WIRRAL Inclusion Development Programme

Example Support Documents

North West Regional Hub of Effective Practice in SEN/LDD (www.nwlahub.co.uk) Go to IDP then view ‘useful documents’ ( See PDF attachment – Wirral IDP example Support Documents):

• Getting started on the IDP flow |Whole school based-Leicestershire)

• Staff self-evaluation for SLCN & Dyslexia (Staff based- Northamptonshire)

• Staffordshire IDP Toolkit (Whole school and Staff based- Staffordshire)

• School IDP Action plan (School based/Leicestershire)

• Parent/Carer Questionnaire (Whole school based/Leicestershire))

• Pupil Questionnaire-Dyslexia (Whole school/Leicestershire)

• Pupil Questionnaire-SLCN (Whole school/Leicestershire)

• Cambridge IDP Impact Measures Draft December 2008 (Whole school/LA – Cambridge)

Leicestershire Children and Young People’s Service

Staff Self – Evaluation Dyslexia and/or SLCN

School self evaluation

Identification Current Priorities

Network with local schools

Staff Confidence

Analyse Staff Self – Evaluations

Common areas of strength/ weakness across staff, departments/KS Does one area SLCN/Dyslexia stand out?

Decide on SLCN and/or Dyslexia Focus

Use LA staff self-evaluations

Who is best placed to do this? CPD coordinator/ SENCO

Getting Started on the IDP

Look at Unit aims and decide which need focusing on

Which staff/KS/ department needs to focus on which Units?

Approaches to delivery

How will we ‘launch’ the IDP? How can we use the co-coaching model? Decide on co-coaching partners

Where and how can we share existing good practice? Do we require support from specialist services? Can we network with other schools?

Time required How/when can staff have time to work on the IDP Units?

Monitoring Outcomes of IDP

What existing school structures and time could be used?

Repeat staff self evaluation Lesson Obs. Data Planning Questionnaires

Monitor through existing school structures

Recent CPD

INITIAL CONSIDERATIONS

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Tool-kit to support schools in exploring, reflecting upon and

delivering the Inclusion Development Programme

Tool-kit to support schools in exploring, reflecting upon and delivering the Inclusion Development Programme Staffordshire County Council Children and Lifelong Learning, Schools Improvement Division: Special Educational Needs Adviser team Contents

• A brief overview of the IDP (p3-4) • A page by page index of the IDP website with hyperlinks to facilitate rapid

location of specific areas within the website. (p5-18) • Paper based self-evaluation audits for dyslexia and SLCN to promote whole

staff or departments review. (p19-22) • Reflection sheets –questions to prompt schools into identifying their need to

engage with the IDP. (p23-25) • Prioritisation sheet. A single sheet that schools can use in conjunction with the

website index to identify areas that are of the highest importance for them. (p26)

This pack has been devised to support schools in identifying how the IDP can be employed to support their school development /improvement plans. Contact details Carol Smart SEN Adviser carol.smart@staffordshire.gov.uk

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The Inclusion Development Programme The National Strategies are responsible for taking forward the commitment made in the DfES publication Removing Barriers to Achievement, by providing continuing professional development (CPD) to all mainstream practitioners, to increase their confidence and expertise in meeting high incidence SEN in schools. This commitment has resulted in the development of the Inclusion Development Programme (IDP) - a four year training programme. In the first year, the focus is being placed on identifying and addressing barriers to learning for pupils with dyslexia and also for those with speech, language and communication needs (SLCN.) Next year it is intended that the IDP will target the needs of pupils with autistic spectrum disorder. It is planned that this will be followed by CPD on supporting pupils with behavioural, emotional and social difficulties and then those with moderate learning difficulties. The main difference about the IDP to other National Strategy interventions and resources, is the expectation that all school practitioners in mainstream settings, undertake and complete it. It is however, not statutory. The programme is accessed through e-learning and the intention is that it is a process driven by headteachers and leadership teams. Primary and secondary IDP resources have been made available on a DVD and on the IDP website (both contain broadly the same information) The IDP website is located on the Standards website or through the link provided at http://preview.tinyurl.com/4lruxm The DVD contains all the information available via the website e.g. secondary and primary resources, video exemplifications, a glossary, library of resources, links to previous National Strategies resources associate with school improvement, as well as a range of materials published to support dyslexia and SLCN. The process begins with self evaluation audits http://preview.tinyurl.com/5meewh that all staff are encouraged to complete in order to baseline confidence and competence in addressing the needs of pupils with dyslexia and also speech, language and communication needs. The audit uses the National Strategies four levels of judgements; focusing; developing; enhancing and establishing. The audits require evidence to be identified in nine categories to justify judgements made. The accompanying publication suggests that; “Ideally, the self evaluation will be carried out as a whole school activity where staff jointly consolidate what they consider to be good evidence and establish key opportunities for collecting this.” When the audit has been completed, the headteacher and leadership team are encouraged to gather this data to develop an IDP action plan that identifies action needed to increase and evidence staff learning. It is expected that the action plan should span one-two terms

