Child File – The Graduated Response: making it effective in an early years setting – Part 2

Child File - The Graduated Response: making it effective in an early years setting - Part 2

Following on from the theoretical presentation of the graduated response in the last issue, this case study show how one primary school is putting it into practice.
As you read and reflect on it consider:

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#43678"
  ["title"]=>
  string(56) "Achieving best value from your Pupil Premium allocations"
  ["categories"]=>
  array(3) {
    [0]=>
    string(9) "Inclusion"
    [1]=>
    string(27) "Inclusion and Pupil Premium"
    [2]=>
    string(13) "Special Needs"
  }
  ["url"]=>
  string(62) "https://www.teachingtimes.com/ecj61-pupil-premium-allocations/"
  ["post_date_timestamp"]=>
  int(1497961882)
  ["objectID"]=>
  string(12) "post-43678-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(153) "Brian Lamb examines why parents should be at the centre of good school practice on SEND if you want to improve attainment and outcomes."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(343) "... additional time devoted to these meeting daunting by the end of the pilot many schools were planning to role the approach out on a whole school basis due to the dramatic impact this was having on the positive culture of engagement within the school. (Humphries 2011). The structured conversation was ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(56) "Achieving best value from your Pupil Premium allocations"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(14) "Brian Lamb OBE"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(153) "Brian Lamb examines why parents should be at the centre of good school practice on SEND if you want to improve attainment and outcomes."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(6) "school"
        [1]=>
        string(4) "send"
        [2]=>
        string(4) "send"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5851) "KS2 and 3.6 APS for secondary schools. The overall longitudinal changes were as follows in table 1. Table 1: Longitudinal changes in yearly APS among target group pupils from 20111-2015, source, PwC, 2016Schools also improved attendance and behaviour with a reduction in exclusions and increased parental engagement. (PWC 2016)The parental involvement element of the approach was progressed by an open dialogue approach developed through a series of structured conversations between the classroom teacher and parents which provided a platform from which parents could effectively engage in the learning process. The conversation allowed parents to discuss their aspirations and also share their knowledge of their child with teachers and professionals. There were a number of key stages. The explore stage enabled a better understanding of the pupil and his/her needs, existing provision, what had worked well in the past and what barriers there were to achievement. At the focus stage, the aim was to be explicit about the nature of aspiration and need, to clarify key issues and their impact on progress, and to identify priorities. At the plan stage it was for parents and staff to plan, agree and set challenging but achievable targets that addressed the key identified issues and may also be used for assessing progress. Parents would also be encouraged to contribute ideas for how they might support progress. The emphasis was on setting targets that were not too complex or detailed and were framed in accessible, jargon-free language. The final review stage was used to summarise the key points of the meeting, clarify the next steps and arrange dates for further meetings or communication. The evaluation showed that the structured conversion built;More effective and constructive partnerships between Parents/Carers and the school community;Enhanced Parent/Carer, pupil, and teacher aspirations for pupil achievement;Improved quality of information-flow between Parents/Carers and the school;Increased confidence and the ability to address barriers to pupil achievement and outcomes;Contributed to significant improvements in progression.The approach was “effective in giving parents a voice that was listened to, changing the dynamic of teacher– parent relationships and allowing effective school–home partnerships to be developed. Significantly, the benefits were seen in schools without pre-existing positive relationships with parents,” (Lendrum et al, 2013, Humphries et al., 2011) It was noted that