Inclusion

Hitting the right notes

New SEN music programme ‘Sticks and Sounds’ is set to make a huge impact this year on improving children’s speech and communication. Here, a teacher, a parent and a member of a Local Authority give their positive experiences using the innovative music programme during its recent trial period.

The UK’s leading providers of Early Years music education programmes, Boogie Mites, has recently announced the launch of brand new material, tailored to cater for children with special educational needs. Here, a teacher, a parent and a member of a Local Authority give their positive experiences using the innovative music programme during its recent trial period.

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Special Needs

Hitting the right notes

24 Jun 2013

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      string(308) "... guidance notes from the DfES.The menus and sub-menus all appear down theleft hand side of the screen, on every screen.However, on the right is a list of the most popularsearches recently made on the site, and there, whenI visited, right at the bottom was SEN. I followedthe ..."
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      string(5651) "17May/June 2005 InteracTiveICT and Special NeedsWEB-BASED RESOURCESWith the prospects of SEN being moved intothe mainstream, some teaching staff may feel a bitdaunted. But there is loads of help and guidanceout there. Here are just three sources of information,and they’re all on the World Wide Web.Curriculum OnlineIf you want to see what media resources areavailable, pop along to Curriculum Online(www.curriculumonline.gov.uk). Here there is awhole range of suggested resources that can bebought with eLCs (e-Learning Credits) and otherfunds. The curriculum is supported fromFoundation level right up to Key Stage 4 and manyresources are free.The welcome page gives you lots of optionsto choose from. Aside from every curriculumsubject under the sun being covered, additionalchoices are:■ Early years/Foundation resources■ Special needs resources■ School-wide resourcesThere is also a notice board with a tip of theday, and links to Becta, NCSL and the StandardsSite, among others. I followed Special Needsresources.On the next page you can browse by subject,but you can also select school year level, whatconditions you would like the resources to cover,use keywords, or select whether the resource canbe used only for assessment or only withinteractive whiteboards. Only the school year andSENon the WebDiane Parkin explores just a few of the manywebsites now offering resources and materials tohelp with teaching special needs children,especially in mainstream schools.teaching aid, the other a database. Both arepriced, but all the information you could needabout the products is there for you.I jumped back to the subject/level page andchose ‘Sensory and/or Physical Needs for KS3’. Thisbrought up just one resource for users who havedyslexia – Mindfull, from Iansyst Ltd.Other topics listed under the ‘Art & Design’heading are:■ Cognition and learning needs■ Communication and interaction needs■ Families, communities and community links■ Gifted learners■ Others■ SENsubject are required fields, but if you select asubject without the school year, as I did, you haveto choose it on the next page.I chose ‘Art & Design for KS1’ and also selected‘Behaviour, Emotional and Social DevelopmentNeeds’. This takes you to the standard next pagefor all specific topics, but with the non-relevantmaterial for your search criteria greyed out. Heremy subject specific options were:■ Inclusive policies/practices in general (15resources)■ Social inclusion (4 resources)■ Widening participation (2 resources)I chose the latter, which took me to anoverview of both resources already identified:Cardit!, from Crown House Publishing, andPrimary Formation – Formative AssessmentManager, from SANE Publishing Ltd. One is a18InteracTive May/June 2005ICT and Special NeedsWEB-BASED RESOURCESTeachernetAt Teachernet there are againoptions all over the main page(www.teachernet.gov.uk).These included, on my visit:Latest news on teachers’ pay;Transforming school meals(a certain celebrity chef definitely seemsto have had an impact); Parental drug misuse:next steps; More stories; Online publications; ICT inschools; and Lesson plans. There is also a menu:■ Home■ Teaching & learning■ Professional development■ Whole-school issues■ Research■ Education overview■ Useful sites■ Community■ Popular questions■ Contact us■ Using the site■ Events calendar■ Video channel■ Text too small?I opted for ‘Teaching & learning’, which openedup a sub-menu of 15 items that included thingslike ‘Case studies’, ‘Examination bodies’ and ‘Giftedand Talented’. There were also six related links onoffer, of which I chose ‘Behaviourand attendance’.The ‘Behaviour and attendance’area has links to lots of articlesdesigned to help. There are twosuggested websites to visit and asub-menu of nine options:■ Drugs■ Abusive behaviour■ Bullying■ Exclusion■ Truancy■ Safer school partnerships■ Homophobia and sexual orientation in schools■ Participation guidelines■ Boys and PSHEThese didn’t look particularly SEN-related, butthey are all subjects that need to be considered. 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Digital Learning