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An overview of the IDP website: 1) Introduction http://preview.tinyurl.com/67ptod 2) Guidance for headteachers and leadership teams:

• Primary http://preview.tinyurl.com/6nr6oz • Secondary http://preview.tinyurl.com/47au6f

Dyslexia: 1) What are specific learning difficulties? http://preview.tinyurl.com/4nbx7r 2) What is dyslexia? http://preview.tinyurl.com/6cxzu6 3) The barriers to learning for pupils with dyslexia. http://preview.tinyurl.com/63nz5h 4) Identification of pupils on the dyslexia continuum:

• Primary http://preview.tinyurl.com/64nork • Secondary http://preview.tinyurl.com/565u3n

5) Making adjustments to include pupils with dyslexia. http://preview.tinyurl.com/47m4u5 6) Strategies and resources for recording and understanding knowledge. http://preview.tinyurl.com/4rn756 7) The dyslexia inclusive school:

• Primary http://preview.tinyurl.com/598mn5 • Secondary http://preview.tinyurl.com/66bln5

8) Implications for planning: dyslexia: • Primary http://preview.tinyurl.com/5sny87 • Secondary http://preview.tinyurl.com/6p7per

SLCN 1) Overview of SLCN. http://preview.tinyurl.com/55g2nl 2) What is a SLCN http://preview.tinyurl.com/6lykj5 3) The barriers to learning for pupils with SLCN. http://preview.tinyurl.com/5ke8oy 4) Identification of pupils with SLCN:

• Primary http://preview.tinyurl.com/6qwhj4 • Secondary http://preview.tinyurl.com/5wvlmp

5) Making adjustments to include pupils with SLCN. http://preview.tinyurl.com/4syyx6 6) Strategies and resources to enhance pupils’ expression, demonstration and recording of understanding and knowledge. http://preview.tinyurl.com/5mofgm 7) The communication inclusive school. http://preview.tinyurl.com/5ez93n 8) Implications for planning: SLCN:

• Primary http://preview.tinyurl.com/3t4var • Secondary http://preview.tinyurl.com/3mvdpa

Further details *A separate IDP resource to support Early Years and Foundation Stage is also available.

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The IDP website –page by page http://www.standards.dcsf.gov.uk/primary/features/inclusion/sen/idp or through the link at http://preview.tinyurl.com/4lruxm 1) Headteachers and leadership teams 1:1 Introduction 1:2 Primary and Secondary IDP elearning resource 1:3 Self-evaluation 1:4 Guidance for headteachers and leadership teams 1:5 Tab for information 1:6 The primary section 1:7 The secondary section 2) Dyslexia 2:1 Background 2:2 Barriers 2:3 What is dyslexia? 2:4 The barriers to learning for pupils with dyslexia – discussion sheet 2:5 Overcoming barriers – identification of learners with dyslexia 2:6 Making adjustments to include pupils with dyslexia 2:7 Prior knowledge discussion sheet (writing) 2:8 Strategies and resources for recording understanding and knowledge 2:9 The dyslexia inclusive school: 2:10 Primary Unit 2:11 Secondary Unit 2:12 Implications for planning: dyslexia: 2:13 Primary Unit 2:14 Secondary Unit 2:15 CPD Implications for planning: dyslexia 3) Speech, language, communication needs. 3:1 Prior knowledge discussion sheet 3:2 Overview of SLCN 3:3 Barriers - What is SLCN? 3:4 Overcoming barriers - Identification of pupils with SLCN: 3:5 Primary Unit 3:6 Secondary Unit 3:7 Making adjustments to include pupils with SLCN – prior learning sheet 3:8 Making adjustments to include pupils with SLCN 3:9 Strategies and resources to enhance pupils' expression, demonstration and recording of understanding and knowledge 3:10 The communication inclusive school 3:11 Implications for planning: SLCN: 3:12 The Primary Unit 3:13 The Secondary Unit 3:14 CPD tab Speech Language and Communication Framework 4) CPD resources listed throughout the programme 5) Other inclusions