it was important to ensure that structured conversations happened at least twice a year but ideally more. In the research programme these conversations were usually once a term and for duration of between half an hour and three quarters of an hour on average. “the frequency of SCs, the emphasis on giving parents a voice and listening to this, sharing the setting of targets and the focus on positive achievements are also important factors.” (Lendrum 2013) While schools initially found the additional time devoted to these meeting daunting by the end of the pilot many schools were planning to role the approach out on a whole school basis due to the dramatic impact this was having on the positive culture of engagement within the school. (Humphries 2011). The structured conversation was also popular with parents, and has remained so in analysis done since by PWC on the programme. (PWC 2016)  Parental Engagement and the SEND Reforms SEN Support The Children and Families Act embodies the principles of parental engagement at the core of its requirements in Section 19 of the Act and links this strongly to ensuring better outcomes which is then followed through in the Code of Practice (CoP) (DfE 2014, 2015) The CoP (2015) acknowledges that the Achievement for All approach formed the basis of the requirements for a whole school approach outlined in the schools chapter of the code of practice. “This (AfA) demonstrates that when a whole-school approach to supporting pupils with SEN is taken, along with effective engagement with parents, there can be a clear impact on attainment.” (DfE 2015 p276)  The CoP directly reflects the learning from the structured conversation in both the content and the way the graduated approach follows the same steps as the structured conversation;“6.48 Where it is decided to provide a pupil with SEN support, the parents must be formally notified, although parents should have already been involved in forming the assessment of needs…. The teacher and the SENCO should agree in consultation with the parent and the pupil the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review.”The assessment should then be reviewed on a regular basis as part of the graduated approach;“6.65 Where a pupil is receiving SEN support, schools should talk to parents regularly to set clear outcomes and review progress towards them, discuss the activities and support that will help achieve them, and identify the responsibilities of the parent, the pupil and the school. Schools should meet parents at least three times each year.”  (DfE 2015) Further that;“6.66 These discussions can build confidence in the actions being taken by the school, but they can also strengthen the impact of SEN support by increasing parental engagement in the approaches and teaching strategies that are being used. Finally, they can provide essential information on the impact of SEN support"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(12) {
        [0]=>
        string(3) "afa"
        [1]=>
        string(5) "early"
        [2]=>
        string(12) "intervention"
        [3]=>
        string(4) "plan"
        [4]=>
        string(8) "families"
        [5]=>
        string(3) "pre"
        [6]=>
        string(6) "school"
        [7]=>
        string(4) "send"
        [8]=>
        string(10) "structured"
        [9]=>
        string(12) "conversation"
        [10]=>
        string(10) "supporting"
        [11]=>
        string(4) "send"
      }
    }
    ["categories"]=>
    array(3) {
      [0]=>
      array(4) {
        ["value"]=>
        string(18) "Inclusion"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "inclusion"
        }
      }
      [1]=>
      array(4) {
        ["value"]=>
        string(36) "Inclusion and Pupil Premium"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "inclusion"
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(4) {
      [0]=>
      array(3) {
        ["value"]=>
        string(18) "Improving Outcomes"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(20) "parental involvement"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(4) {
        ["value"]=>
        string(13) "SEND"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(4) "send"
          [1]=>
          string(4) "send"
        }
      }
      [3]=>
      array(4) {
        ["value"]=>
        string(41) "structured conversation"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(10) "structured"
          [1]=>
          string(12) "conversation"
        }
      }
    }
  }
}

