Materials and resources to support school development of Quality First Teaching for ALL

NASENA Whole School Approach to Improving Access, Participation and achievement

• Government Funded• Every SENCO in England have the opportunity to

attend a free one-day event where toolkits were distributed and introduced.

• NASEN Website has a webpage specifically for the project materials.

• The materials also include the Inclusion Development Plan materials for Autism, Dyslexia, BESD and SLCN.

NASENA Whole School Approach to Improving Access, Participation and achievement

• Feedback from delegates has been hugely positive.

• The majority of delegates attending training did not hold SLT status.

• Some excellent materials.

• The programme is HUGE!

• There is a constant focus on ‘areas of need’ – MLD, SPLD etc.

• The key test of its success will be how many SENCOs have used the materials in school and whether there is any resulting impact on teaching practice and pupil

outcomes.

The Pillars of Inclusion

• Research evidence suggests that much of what has been traditionally been seen as pedagogy for pupils with SENDs consists of the approaches used in ordinary teaching, extended or emphasised for particular individuals and groups of pupils.

The Pillars of Inclusion

• These represent eight key aspects of planning and teaching that need to be in place to support the learning and achievement of pupils with SENDs.

• They are derived from research and observations of good practice and cover aspects of practice over which all teachers have a significant degree of control.

Subject Booklets

• The TDA have produced subject booklets for primary and secondary schools which consider the application of the pillars for their subject areas. These are available at:

• http://www.tda.gov.uk/teacher/developing-career/sen-and-disability/sen-training-resources/one-year-itt-programmes.aspx

1. Maintaining an inclusive learning environment

• Consider:• Layout: seating allows all pupils to

see/hear the teacher• Acoustics: background noise is

reduced• Use of wall space: resources and

displays are accessible and encourage independent use.

2. Multi-sensory approaches, including ICT

• Consider:

• Use of ICT

• Use of a range of learning approaches, such as auditory, visual and kinaesthetic

• Alternative communication e.g. symbols

• Alternative ways of recording

3. Working with additional adults

• Consider:

• Other adults as partners not teachers

• Commitment to pupil independence

• Joint planning and review

4. Managing peer relationships

• Consider:

• Flexible grouping

• Buddying/peer tutoring

• Circles of Friends

5. Adult-pupil communication

• Consider:• Language used is positive and respectful• Careful praise/correction• Prepared questions for individuals/groups• Use of preferred communication style• Giving time to think

6. Formative assessment/assessment for learning

• Consider:

• Choice of objectives/success criteria/peer assessment

• Expectations/challenge

• Communication issues

7. Motivation

• Consider:• Engagement/enjoyment• Rewards/praise• Including pupil strengths/interests• Relevant contexts• Encouraging learning from mistakes• Use of ICT for ‘fun’• ‘Can do’ ethos: readiness to ‘problem solve’

8. Memory/Consolidation

• Consider:

• Developing the use of a range of memory aids

• Helping pupils devise their own strategies for remembering

ExampleFocus Task

• Review your inclusion audit. • Choose one area you have identified as an

area of development.• In your planning and teaching take steps to

improve this area.• On 7th March 2012 – report back on how

effective your development has been in terms of its impact upon pupil engagement, progress and achievement.

The Kagan Approach

• Developed in the US.• A cooperative learning strategy.• Claims to improve pupil achievement and

social skills.• In Kagan terminology – pupils are described

as ‘hogs’ or ‘logs’• Uses 225 ‘structures’

‘Showdown’

• One pupil in a group of four is named the captain, and he or she reads a question card aloud. The others write the answer on slips of paper or boards and keep them secret. When the teacher gives the showdown signal, all pupils reveal their answers. If all are correct, the team gets full points. If not, they coach each other. Roles rotate after each turn.

The Kagan Approach

The difference has been unbelievable. When I started in 2007-8, the overall pass rate for

English GCSE was 33 per cent. Last year it was 70 per cent. I can’t put that solely down to

Kagan, but it has had a huge impact. Michelle Rathnor, Secondary, Advanced Skills Teacher, Kagan Certified Trainer

www.kagan-uk.co.uk

2 day introductory workshops

£290 + VAT

Differentiation Pocketbook

• Written by Peter Anstee, English Teacher.• Based upon giving pupils choice through a staged

approach.• If students are given choice, they challenge

themselves more than teachers do.• Very accessible, easy to use. • Bit ‘tips for teachers’ • Can form the basis of introductory INSET sessions

and on-going development activities.• Differentiation Pocketbook by Peter Anstee. £7.99

http://www.teacherspocketbooks.co.uk

Personalised Learning

• Personalised learning is a concept that has eluded an agreed definition.

Green, Facer, Rudd, Dillon & Humphreys (2006)

• In 2008, the DfE produced Personalised Learning – A Practical Guide

• This identified nine components of personalised learning.

Personalised Learning

1. High quality teaching and learning

2. Target setting and tracking

3. Focused assessment

4. Intervention

5. Pupil grouping

6. The learning environment

7. Curriculum organisation

8. The extended curriculum

9. Supporting children’s wider needs

PersonalisationPersonalisation differs from differentiation in that it

affords the learner a degree of choice about what is learned, when it is learned and how it is learned.

This may not indicate unlimited choice, since learners will still have targets to be met and

informed adults will wish to play a part in guiding the learner to make responsible choices. However,

personalisation may also provide learners the opportunity to learn in ways that suit their individual

learning styles and multiple intelligences.

Hartley, D. (2009)