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1 Headteachers and Leadership teams 1:1 Introduction http://preview.tinyurl.com/67ptod This section aims at supporting schools to identify where they are in respect to addressing the barriers for pupils with dyslexia and/or SLCN and to take action to improve outcomes. What is the Inclusion Development Programme (IDP) A four-year programme of continuing professional development (CPD). This is designed to increase the confidence and expertise of mainstream practitioners in meeting high incidence of SEN in mainstream settings and schools. The aim of the programme is to support schools and Early Years settings through web-based materials, which will include:

• teaching and learning resources • training materials • guidance on effective classroom strategies • models of good practice for multi-disciplinary teams • information about sources of more specialist advice.

During the first year of the IDP, the focus will be on dyslexia and speech, language and communication needs. Throughout the remaining three years of the programme, the focus will be on autistic spectrum disorders (ASDs), behavioural, emotional and social difficulties (BESD) and moderate learning difficulties (MLD). This page allows access to the following resources: Primary and Secondary Inclusion Development Programme.

• Primary and Secondary Inclusion Development Programme elearning resource. (web-based)

• The booklet Inclusion Development Programme Primary/Secondary. (downloadable)

EYFS Inclusion Development Programme • Access the Early Years Foundation Stage Inclusion Development Programme

(EYFS IDP) e-learning resource. (web-based) • The booklet Inclusion Development Programme Supporting children with

speech, language and communication needs: Guidance for practitioners in the Early Years Foundation Stage. (downloadable)

1:2 Primary and Secondary IDP elearning resource: http://preview.tinyurl.com/5kqwnu Welcome to the Inclusion Development Programme (IDP). This programme aims to support you to increase skills and knowledge in removing barriers to achievement for pupils with dyslexia or Speech, Language and Communication Needs (SLCN). This is not a linear course. It is designed to be used flexibly to take account of the range of skills and knowledge that individuals will bring to the programme. Headteachers may use the Guidance for headteachers and leadership teams to gain an understanding of how this work fits within the school improvement cycle. Before you start you should use the self-evaluation for both dyslexia and SLCN to establish current levels of skills and understanding in your school. This baseline information could be gathered centrally and the school could then develop an IDP action plan which could span one–two terms. The self-evaluation tools could then be revisited to establish how far your school has developed in these areas

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1:3 Clicking on Self-evaluation http://preview.tinyurl.com/5meewh allows you to access an electronic self-evaluation audit. This has two sections SLCN and dyslexia. Both are similar. It is intended that staff select each area, read the statement and complete the evidence

column independently or collaboratively. It requires deciding whether practice meets the judgements of focusing, developing, establishing and enhancing and then entering evidence to support this judgement. The SEN SID team has produced checklists to facilitate the evidence location – if you wish you can use these in preference to the electronic version. 1:4 Guidance for headteachers and leadership teams http://preview.tinyurl.com/3j8jnx This takes you to a content list of guidance:

• self-evaluation • action planning • ensuring quality first teaching for all pupils, Three waves of support: dyslexia

and SLCN (a short PP presentation) • securing progress for pupils with dyslexia or SLCN

This guide contains: • school improvement cycle • professional development meetings (PDMs) • support materials on effective use of data • support materials on effective continuous professional development (CPD)

This guide will help you to: • work collaboratively towards making a fundamental change to your school's

approach to provision for pupils with SLCN and dyslexia. For further information go to www.curee-paccts.com/index.jsp (useful research website)

