2014 – Education Reforms TEAN Conference ‘A Schools Journey to Excellence’

1. Achievement for All Programme: 2014 – Education ReformsTEAN Conference‘A Schools Journey to Excellence’ Lyndsey Weekes – SENCO UAB, Birkenhead Martin Howlett - Achievement Coach Achievement for All 3As 22nd January 2014

2. What is Achievement for All? • Achievement for All is a tailored school improvement framework, delivered in partnership with leaders, teachers, parents, pupils and support professionals, that aims to raise the aspirations, access and achievement of pupils identified with SEND. • It focuses on children with SEND but the impact is much wider across the school.

3. Context • UAB is a secondary school within a selective Local Authority • 672 students on roll – 20% SEN and 76% FSM • Academy opened in January 2011 as a result of 2 local schools merging • Part of the UCAT chain of academies sponsored by University of Chester

4. The Starting Point… • UCAT review in March 2012 • The strategic direction and leadership of special educational needs and disabilities (SEND) are insecure • Monitoring and evaluation of impact of range of provision (including specific interventions) is poor • Allocation and use of support staff is also an issue • There is too little support for faculties regarding appropriate teaching and learning • Inaccurate identification and assessment causes over-identification of SEND children in relation to all other groups

5. Outcomes • OFSTED inspection in April 2012 - Satisfactory • 35% of students achieved 5 A*-C GCSE grades in 2012 • OFSTED inspection in July 2013 • 53% of students achieved 5 A*-C GCSE grades in 2013 • Attendance rise of 3% • Raise Online 2013 – KS2-4 Value Added is significantly above national

6. SEND Model Launched September 2012 • UCAT review – January 2013 • The SENCO has made great progress in a short time in rationalising the assessment, identification and support systems for SEN students. • Leadership and management is now coherent and clear action plans now exist. • ‘The Academy has made effective use of external support in establishing the actions needed to improve literacy and SEN, including consultants, and the support that comes with the involvement in the ‘Achievement for All’ project, which is, as yet, in its early stages. These external inputs have been valuable both for their subject expertise and for the way they have helped develop a strategic approach, channelling the energies of the Academy’s leaders in these areas.’

7. SEND Model Launched September 2012

8. Innovate • Planning began in July 2012 for the launch in September 2012 • Distributed model of SEN across whole-school systems and teams • Different way of thinking about SEN provision in order to ‘close the gap’ • Clear vision of inclusive school culture and shared responsibility for SEN • Model of provision that was flexible and adaptable across all aspects of school life – universal, targeted, personalised

9. Plan • Initial planning on a whole-school level, through to classroom/sub-groups and finally individuals • Achievement for All launched in 2012 alongside new model of SEN – support and planning personalised to context and school improvement priorities • Focus on outcomes rather than processes

10. Embed • Model of provision introduced to English and Maths faculties initially and then rolled out to other faculties – established a shared terminology in addressing underachievement • Programme of training supported by Achievement for All on differentiation, deploying TAs and structured conversations with parents

11. Support • Programme of TA training and coaching to develop effective classroom support and a ‘keyworker’ model of supporting SEN students and their families within a multi-agency context • Early Support training for TAs and the pastoral team to develop person-centred planning and empower the SEN team to focus on progress • SENCO support built into half-termly behaviour and attendance reviews with the pastoral team and Principal • Quality Assurance of TAs a key focus of improving teaching and learning • Tracking of a cohort of ‘vulnerable learners’ identified who may experience barriers to learning and may become SEN – early intervention to address issues

12. Next Steps…

13. Early SupportWhy do you need it? • Collect a plate • Confidentially, read the instruction • You have two minutes to achieve your goal!

14. Early SupportA structured approach to support… Early Support: • Is a way of working, underpinned by 10 principles • Aim to improve the delivery of services for disabled children and young people and others with additional needs and their families • Focuses on ensuring that service delivery is child, young person and family-centred • Works to ensure services and practitioners work in partnership with children, young people and their families • Enables services to coordinate better and provide families with a single point of contact and continuity of care and support through key working

15. Early SupportA structured approach to support…

16. Early SupportA structured approach to support…

17. Do we really help parents/carerswith SEND children? We use ‘helping’ as a generic term taken from the Family Partnership Model. It is not meant to imply dependency or to be patronising. “We need help, and we need to direct it. This leads to true independence.” (parent of a disabled child) • Discuss - What are our general AIMS in helping children, young people and families? • Card sort – Stages of the helping process

18. Do we really help parents/carerswith SEND children? The helping process EXPLORATION UNDERSTANDING GOAL SETTING RELATIONSHIP BUILDING STRATEGY PLANNING IMPLEMENTATION REVIEW END

19. Key WorkingHow do we achieve this? “Parents with disabled children are likely to face higher levels of stress and they value the practical and emotional support of a key worker. Key workers can help to reduce this stress, help parents to navigate through the system and help them to agree the right support for their child. Most Local Authorities are already using key working to some extent. Although some Local Authorities use dedicated key workers, most train professionals who are already in contact with a family such as a health visitor or social worker, to act as a key worker”. Support and aspiration: A new approach to special educational needs and disability (DfE 2011) Professionals Activity…

20. Key WorkingHow do we achieve this? Early Support Principles Early Support Principles

21. Emotional and practical support Providing emotional and practical support as part of a trusting relationship Enabling and empowering for decision making and the use of personal budgets Coordination Coordinating practitioners and services around the child, young person and family Being a single point of regular and consistent contact Facilitating multi-agency meetings Key WorkingAdhering to a set of FUNCTIONS Planning and assessment • Supporting and facilitating a single planning and joint assessment process • Identifying strengths and needs of family members Information and specialist support • Providing information and signposting • Advocating on a child’s, young person’s and/or family’s behalf • Facilitating clinical and social care seamlessly, integrated with specialist and universal services in an equality promoting approach

22. Early Support / Key WorkingWhere do they sit? The magic 10! Early Support is about adhering to 10 core principles Key Working is carrying out 10 core functions

23. Early Support / Key WorkingWhere do they sit? www.ncb.org.uk/early-support Resources and training materials