SEN on the Web

1 Nov 2006

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      string(5628) "above, it appears that school improvement is a wicked problem because: the problem (and plausible solutions) will appear different to different beholderswe can’t possibly solve itit regularly gets redefinedit is difficult or impossible to ‘be wrong’ (publicly at least)We cannot possibly solve the school improvement problemA wicked problem is always linked to other problems, and will never be fully ‘solved’ by success in one area. This issue is captured poignantly in Nick Hanauer’s recent piece in which he questions the ‘educationism’ to which he once subscribed. In Better Schools Won’t Fix America, he writes that  ‘like many rich Americans, I used to think educational investment could heal the country’s ills—but I was wrong.’ He notes that while 20 per cent of student outcomes can be attributed to schooling, ‘about 60 percent are explained by family circumstances—most significantly, income.’ His earlier belief in educationism has been dashed against the rocks external family circumstances—which schools cannot directly influence. Designating something as a ‘wicked problem’ has the potential to fuel pessimism. However, despite their ‘wicked’ nature, these problems are significant and worth engaging with. It is likely that, on balance, education does not have the impact that we wish it to. However, it does make a difference, and for those of us working in it, it is the means by which we can seek to make a positive mark on the world. Here, perfect cannot become the enemy of good. Perhaps acknowledging the complex dynamics at play may help us avoid either unrealistic expectations on the one hand and despair on the other.4 Acknowledging that school improvement is a wicked problem involves accepting that perfect solutions do not exist. This could, ironically, be a helpful insight for school leaders. Firstly because perhaps a sense of ‘doing my best but never being good enough’ might be alleviated somewhat when we accept it would not be possible to be entirely fix a wicked problem.  Secondly, it may help us to be reminded us that even the most meticulously developed ‘perfect’ strategies should not be expected to work perfectly. There will inevitably be a range of ways in which they do not transfer from plan to implementation as neatly as we would like.5School improvement is a wicked problem because it regularly gets redefinedWicked problems are regularly redefined. The act of redefinition rules out (and in) a range of solutions to the problem. This dynamic can be clearly seen in the way in which data use has shifted from being a key lever for school improvement to, in some contexts, a potential impediment to it. Ofsted’s 2016 inspection framework stated that:‘In judging achievement, inspectors will give most weight to pupils’ progress. They will take account of pupils’ starting points in terms of their prior attainment and age when evaluating progress. Within this, they will give most weight to the progress of pupils currently in the school, … Inspectors will consider the progress of pupils in all year groups, not just those who have taken or are about to take examinations or national tests. (para 175)‘Inspectors will seek to identify whether] pupils are set challenging goals, given their starting points, and are making good progress towards meeting or exceeding these.’ (para 179)The implicit message here is that good (or outstanding schools) will track and monitor individual student progress using earlier attainment as an indicator of where they ‘should’ be—using a flight path model perhaps? Interpretations of this line of inspection, including examples from positive Ofsted reports, consultants, ed-tech providers and school improvement organisations, probably all contributed to a boom in the range and frequency of inappropriate uses of data, as outlined in the DfE’s 2018 report: Making Data Work. With the new framework, Ofsted are now categorically discouraging leaders from producing excessive data related workload. In a recent speech, Amanda Spielman addressed the issue of appropriate data usage:6   ‘I have similar misgivings about flight paths. The progress children make when they learn a subject is not necessarily linear. Progress should be measured by how much a child has learned of the curriculum, rather than when or whether they are hitting a particular target. …And we certainly won’t need any further school-generated data relating to individual students or to closing gaps within classes or within the school. The data just isn’t particularly helpful here because the numbers of pupils are usually too small – another point made in ‘Making data work.’ … If someone shows you a great big spreadsheet, you might want to ask who pulled it together and for what purpose. Who does the data help? Does it add value beyond what you’d get from talking to a teacher or head of department? Was it worth the time taken out of the teacher’s day to enter all those numbers?This is the reality in which senior leaders work. They are tasked with realising the aims of policies (in this case the 2016 framework), which specify a necessary outcome (tracking pupil progress and showing that it is consistently good), but which stop just short of specifying exactly how this outcome could be achieved. Because school leaders developed the specifics of a particular tracking system, it may appear sensible to hold them to account for the inadequacies of much"
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Leadership