1:5 Tab for information http://preview.tinyurl.com/5kqwnu Pink tabs – top of page. The first one is information. Click on this and then select “primary” or “secondary”. 1:6 The Primary section http://preview.tinyurl.com/6nr6oz (13 pages) and includes: P1 Inclusive teaching for pupils with dyslexia and SLCN, (9 slide PP on the NC inclusion

statement.) P2 The cycle for school improvement. P3 How well are we doing? Briefing papers on Effective use of data and Monitoring and

tracking of pupil progress. P4 Links to DCSF publication Leading on Interventions - also includes a PP presentation

on EAL and SEN. P5 How well should we be doing? Links to Leading on Interventions. P6 What more can we aim to achieve? Links to Leading on Interventions and case

studies of pupils with LDD/SEN www.qca.org.uk/qca_8540.aspx. P7 What must we do to make it happen? Includes:

• Links to self-evaluation documents to assist in drawing up an IDP action plan. • A document Key elements of CPD. (1 page) • A paper entitled Transferring learning and taking innovation to scale (Link

broken) • A presentation What does effective coaching involve? (9 slide PP) • Further links on coaching from www.standards.dcsf.gov.uk/clld/ and to

Excellence and enjoyment: learning and teaching in the primary years. P8 For routes to higher-level professional qualifications includes:

• Dyslexia: pathways into training (4 pages relating to further training for staff.)

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• SLCN: pathways into further training and advice (9 pages of contacts to support pupils with SLCN.)

• Personalisation and quality first teaching (10 slide PP on personalised learning.) • Assessment for Learning for dyslexic learners and pupils with SLCN (8 slide PP

on AfL for pupils – no mention of dyslexia or SLCN though.) • Agenda for PDM: PDM: Creating an inclusive classroom learning environment

with a particular focus on pupils with dyslexia/SLCN (16 page unit on creating a teaching environment to reduce barriers to success for pupils with LDD/SEN)

P9 Lists many more resources - mostly previously issued DCSF publications: • Learning and teaching for dyslexic children. • Learning and teaching for children with SEN in the primary ye. • Social and emotional aspects of learning. • Excellence and enjoyment: learning and teaching in the primary years: planning

and assessment for learning: designing opportunities for learning. • Pedagogy and personalisation. • 2020 Vision: report of the teaching and learning in 2020 review group. • Effective teaching and learning: evidence informed principles to guide policy and

practice. P10 Brief statement on the advantages of Provision Mapping/Management on supporting

pupils on the SEN register at SA. P11 Identification on what a Provision Mapping system should do. P12 Statements on the deployment of TAs and on Pupil Tracking. P13 Links to additional resources:

• Part 1 of Maximising progress: ensuring the attainment of pupils with SEN. • Leading on intervention particularly the sections on teaching assistants and

parents/carers. • For further guidance in provision mapping see: Special educational needs and

school improvement: practical strategies for raising standards. Jean Gross and Angela White.

• The effective management of teaching assistants to improve standards in literacy and mathematics.

• A short school self-evaluation document Evaluating features of effective monitoring and tracking which provides prompts for reflection on the current school processes for pupil tracking.

• A PDM: Agenda for PDM for interpreting and evaluating progress and setting targets for pupils with SEN.

• The primary framework www.standards.dcsf.gov.uk/primaryframeworks/ provides examples of tracking tools to record individual progress.

• QCA provides some useful examples of progress for pupils with learning difficulties working below level 3 www.qca.org.uk/qca_8540.aspx

1:7 The Secondary section http://preview.tinyurl.com/47au6f (23 pages) includes: P1 Inclusive teaching for pupils with dyslexia and SLCN, (9 slide PP on the NC inclusion

statement.) P2 Cycle of Improvement - focused on leadership and management. P3 How well are we doing? - review current provision and practices – analyse data –

compare performances - evaluate impact of interventions. P4 Collecting evidence.

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P5 What more could we do? Briefing papers on Effective use of data and Monitoring and tracking of pupil progress, plus links to Maximising progress: ensuring the

attainment of pupils with SEN (DfES), examples of progress for pupils with learning difficulties on www.nc.uk.net/ld/ and a PP presentation on EAL and SEN

P6 Planning progress – links include: • Maximising progress: ensuring the attainment of pupils with SEN. • Self-evaluation documents to create a baseline of existing knowledge and skills

in dyslexia and SLCN to assist in drawing up an IDP action plan. • Key elements of effective CPD. (1 page) • Transferring learning and taking innovation to scale. (link broken)

