NQT Support and Training Additional Learning Needs Tuesday 22 nd March 2011

1. NQT Support and Training Additional Learning Needs Tuesday 22nd March 2011

2. Copy this sentence as quickly and as accurately as possible.

3. Καλέστε την αστυνομίαΕυτυχισμένο το Νέο ΈτοςΜία γλώσσα δεν είναι ποτέ αρκετή

4. Session 1 Setting the Scene

5. How do you look at SEN?

6. The Medical Model of SEN • Child is faulty • Diagnosis • Labelling • Impairment becomes focus of attention • Assessment, monitoring, programmes of therapy imposed • Segregation and alternative services • ordinary’ needs put on hold

7. The Social Model of SEN • Child is valued • Strengths and needs defined by self and others • Outcome based on programme design • Resources made available to ‘ordinary’ services • Training for parents and professionals • Relationships nurtured • Diversity welcomed • Society evolves

8. Why should we include all children? Activity 1 In your group come up with two or three reasons (or more) why we should include all children.

9. What is Educational Inclusion? • Educational Inclusion is about creating a secure, accepting, collaborating and stimulating school in which everyone is valued, as the foundation for the highest achievement for all pupils. In an Inclusive school: • the inclusive ethos permeates all school policies so that they increase learning and participation for all pupils • school practices reflect the inclusive ethos and policies of the school. (adapted from Index for Inclusion, CSIE)

10. What do we mean by Inclusion? “Integration is the manipulation of the child to fit the system.… Inclusion is the manipulation of the system to fit the child” Peter Mittler

11. Integration is a place, Inclusion is a feeling.

12. Swansea’s Inclusion Policy The City and County of Swansea is committed to a policy of social inclusion of which inclusive education is a key dimension. Inclusion is defined as the process of increasing the participation of learners in their communities. Inclusion is a process not a fixed state. It is about ensuring fair and equal treatment for all and promoting practice that: • removes discriminatory structures, biased policies and prejudicial practices • celebrates diversity • maximises the achievement of all

13. The Three Circles TEACHING STYLES LEARNINGOBJECTIVES Responding to pupils’ diverse needs ACCESS Setting suitable learning challenges Inclusion Overcoming potential barriers to learning

14. To get INCLUSION right ATTITUDES RESOURCES SKILLS

15. Danny’s Story

16. How do I make a difference as an NQT?

17. What do the children say?

18. Maresa’s Story “The most important thing is that I want to be part of ordinary life, and I want the same experiences as other kids. Also, I want to be allowed to learn things that need thinking about and are challenging. I want to be able to contribute, and to discuss things that are important to me and other kids. We need to be together to do that. When we experience things together, we can learn about what we are interested in , and about each other’s life. It is important to educate schools so they change to make things better for kids who need a lot of help or get very tired.” Maresa MacKeith, aged 15,has cerebral palsy. She is a wheelchair user and uses a communication device to speak.

19. Activity 2 • Think about who has made a difference in your life. • Spend 10 minutes discussing why.

20. What do the standards say?

21. What the standards say about ALN and becoming a fully qualified teacher • Teachers understand how pupils learning can be affected by their physical, intellectual, linguistic, social, cultural and emotional development. • They understand their responsibilities under the SEN Code of Practice for Wales and know how to seek advice from specialists. • They know a range of strategies to promote good behaviour and establish a purposeful learning environment. • Teachers plan effectively to meet the needs of all pupils including where applicable those identified SEN, gifted and talented pupils and those with English or Welsh as an additional language.

22. What does the legislation say?

23. Definition of Special Educational Needs Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they: (a) have a significantly greater difficulty in learning than the majority of children of the same age; or (b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority (c) are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them.

24. The SEN Code of Practice for Wales States that: ‘The child’s class teacher should remain responsible for working with thechild on a daily basis and for planning and delivering an individualised programme.’

25. SEN Code of Practice (section 1:5) • A child with SEN should have their needs met • These needs will normally be met in a mainstream setting • A child’s view should be sought • Parents have a vital role to play • Children should be offered access to an appropriate curriculum

26. The nature of special educational needs Special educational needs could mean a pupil has difficulties with: • all of the work in school (global) • some of the work in school (specific) • reading, writing, number work or understanding information • expressing themselves or understanding what others are saying • making friends or relating to adults • behaviour • organising themselves • some kind of sensory or physical need which may affect them in school.

27. Areas of need • Communication and interaction • Cognition and learning • Behaviour, emotional and social development • Sensory and/or physical

28. Activity 3 Categories of SEN

29. The SEN Code of Practice for Wales 2002 Says that schools should… • Have an SEN or Inclusion Policy • Appoint a named Special Educational Needs Co-ordinator (SENCo) to have overall responsibility for the children with special educational needs

30. The Disability Discrimination Act 2002 The DDA 2002 sets out that schools should not treat a disabled child ‘less favourably’ and to make reasonable adjustments.