Inclusion

Achieving best value from your Pupil Premium allocations

20 Jun 2017

array(8) {
  ["distinct_key"]=>
  string(10) "post#43649"
  ["title"]=>
  string(35) "Maintaining momentum of SEND reform"
  ["categories"]=>
  array(8) {
    [0]=>
    string(10) "Conditions"
    [1]=>
    string(6) "Family"
    [2]=>
    string(9) "Inclusion"
    [3]=>
    string(13) "Pastoral Care"
    [4]=>
    string(12) "Safeguarding"
    [5]=>
    string(13) "Special Needs"
    [6]=>
    string(15) "Special Schools"
    [7]=>
    string(16) "The Learning Gap"
  }
  ["url"]=>
  string(68) "https://www.teachingtimes.com/ecj56-maintainingmomentum-send-reform/"
  ["post_date_timestamp"]=>
  int(1497957719)
  ["objectID"]=>
  string(12) "post-43649-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(163) "Two years into the new SEN and Disabilities system, how do we maintain the changes that are making a difference? A personal view from practitioner Dr Simon Jenner."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(356) "... person’s needs. EHC plans are applicable to 0-25 year olds, post statutory school age where the young person is in education or training. Early years settings, schools and colleges have new duties, for instance the application of a graduated response to SEN.Joined up approaches to SEND, for ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(44) "Maintaining momentum of SEND reform"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(4) "send"
        [1]=>
        string(4) "send"
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(12) "Simon Jenner"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(163) "Two years into the new SEN and Disabilities system, how do we maintain the changes that are making a difference? A personal view from practitioner Dr Simon Jenner."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5851) "On the 1st September 2014, the biggest changes for a generation in the field of SEN and Disabilities were introduced in England and Wales by the government. These were part of the 2014 Children and Families Act and arose out of work undertaken by the Department for Education and partners. The old system of SEN had not substantially changed since the Warnock Report (1978) informed the 1981 Education Act. This had led to the introduction of Statements of SEN, an emphasis on needs, rather than categories of SEN and an increased emphasis on inclusion. For those early years and school age children and young people who met the threshold, Statements of SEN outlined individual needs and the appropriate provision to meet these. There was an associated legal obligation that these would be met within education contexts.  In 1993 tribunals were established (now first tier SEN and Disability Tribunal) to rule on any disputes between parents and local authorities on the statutory assessment of SEN or the Statement.A government Green Paper (DFE 2011) raised significant concerns with the old system, the adversarial nature of it for some families, lack of joined up service delivery and participation in decision making by children, young people (CYP) and their families. Such were already highlighted by the Lamb Inquiry (DCSF, 2009). Many conversations commenced with the provision that was required, rather than looking at needs and working together to meet these. The adversarial nature of interactions were often driven by conversation commencing with desire for particular resources, rather than with problem solving to meet the needs of CYP. Following the Green Paper work occurred with range of families, charities, for instance the Centre for Child Development (2016) and pathfinder authorities (outlined in Mott MacDonald, 2015) to develop and trial new systems.  There has been much written about the changes, which have been substantial and are described fully in the DFE SEND Code of Practice 0-25 (2015). In summary the major changes have been:Significant culture changes, with children/ young people and their families being fully involved in decisions about their own plans and provision within the local area. This was at the level of co-production, far more involvement than past examples of consultation. Other, related, culture changes were the person centred nature of assessments of individual CYP, being aspirational about outcomes and having an outcome focus throughout. Preparing for adulthood was seen as central, with any approaches having long term aims towards this being successful, even for those who were many years from reaching adulthood. The introduction of education, health and care (EHC) plans for those with the most significant special educational needs. Plans are applicable within an education setting and outline how health and care can support the child/ young person’s needs. EHC plans are applicable to 0-25 year olds, post statutory school age where the young person is in education or training. Early years settings, schools and colleges have new duties, for instance the application of a graduated response to SEN.Joined up approaches to SEND, for instance during assessment and strategic joint commissioning.Early intervention is seen as key.Within the local area a local offer has to be introduced, outlining what is available for children / young people with SEND, and their families, locally. This has to be far more than a list of provision, being a two way conduit of information on the local services and any perceived gaps, to aid joint commissioning. New ways of supporting parents and children/ young people, for instance an approach to mediation before a tribunal appeal can be heard.Over the past two years the initial enthusiasm for the approaches has dimmed in some quarters. The shadow children’s minster in May 2016 announced a review of SEND (Children & Young People Now 10-5-16). This has not currently progressed due to the leadership election within the Labour Party, but demonstrated some concerns that were occurring around how much the old system had changed and if the hoped for reforms were making a difference. Parent led websites such as Special Needs Jungle (2016) have raised issues about the full implementation of the Act, especially the ethos change associated with it and parent/ CYP involvement in their own individual and local area strategic plans. In contrast there has been continued enthusiasm, for instance from partners like the Centre for Child Development and positive feedback from some parent forums (local groups of parents who work with the local authority and health providers) via the 2015 Contact a Family survey DFE (2015a). Questions have to be therefore asked, at these early stages has the hoped for changes occurred and, if so, how sustainable are they?  I will give a personal view on this, which will be generally hopeful, but with some caveats of caution. The key foundation of the changes is the cultural shifts outlined in the initial two bullet points above. If these have not occurred the move back to a paper based system, where things are done to, rather than with people, will slip back. The dangers of this are described in more detail below. Tony Blair famously said when first elected, when asked what is main proprieties were, “education, education, education”. For the SEND changes it is “ethos, ethos, ethos” followed by “outcomes, outcomes, outcomes”. Locally in Blackpool, where I work,"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(11) {
        [0]=>
        string(5) "early"
        [1]=>
        string(12) "intervention"
        [2]=>
        string(3) "ehc"
        [3]=>
        string(4) "plan"
        [4]=>
        string(8) "families"
        [5]=>
        string(9) "inclusion"
        [6]=>
        string(6) "school"
        [7]=>
        string(4) "send"
        [8]=>
        string(12) "conversation"
        [9]=>
        string(10) "supporting"
        [10]=>
        string(4) "send"
      }
    }
    ["categories"]=>
    array(8) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Conditions"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(6) "Family"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(4) {
        ["value"]=>
        string(18) "Inclusion"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "inclusion"
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(13) "Pastoral Care"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(12) "Safeguarding"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [6]=>
      array(3) {
        ["value"]=>
        string(15) "Special Schools"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [7]=>
      array(3) {
        ["value"]=>
        string(16) "The Learning Gap"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(4) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "child-centred"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(3) "DfE"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(5) "EHCPs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(23) "person-centred planning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Conditions