P7 Planning progress: • What does effective coaching involve? (9 slide PP) • View the Coaching in Secondary Schools DVD-ROM • Further information on coaching go to www.standards.dfes.gov.uk/clld

For routes to higher-level professional qualifications: • Dyslexia: pathways into training (4 pages that identify what to look for in

accessing further training for staff.) • SLCN: pathways into further training and advice (9 pages of contacts to support

awareness of the needs of pupils with SLCN.) P8 Planning progress:

• A PDM. Creating an inclusive classroom learning environment with a particular focus on pupils with dyslexia/SLCN. (16 page unit on creating a teaching environment to reduce barriers to success for pupils with LDD/SEN)

• Monitoring pupils' progress in English at Key Stage 3 (Links to Standards website.)

• Examples of progress for pupils with learning difficulties working below level 3. at www.nc.uk.net/ld

• Case studies Teaching and learning: target setting for pupils working well below the level of other pupils from Effective leadership: ensuring the progress of pupils with SEN and/or disabilities.

P9 More links to information: • 2020 Vision: Report of Teaching and Learning in 2020 Review Group Pedagogy

and personalisation. • Effective teaching and Learning: evidence informed principles to guide policy

and practice P10 -11 Statements on how to plan and agree improvements needed. P12 Statement on implementing improvements. P13 Provision Mapping and Provision Management. P14 Deployment of TAs. P15 Statement on providing support to colleagues to embed improvements and ensuring

that support is being evaluated. P16 Statement regarding the involvement of Middle leaders in LDD/SEN. P17 Links to section from the following resources:

• Leading on intervention • Maximising progress: ensuring the attainment of pupils with SEN • Effective leadership: ensuring the progress of pupils with SEN and/or disabilities

P18 Effective leadership: Ensuring the progress of pupils with SEN and/or disabilities contains the following case studies: • Deployment of teaching assistants.

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• Effective relationships with external agencies.

• Provision Mapping P19 Statement on monitoring the effectiveness of action taken. P20 Brief advice on looking at processes to ensure they are in place. P21 5 ideas for senior leaders to improve monitoring and evaluating. P22 3 ideas for middle managers to improve monitoring and evaluating. P23 Final links:

• 'Target getting' from Maximising progress: ensuring the attainment of pupils with SEN

• A self-evaluation document from Evaluating features of effective monitoring and tracking.

• Effective strategies for day-to-day assessment. • Case study Making information available to parents and carers to improve

home/school communication in Effective leadership: ensuring the progress of pupils with SEN and/or disabilities.

2) Dyslexia 2:1 Background http://preview.tinyurl.com/4loqja What are Specific Learning Difficulties (SpLDs) A one page activity aimed at identifying prior learning on SpLD. This then prompts you to click on Information which links to a 3 page unit called What are Specific Learning Difficulties? http://preview.tinyurl.com/4nbx7r P1 Introduction P2 What are SpLDs - Crystal model of Spld. P3 Understanding dyslexia –This describes Splds but not dyslexia.

2:2 Barriers This is a single page click and drop activity – the accuracy of statements will stimulate debate. From this click on information. http://preview.tinyurl.com/5dqt2t 2:3 This leads to a 15 page unit called What is dyslexia? http://preview.tinyurl.com/6cxzu6 P1 Brief introduction to the unit and recommended background reading

• What is dyslexia? (3 page outline of dyslexia) • Understanding dyslexia – information processing skills (3 pages) • Understanding dyslexia – specific learning difficulties (3 page on SpLDs)

P2 Meaning of the word dyslexia. P3 Brief information on what dyslexia. P6 Brief information on perception and processing. P7 A self-assessment auditory memory game. P8 As above but with reversed digits. P9 Memory game but with added distraction. P10 Feedback on the barriers to learning resulting from poor memory. P11 Brief explanation of other obstacles to learning. P12 A single sheet to framework discussion relating information to the school situation. P13 Classroom difficulties related to dyslexia. Links to 3 exercises. P14 Identifies the strengths that some pupils with dyslexia may have. P15 Suggests strategies that can promote learning. 2:4 The barriers to learning for people with dyslexia http://preview.tinyurl.com/63nz5h

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Single page activity to framework discussion regarding learning characteristics of those with dyslexia.

