Really interested bit Been-there, done-that lobe Evaluating speakers complex Racing heartbeat...
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Transcript of Really interested bit Been-there, done-that lobe Evaluating speakers complex Racing heartbeat...
Really interested bit
Been-there, done-that lobe
Evaluating speakers complex
Racing heartbeat inhibitor
Timing ganglion
Conference-goers brain
Inclusiontaking positive action and intervening to
• enable achievement for all
• acknowledge and build on, social and cultural diversity
• enable the participation of all learners
• focus on and address the needs of all learners so that learning is personalised and they are enabled to meet their potential
Equitytreating people fairly, not necessarily the same
• provision of appropriate structures and expectations
• opportunities to reach their potential by following pathways for progression and with no gaps or dead ends
• expectations of teachers, parents and others motivate, stimulate, and encourage learners to take advantage of these pathways
• support endeavours to overcome negative background factors
Closing the Gap
Disadvantage starts in the womb
Multiplicity of risk factors accelerates lower performance
The link between deprivation and attainment persists over time - ‘Born to Fail’ - but is not inevitable
Individual schools and intervention programmes DO make a difference
HM Inspectorate of Education
Strengths
• staff• relationships• promoting personal development• links with parents and carers and other
services• aspects of transitions• support for choices about courses and
options future careers.
HM Inspectorate of Education
Areas for development
• roles and responsibilities
• transitions
• PSD programmes
• monitoring and tracking achievements
• staff development
• leadership
HM Inspectorate of Education
Support and PSD (ISE Report)
Often very good (pre-school)
Positive ethos promotes PSD very well (primary)
Personal support strong but learning and teaching not always suited to aims (secondary)
A strength (special schools) - needing further work in EBD schools
HM Inspectorate of Education
Our great challenge
Good Great
Access to information
ParticipationHigh quality PSD
Regular review of progress
Helps transitions and future planning
Provides access to staff
Coordinates support
Respects confidentiality and gives time and space
Can you learn personal development?
Learning!
Brain changes
A process
Teaching
What do you think learning is?
led by?
Do you think learning can be motivating?
Why are 1992 pound coins worth more than 1991 pound coins?
Connections, coherence in inclusive practice
Legislation, policySSS Act; ASL Act, AES
Whose job is it to teach PSD?
The big classroom factors?
• having a positive attitude • the development of a pleasant social /
psychological climate in the classroom • having high expectations of what pupils
can achieve • lesson clarity • effective time management • strong lesson structuring • the use of a variety of teaching methods • using and incorporating pupils’ ideas • using appropriate and varied questioning
[David Reynolds]
High reliability organisationsdefine a limited range of goals upon which total success is insisted
train extensively
have formalised, logical decision-making processes
only do initiatives which overcome flaws and generate transformations
pay considerable attention to the evaluation of performance
are alert to lapses
take a stand on the detail
are highly co-ordinated and inter-dependent
are data rich and continuously monitor their work to improve the quality of their decision making
Apply to learning, not to management
What more can we do?
Intervene promptly when things go wrong for individualsGet to know the individuals concerned - personalise thingsEnable more flexible operation of schoolsLearn from other services’ successful cross-agency workingProvide more OSCAL, more FE outreachListen to the learners’ voicesGive a voice to those who don’t have one
…?
HM Inspectorate of Education
STARS analysis
StrengthsThreatsAlliesRadicalsSuccesses
Motivation/ ambition/commitment
Open to new thinking
Positive attitude/well-being/resilience
Values/beliefs/respect
A flexible, local, curriculum so that young people become
• successful learners• confident individuals• effective contributors• responsible citizens.
Vision statement for children
So that young people are:•safe•nurtured•healthy•successful in achieving•active•respected and responsible•included
Ways of Achieving Excellence
- a point of inflexion
Self-evaluation Support with challenge Appreciative Inquiry Visioning
Only those who will risk going too far can possibly find out how far one can go
T S Eliot