Maintaining momentum of SEND reform

20 Jun 2017

array(8) {
  ["distinct_key"]=>
  string(10) "post#42621"
  ["title"]=>
  string(125) "Talking with young children: how professional development can improve children’s speech and language, thinking and learning"
  ["categories"]=>
  array(1) {
    [0]=>
    string(24) "Professional Development"
  }
  ["url"]=>
  string(58) "https://www.teachingtimes.com/talking-with-young-children/"
  ["post_date_timestamp"]=>
  int(1446568171)
  ["objectID"]=>
  string(12) "post-42621-3"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(348) "Sonia Blandford and Catherine Knowles say that significant numbers of young children are being let down by the education system, particularly those from vulnerable and disadvantaged backgrounds and special needs. They explore the nature of this problem, the challenge this poses for the professional development of leaders and practitioners and ..."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(420) "... school throughbook club and other activities) it leads to acceleratedprogress in children’s outcomes in literacy (Humphreyand Squires, 2011). This idea has been successfullypiloted in early years settings in England through theAchieving Early programme; the Taking Time for Talk,structured conversation model has enabled parents andcarers to engage effectively with ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(125) "Talking with young children: how professional development can improve children’s speech and language, thinking and learning"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(385) "Sonia Blandford and Catherine Knowles say that significant numbers of young children are being let down by the education system, particularly those from vulnerable and disadvantaged backgrounds and special needs. They explore the nature of this problem, the challenge this poses for the professional development of leaders and practitioners and the impact of transformational practice."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5252) "2013) – children can learn when they aresupported in activities which would otherwise be beyondtheir own ability- saw adult intervention within thecontext of social learning. He underlined the importanceof adults both supporting children, through appropriateintervention and modeling good practice, in enablingchildren to develop social and cognitive skills.In practice, emotional well-being, social competenceand self-concept, as identified by Bertram and Pascal(2002) are integrated and should be addressed alongsidethe cognitive dimension of learning and development.The extent to which children develop these skills, withappropriate support from educators, hinges on theirself-confidence. A pupil’s self-confidence is enhancedby, and to a large degree founded on, their ability tocommunicate effectively.■■■ Professional Development: The role ofparents and carersQuality early education not only puts children aheadin terms of cognitive development at age 5, but alsoleads to better performance in GCSE English andmaths (Sylva et al., 2014). However, pre-school isnot the whole picture. Parents or carers have a keyrole in their children’s language development; familyinfluences are likely to be the earliest in a child’s life.It is essential at this time that children have warmand supportive environments, where parents or carersactively communicate with them in different ways.Early years settings have a role in supporting parentsor carers to develop the home learning environment.The Achievement for All programme, delivered throughcoaching leaders and practitioners, has shown that whenparents or carers engagement with their child’s learningis encouraged and supported (e.g. at school throughbook club and other activities) it leads to acceleratedprogress in children’s outcomes in literacy (Humphreyand Squires, 2011). This idea has been successfullypiloted in early years settings in England through theAchieving Early programme; the Taking Time for Talk,structured conversation model has enabled parents andcarers to engage effectively with their child’s learning anddevelopment (unpublished interim report, Achievementfor All, 2015).■■■ Professional Development: ChangingCulture and PracticeAgainst this backdrop, early years settings need torespond to the various challenges they face, not least inensuring children are school ready. This is best achievedthrough a structured, systematic approach built on keyprinciples and focused on raising children’s outcomes.This might include a consideration of the culture of thesetting, professional development and practice and howit supports a whole setting approach to speech, language,communication and the development of reading andwriting. It will undoubtedly involve the development ofhigh expectations among staff for children’s outcomesunderpinned by investment in professional developmentand coaching.Aspiration encompasses the expectations, beliefs,understanding and capacity of children to engagefully and positively in the learning process. Themind-set that underpins all educational endeavours,Policy andpractice13……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………whereby practitioners, parents and carers have a sharedunderstanding of that which can be achieved throughthe setting of goals (short, medium and long term)culminating in the raising of aspirations. The embeddingof ‘aspiration’ across the setting is closely connected toideas of ‘access’. Access has a two-fold meaning. The firstis the removal of barriers preventing access to learning;these can be broad or specific, e.g. low expectations,physiological, social, environmental, educational andmore. The second is the provision of education; someparents or carers, might not have perceived educationas having any significance or value in their lives, whichplaces emphasis on the support provided by practitionersfor children and their familiesA key aspect of aspiration is that of giving ‘voice’ tothe child. This is central to the SEND Code of Practice0-25 (DoH/DfE, 2014); the opinion of parents orcarers and their child are important in decision makingaround issues which affect their life. In practice, givingchildren ’voice’ provides opportunity to develop theircommunication skills, give their opinion and contributeto the setting. There are many ways that this can beachieved through ‘Time to Talk’ sessions and trainingfor key workers.■■■ Professional Development: LeadersIn recent years there has been much discussion aroundleadership of settings and the need for workforcedevelopment (Nutbrown, 2012). Effective leadershipis central to bring about cultural change. A model ofinclusive leadership, based on an inclusive approachto education, looks towards increasing"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(11) {
        [0]=>
        string(5) "early"
        [1]=>
        string(12) "intervention"
        [2]=>
        string(8) "families"
        [3]=>
        string(9) "inclusion"
        [4]=>
        string(3) "pre"
        [5]=>
        string(6) "school"
        [6]=>
        string(4) "send"
        [7]=>
        string(10) "structured"
        [8]=>
        string(12) "conversation"
        [9]=>
        string(10) "supporting"
        [10]=>
        string(4) "send"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(24) "Professional Development"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Professional Development