2:5 Overcoming barriers http://preview.tinyurl.com/49gczd Identification of pupils on the dyslexia continuum Activating prior knowledge single sheet activity to framework discussion on indicators of dyslexia. Making adjustments to include learners with dyslexia This includes reference and links to:

• Assessing pupil progress - no electronic information provided • Assessment for learning for dyslexic learners and pupils with SLCN PP • Personalisation PP • Tightly focused learning goals – no electronic information provided • Monitoring and tracking of progress – a short workshop on a Professional

Development Meeting (PDM) that mainly identifies how to use RAISE online to assist with tracking pupil progress.

• Effective interventions – this is a link to the PP Three waves of support: dyslexia and SLCN

At the end of the unit you click on the tab information – this takes you to the unit called 2:6 Making adjustments for pupils with dyslexia. http://preview.tinyurl.com/47m4u5 This aims to increase awareness of adjustments that could be made to strengthen learning, teaching and access for pupils with dyslexia. It is an 18 page section, with most pages a mix of short video clips, plus single discussion sheet. P2-8 Multi-sensory teaching – visual, auditory and kinaesthetic learning. P9-10 Linking information to prior learning P11 Alternative strategies and media to promote reading. P12-14 Making learning explicit – learning to learn/metacognition. P15 Chunking information to reduce impact of short term memory deficits. P16 Overlearning. P17 Organisation. P18 Making adjustments to planning. 2:7 Strategies and resources for recording understanding and knowledge http://preview.tinyurl.com/43z9gm This takes you to a single activating prior knowledge sheet that can be used to facilitate discussion about the skills required for writing. This then links to Information - a 29 page unit 2:8 Strategies and resources for recording understanding and knowledge http://preview.tinyurl.com/4rn756 that is aimed at increasing understanding of strategies that can be implemented to support the recording skills of pupils with dyslexia and includes: P1 Introduction to the 3 sections Creating and shaping texts; spelling, punctuation and

grammar; Handwriting. P2 The purpose of writing. P3 Objectives for reading and writing from Primary Strategy Framework P4 1 page discussion sheet to identify problems in writing experienced by those with

dyslexia. P 5 Common problems. Reference to Learning and Teaching for Dyslexic Children DfES P6 3 page guidance on strategies to improve notetaking skills. P7 1 page discussion sheet to identify good practice within the classroom re recording. P8 Strategies and a video clip on increasing knowledge of key words. P9 Stragegies and a video clip to support organisation of writing.

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P10 Frameworks that include KWL and QUAD grids to framework writing.

P11 The challenges of creative writing. P12 Using a story hat to scaffold creative writing. P13 Simple Writing Scaffold Worksheets. P14 Spelling punctuation and grammar –referring to Primary Strategy Framework. P15 Reference to the MOSS approach. P16 Supporting spelling. P17 Multi-sensory approaches to spelling. P18 Multi sensory audit. P19 MOSS – overlearning and reference to Including all children in the literacy hour and

daily mathematics lesson (DfES). P20 MOSS – structured and sequential + link to Learning and teaching for dyslexic

children (DfES) and to a syllable division/suffixing information sheet. P21 Handwriting introduction. P22 Handwriting and presentation – considering objectives from the Primary Strategy

Framework. P23 Problems experienced in writing. P24 Addressing barriers to writing supported by video clip plus link to ICT to support

dyslexic learners. P25 Writing with non-dominant hand. P26 Promoting the use of cursive script. P27 ICT and literacy – link to ICT applications in literacy and a free typing resource. P28 ICT and Voice Recognition Technology. Links to two documents: Using ICT to

support dyslexic pupils and Dyslexia friendly schools: ICT to support dyslexic pupils. P29 Summary 2:9 The dyslexic inclusive school http://preview.tinyurl.com/5f25jq A single sheet to activate prior learning on features you would expect to see in a dyslexic inclusive school. From here to Information – select primary or secondary setting. 2:10 Primary unit (8 pages) http://preview.tinyurl.com/598mn5 P1 Introduction to Dyslexia Inclusive School. P2 Questions to consider. P3 Elements of a DIS. P4 9 examples of evidence of a DIS linked to examples. P5 Activity sheet to compare provision with examples given, plus 6 page feedback from

dyslexic pupils on their perceptions of support required. P6 The role of TAs. P7 PAC – the Preparation, Action, Collaboration triangle. P8 Working with additional adults in the classroom – link to 2 page table. 2:11 Secondary unit (8 pages) http://preview.tinyurl.com/66bln5 P1 Introduction to a Dyslexia Inclusive School. P2 Questions to consider. P3 Elements of a DIS + link to 6 page feedback from dyslexic pupils on their perceptions

of support required. P4 9 examples of evidence of a DIS linked to examples. P5 Activity sheet to compare your provision with examples given plus 6 page feedback

from dyslexic pupils on their perceptions of support required.