The ‘Wicked’ Problem of School Improvement

11 Jul 2019

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      string(5625) "school, show the tutors your child’s school reports, etc. In short, just actively engage with their education. Also keep in mind that your child will be developing and learning a lot, hence it is good to set new goals or change the programmes every so often so that your child will not get bored.Initially, I decided to sign up to Explore Learning as an attempt to get David to focus on reading and to prepare him for the Year 6 SATs: to get the feel of sitting and answering short questions about what he has read. We continued even after the SATs because David enjoys going there.Explore Learning East Sheen has been like a second home to David, where he is welcomed for who he is and celebrated for what he can do. The regular maths and reading programme enables him to focus on what he loves best (maths) and likes the least (reading), which are both important in his academic life. Being with other children from different schools also helps him to accept others’ opinions and makes him (I guess) realise that he is not any different from the other kids. Unlike in his primary school, he somehow felt different since he had a 1:1 support in the subjects he needed help in, but at Explore, where everyone was encouraged to ask for help when needed, he doesn’t feel any different from the other children who also ask for help.I believe it is a nurturing environment. David enjoys going and would not have continued this long if it weren’t so. The tutors at Explore Learning know how to encourage him when he feels frustrated at not understanding something (and consequently getting a low score, which he really hates!) and at the same time, they know enough when to let go and let his imagination and creativity take control.We have been members for about a year. It seems like a long time already because my son has progressed so much in his reading comprehension and writing skills that it feels we have been there for a lot more than a year!”Sam’s StorySam is 6 years old and has autism. Sam’s mum, Emma, has tried many different methods to support him and shares her journey. Explore Learning has had a massive impact on Sam. He used to be too anxious to be in a classroom, he never asked for help and he would not put his hand up in class. The staff at Explore Learning have helped to build Sam’s confidence with asking for help, his ability to concentrate and develop his motivation to put effort into his learning. Through Explore Sam has rediscovered a love of learning again; he wants to go and wants to learn, trying to answer more and more questions each time he goes. Because of Explore he wrote his first-ever story!The staff at Explore are excellent and really understand Sam. When he has a difficult day, they are quick to reassure him and offer him the support he needs. They go out of their way to help him when he is anxious and struggling to even walk through the door.”Emma’s advice for other parents…Try everything and anything that you can; we have tried so many different methods to help Sam. It has been a very long journey, but with everything that fails, we learn something new and we now understand him better than ever. The smallest changes can make a difference, such as giving Sam a break before he starts his Explore Learning session so that he has time to transition and get used to being in the centre. Keep going and keep trying because, when you do find the special little things that work for your child, it’s worth it and it makes life a lot better for all of the family. Ask for help and ask for support as much as you can because there is help out there—it just can be hard to fight for.Nikki’s StoryNikki’s son Cameron is 12 years old and is dyslexic.  He attended our Woking centre for two years.Midway through Year 3, Cam’s limited free writing ability was noted by his English teacher, as was the struggle to retain information. His reading level was also behind most of his peers, as was his spelling. He was happy enough, but had guessed he was struggling with what was expected of him. He said he couldn’t think of any good descriptions or ideas and disliked having to write things down. I had, of course, sensed something had not been right, even from Reception, when other children seemed to grasp phonics fairly quickly and yet my son failed to do so, despite repeated relearning. He loved listening to stories and yet would turn away from a book if we tried to read together. Even in Year 2, Cam would sound out a tricky word on one line, only to find it repeated a few lines later and not be able to recall the sound of the word. It was like he’d never seen it before. Ironically, even to this day, he can score highly on spelling tests and yet be unable to remember how to spell the same words in free writing, when instead they will often come out entirely phonetically. He had trouble remembering instructions at home, or the order of things like days of the week or months of the year, or sequences in maths.The school recommended a full assessment by an educational psychologist in London. It was very costly but came with a full report on Cam’s learning needs, together with a plan of action and also importantly, a description of his strengths and how to focus on these.To this day, his verbal reasoning is below average and yet his non-verbal reasoning, ability to see patterns, structures and affinity towards IT and musical patterns is advanced. He’s passionate about his drums and excelling at football, but he’d never read a novel out of choice. Next came the journey to"
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Special Needs

Why a Tailored Approach is Key to Stress-Free Progress

20 Sep 2019

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