Talking with young children: how professional development can improve children’s speech and language, thinking and learning

3 Nov 2015

array(8) {
  ["distinct_key"]=>
  string(10) "post#44353"
  ["title"]=>
  string(39) "SENDing Students on the Road to Success"
  ["categories"]=>
  array(5) {
    [0]=>
    string(9) "Inclusion"
    [1]=>
    string(7) "Post-16"
    [2]=>
    string(13) "Special Needs"
    [3]=>
    string(13) "Special Needs"
    [4]=>
    string(9) "Wellbeing"
  }
  ["url"]=>
  string(51) "https://www.teachingtimes.com/roadtosuccessforsend/"
  ["post_date_timestamp"]=>
  int(1536576070)
  ["objectID"]=>
  string(12) "post-44353-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(360) "... are well on their path to adulthood. For SEND students, this can be a particularly challenging time as they are forced to navigate increased independence and considerations of work and higher level studies. Lainy Russell of Achieving Further offers simple solutions for teachers supporting students through this important transition time."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(391) "... home and even telephone conversations or Skype sessions where possible.4 Inclusiveness, where students are on study programmes and are within programmes designed specifically around SEND requirements, are well managed. Inclusion in such things as drama/reading/group work/activities/debates/community engagement/work experience and projects in mainstream curriculum ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(39) "SENDing Students on the Road to Success"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Lainy Russell"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(408) "By the time students are in Post-16 education, they are well on their path to adulthood. For SEND students, this can be a particularly challenging time as they are forced to navigate increased independence and considerations of work and higher level studies. Lainy Russell of Achieving Further offers simple solutions for teachers supporting students through this important transition time."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(4) "send"
        [1]=>
        string(10) "supporting"
        [2]=>
        string(4) "send"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5660) "managing provision for students who miss lessons due to ill health since tight deadlines within the curriculum delivery make it challenging. Many successful teachers have used technology to help: online communication, sending work home and even telephone conversations or Skype sessions where possible.4 Inclusiveness, where students are on study programmes and are within programmes designed specifically around SEND requirements, are well managed. Inclusion in such things as drama/reading/group work/activities/debates/community engagement/work experience and projects in mainstream curriculum, however, are the things that can tax some of the most motivated teachers. Don’t do everything alone, ask for help from colleagues, support staff, family and online. Ask professionals for guidance and don’t be afraid to discuss possible solutions with the student that you could try together. Even if they don’t work, you will learn with the student what does work, and that will be a positive experience for both you and the student. You may even include some of the class in solving the issues depending on the situation – young people often suggest ingenious ideas.5 Learning Support Assistants vary greatly in experience and knowledge, and this is an essential provision that needs to be in focus. The spectrum of support can move from ‘too hands off’ to ‘too hands on’. Students, particularly in post-16, need to gain as much independence in all areas of their education and life as possible, especially if they are aspiring to access HE and/or employment.  So how can the success of learning support intervention be measured in a meaningful way with unambiguous evidence of impact on outcomes? Firstly, we need to know what outstanding learning support looks like. We need to define it in quantifiable terms and have a system of observation and review that informs us of progress and effectiveness. It is worth spending time on this piece of work, including looking at the staff you have and their skills, providing relevant and meaningful CPD activities and ensuring there is high quality team work between learning support staff and teaching staff. Involve the student in feedback of their support, in a way that gives real and true responses that are helpful in developing provision.6 Written work should be adapted appropriately for students with poor hand function, both for handwriting and keyboard use. Writing can slow students down and often the correct equipment may not be accessed. In negotiating Education and Health Care Plans (EHCPs) at the start of their college life, obtaining the right equipment and professional input is essential. The set up for a student with SEND starts from pre-enrolment.  