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P6 The role of TAs.

P7 PAC – the Preparation, Action, Collaboration triangle. P8 Working with additional adults in the classroom – link to 2 page table. 2:12 Implications for planning: dyslexia http://preview.tinyurl.com/54tymb A single sheet to activate prior learning on adjustments made to planning to accommodate pupils with dyslexia. This links to Information, select primary or secondary setting. 2:13 Primary Unit (11 pages) http://preview.tinyurl.com/5sny87 P1 Introduction. P2 Mind Map on dyslexia. P3 Difficulties associated with dyslexia. P4 Recognising pupil strengths. P5 Emotional and behavioural difficulties. P6 Skills that pupils with dyslexia may bring to learning. P7 The importance of using pupil strengths and interests. P8 Activity sheet to support discussion of response to pupils’ behaviours. P9 Supporting memory and motivation. Links to motivation destroyers. P10 Supporting motivation and self esteem. P11 Activity sheet to discuss adjustments required plus six charts to support the teaching

of pupils with dyslexia in subject areas. 2:14 Secondary Unit (14 pages) http://preview.tinyurl.com/6p7per P1-2 Introduction. P3 Mind Map on dyslexia. P4 Ways forward with dyslexic pupils. P5 Differentiation. P6 Setting suitably challenging tasks. P7 Different outcome, support and links to Becta information on What the research says

about ICT supporting special educational needs (SEN) and inclusion. P8 Behaviour, motivation and self esteem. P9 Difficulties associated with dyslexia. P10 Activity sheet to support discussion of response to pupils’ behaviours. P11 Supporting memory and motivation. Links to motivation destroyers. P12 Supporting motivation and self esteem plus links to Annotating your Planning activity

sheet. P13 Six charts to support the teaching of pupils with dyslexia in subject areas. P14 References to useful books. 2:15 CPD tab: Implications for planning: dyslexia http://preview.tinyurl.com/3f8n7g 1 pg reference to AfL and Making great progress: schools with outstanding success

at KS2 doc

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3) Speech, language and communication needs 3:1 This is a one page activating your prior learning sheet that asks questions regarding incidence etc of SLCN. http://preview.tinyurl.com/6lk9np 3:2 Overview of SLCN http://preview.tinyurl.com/55g2nl This aims to increase understanding of the nature and extent of pupils affected by SLCN and how this can impact on behaviour, motivation and learning. P1 Introduction to the unit. P2 Identifying prevalence of SLCN. P3 1 page activity sheet to framework discussion regarding characteristics of a child with

SLCN. P4 Profiling pupils with SLCN. P5 Identifying SLCN plus a one page sheet Evidence on the impact of speech, language

and communication needs. P6 Ways forward for pupils with SLCN. P7 Activity sheet to discuss how specialist advice is utilised in pupil support plus

information on the Waves of Support. P8 Multiple choice activity sheet based on implementing specialist advice. P9 Activity sheet frameworking discussion on adapting planning. P10 Electronic sheet similar to P8 – be warned, it takes some time to load up. P11 Conclusions. 3:3 Barriers - What is SLCN? http://preview.tinyurl.com/6lykj5 Single page click and drop electronic activity that matches statements and leads to a 22 page unit called What is SLCN? P1 The aim of the unit. P2 Introduction. P3 Definition of SLCN. P4 Ranges of need. P5 Waves of support. P6 Key facts and incidence. P7 Linking P 6 to classroom experience through 1 page activity sheet. P8 Relating information to whole school practices – 1 page activity sheet. P9 The impact of SLCN. P10 Components of SLCN and a discussion activity to identify skills needed. P11 Requirements for clear speech. P12 Speech difficulties within your class. P13 Expressive language. P14 Expressive Language problems in your class discussion sheet. P15 Language understanding. P16 Pupils with understanding language problems in your class discussion sheet. P17 Requirements for the development of social and functional language. P18 Pupils with social and functional language difficulties in your class discussion sheet. P19 The overlapping of speech communication and language needs. P20 A click/drop activity to assess knowledge of SLCN. P21-22 Summary of key points. In addition, this section includes tabs at the top:

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• CPD – provides brief information on CPD and SLCN + a linking sheet with additional info.