31. Activity 4 Disability Discrimination Task in groups

32. Activity 5 Do you speak this language? • ALN • ADHD • BATOD • BSL • CAMHS • CP • DDA • DLA • EAL • EBD • ATL • EPS • EWO • FP • IPP • IBP • IEP • LEA • MLD • NVQ • SENCo • SENCoP • VI

33. Session Two Getting the Right Support at School

34. Activity 6 • Look at the following comments and decide if it is the role of the NQT or the SENCO. (Hint: Eight of each!) Whose role is it?

35. Reads and is aware of the schools’ SEN policy. Determines if a child has an ALN. Attends/participates in INSET training provided. Plans classroom provision for pupils with ALN. Liaises and offers advice to fellow members of staff. Liaises with external agencies Contributes to review meetings when required. Uses LSAs effectively in the classroom. Writes and implements SEN policy. Co-ordinates provision for pupils with ALN. Provides information for outside agencies. Liaises with other members of staff. Manages with SEN team of teachers and LSA’s Liaises with parents and arranges review meetings Contributes to in-service training Maintains relevant records NQT or Senco?

36. What is my role as an NQT? Liaises with other members of staff. Reads and is aware of the schools’ SEN policy. Uses LSAs effectively in the classroom. Plans classroom provision for pupils with ALN. Contributes to review meetings when required. Maintains relevant records. Provides information for outside agencies. Attends/participates in INSET training provided.

37. What is the role of the SENCO? Manages with SEN team of teachers and LSA’s. Co-ordinates provision for pupils with ALN. Determines if a child has an ALN. Writes and implements SEN policy. Liaises with external agencies. Liaises with parents and arranges review meetings. Contributes to in-service training. Liaises and offers advice to fellow members of staff.

38. Primary and Secondary settings • Early Identification is seen as critical • 3 stages: School Action School Action Plus Statement • The role of the SENCO is critical • Non-contact time should be available

39. Individual Education Plans When do I need an IEP? A. You need an IEP when a child is at School Action. A. When a child is identified with additional needs which are ‘different from’ or ‘additional to’ other strategies provided within your classroom. What is School Action?

40. A. I need to know that IEPs: • should only record that which is additional to or • different from differentiated planning • have 3 or 4 focussed targets • match pupils’ needs • celebrate and build upon a child’s strengths • are written with the child and the parents What do I need to know about IEPs? • A. IEPs: • have SMART targets • use simple language • describe criteria for success • include teaching strategies • include advice for parents How do I write IEPs?

41. How do I review IEPs? • A. I review IEPs: • at least twice a year • with the parents • with the child

42. What is differentiation? The key to the differentiated curriculum is the flexible use by teachers of a wide range of activities and lesson organisations. Janet Spillman, 1991 (http://www.pearsonpublishing.co.uk/education/samples/S_494342.pdf) Differentiation is the matching the of work to the differing capabilities of individuals or groups of pupils in order to extend their learning. Ofsted In differentiated classrooms teachers ensure that a student competes against himself as he grows and develops, more than he competes against other students. ‘Different learners, different lessons’ by Carol Ann Tomlinson 2002

43. How do I differentiate to suit the needs of all learners? Result/Outcome Task Recording Support Expectation Time Interest Organisation

44. How do I use teaching assistants? Activity 7 Brainstorm in small groups how teaching assistants support SEN children in your class.

45. …. play spelling games with small groups of children. Teaching Assistants can… …. create behaviour target cards to support EBS children. … support readers that have a reading age below their chronological age using a range of support activities. …. support SEN children’s learning in class. … liaise with the NQT in relation to target setting for the IEP …. support the implementation of IEP targets. …. run circle time sessions. …. make resources that will support SEN children’s learning. …. take small groups for differentiated problem solving maths tasks.

46. Creating partnerships between teachers and TAs • Differentiating the roles of teacher and TA • Dedicated planning is essential if support is to be effective • Developing feedback mechanisms • Dealing with behaviour management issues under teacher guidance • Ensuring TA’s are informed of the needs of the children with SEN • Including TA’s in reviews • Inviting TA’s to staff meetings/staffrooms • Including TA’s in written communication

47. How can TAShelp to raise standards of achievement for all pupils? • Being involved at whole –class level • Helping implement lesson plans/IEPs • Making possible more ambitious learning activities • Providing support for literacy and numeracy • Providing feedback to teachers • Preparing classroom materials

48. Session Three Getting the Right Support for Children with More Complex Needs

49. What is school action plus? Q. So what is different about School Action Plus? A. Two reviews of IEPs highlights inadequate progress, outside agencies are involved and a more structured IEP is put in place. Q. How do I write IEP’s at School Action Plus? A. IEPs at School Action Plus should also include advice from outside specialist agencies. The targets should be delivered within the normal classroom setting.

50. All teachers are the teachers of children of ALN. Statement of Special Educational Needs (under 2% of children). Early Years / School Action Plus Involvement of outside agency School Action / Early Years Action Involvement of SENCO and Parents In class provision / differentiation