Mainstream or vocational teachers can be nervous about adaptations and their uses, as they may not be trained or fully supported in their use, and many learn on the job. This can mean that students do not have a good start to their college education. Staff need time to ‘play’ with equipment so they are fully comfortable in its use and they can see how their curriculum can be adapted. Support from professionals in assistive technologies is also advisable.7 Verbal communication may be challenging for some students, and teachers tend to learn as they go, having had little training in speech, language and communication techniques. This can leave both the student and teacher frustrated. This is such a big area because of the array of verbal and cognitive issues a student may have. Staff must get a full understanding from the professionals about each student. No two will be identical and each will have personal preferences as to how they wish to communicate, down to small details like whether you can help with finishing their sentences or not. Some students welcome it to speed things up, others are very frustrated by this. It is not only our job to communicate, it is our job to develop that communication. Often up until this point in their lives, the language used will have been quite child-like, but as students grow into adults, the language needs to develop with their age. If you imagine learning a foreign language at school, then stopping and 10 years later had to use the same language to communicate with adults, you can see the problem. Education at all ages is about the whole person, not just the subject they are learning.8 Pace is important. The speed at which you deliver information is crucial to their understanding and ability to fully join in to learning activities. However, if students have comprehension challenges and/or delayed language, this becomes a basic need for learning. Differentiation should be happening naturally in all classes, but attention needs to be given, especially if students need more time. Find small activities they can do alone to allow them time to be able to work things out for themselves. It is often too tempting to do things, or too much for them, and then they don’t get the real experience of experiential learning. In the end this actually hinders their success and growth.The final wordThere is so much information out there to help staff in all roles achieve success with students who have SEND, but what we need to ensure is that we are providing age-appropriate environments and experiences in a safe and developmental way. We also need to focus on extending students’ abilities that they will need in their adult life, looking at opportunities for work and higher-level studies where possible. Where students are more likely to live in supported accommodation, possibly"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(6) {
        [0]=>
        string(12) "intervention"
        [1]=>
        string(9) "inclusion"
        [2]=>
        string(3) "pre"
        [3]=>
        string(6) "school"
        [4]=>
        string(4) "send"
        [5]=>
        string(4) "send"
      }
    }
    ["categories"]=>
    array(5) {
      [0]=>
      array(4) {
        ["value"]=>
        string(18) "Inclusion"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "inclusion"
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(7) "Post-16"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(9) "Wellbeing"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(9) {
      [0]=>
      array(3) {
        ["value"]=>
        string(17) "Achieving Further"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(4) {
        ["value"]=>
        string(12) "AfA"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(3) "afa"
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(8) "colleges"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(4) {
        ["value"]=>
        string(26) "EHC Plan"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(3) "ehc"
          [1]=>
          string(4) "plan"
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(5) "I CAN"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(3) {
        ["value"]=>
        string(7) "Post-16"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [6]=>
      array(4) {
        ["value"]=>
        string(13) "SEND"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(4) "send"
          [1]=>
          string(4) "send"
        }
      }
      [7]=>
      array(3) {
        ["value"]=>
        string(10) "strategies"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [8]=>
      array(4) {
        ["value"]=>
        string(33) "supporting SEND"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(3) {
          [0]=>
          string(4) "send"
          [1]=>
          string(10) "supporting"
          [2]=>
          string(4) "send"
        }
      }
    }
  }
}

Inclusion

SENDing Students on the Road to Success

10 Sep 2018