hello’ National Year of Communication 2011 http://www.thecommunicationtrust.org.uk/resources/resources.aspx And at http://www.makesensetraining.co.uk/resources.asp And watch out for No Pens Day Wednesday 10th October 2012

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