• Activities – lists the activities in the unit included above. • Resources – includes the resources used to framework the units.

The barriers to learning experienced by pupils with SLCN – Single page activity to framework discussion on responses to pupils with SLCN. 3:4 Overcoming barriers Identification of pupils with SLCN – a click/drop activity to identify 4 aspects of SLCN. Then it refers you to Information and to Identification of pupils with SLCN (primary or secondary) http://preview.tinyurl.com/6rvzca 3:5 Primary unit (7 pages) aims to increase knowledge about identifying pupils with receptive, expressive speech, and social and communication needs. P1-2 Introduction. P3 Activity sheet to support discussion relating to identification of pupils with SLCN using

the provided framework. P4 The Primary SLCN pupil profile is provided to use as a checklist to identify pupils with

SLCN along with four case studies. P5 An activity sheet to framework discussion on differing speech and language needs. P6 The importance of referral to specialist and link to TalkingPoint. P7 Summary. 3:6 Secondary Unit (7 pages) http://preview.tinyurl.com/5wvlmp P1-2 Introduction. P3 Activity sheet to support discussion regarding the identification of pupils with SLCN:

secondary using the provided framework. P4 The Secondary SLCN pupil profile is provided to use as a checklist to identify pupils

with SLCN along with four case studies. P5 An activity sheet to framework discussion on differing speech and language needs. P6 The importance of referral to specialist and link to TalkingPoint. P7 Summary. 3:7 Making adjustments to include pupils with SLCN http://preview.tinyurl.com/5vlqf6 Activating prior learning – 1 page sheet to support discussion on how actions can impact on pupils with SCLN. This then refers to Information and then to a 12 page unit 3:8 Making adjustments to include pupils with SLCN. http://preview.tinyurl.com/4syyx6 This includes: P1 Introduction. P2 Principles of working with pupils with SLCN + collaboration. P3 Service model for support. P4 Adapting the environment. P5 Adapting teaching approaches. P6 Supporting underlying language and learning skills + metalinguistic awareness and

self monitoring. This page has a link to the Talking Point website to identify SaLT services locally.

P7 Adult talk.

15

P8 12 strategies for making language easier to understand supported by definition plus either a short video or picture.

P9 Putting it into practice – reflecting on your own talk. The page includes links to a checklist for identifying characteristics of adult talk plus access to teacher checklist for SLCN. (primary and secondary.)

P10 Adapting the environment – encourages reflection on practice – downloadable proforma for considering adaptations to the environment and primary/secondary cases studies for: • Social and functional use of language. • Expressive language difficulties. • Speech difficulties. • Understanding

P11 An adjustment table to be completed. P12 A summary of the key points in the unit. 3:9 Strategies and resources to enhance pupils' expression, demonstration and recording of understanding and knowledge http://preview.tinyurl.com/5mofgm P1 Evidence of learning - This then refers you to information that takes you to a 14 page

unit that aims to increase staff knowledge of understanding and responding to the difficulties pupils may have in recording their understanding.

P2 Vocabulary. P3 Creating word wheels – this page includes a blank template for a word wheel. P4 Physical demonstration or role play - short video demonstrating hot seating. P5 Taking information from P4 and using it to reflect on own practice. P6 Writing frames or oral support for written and verbal expression – accompanied by

short video. P7 1 sheet to support demonstration of knowledge of visual strategies in own practice. P8 Concept maps. P9 Self-monitoring metalinguistic skills. The page has links to the TalkingMats website

and the Strengths and Difficulties questionnaire website. P10 Other strategies that may be useful. Page also include links to 3 commercial

websites plus downloadable primary and secondary resource/book lists. P11 Mathematics recording. P12/13 Key points from above unit. P14 1 page sheet to support self identification of action that could be taken to support

pupils who have difficulties in their recording. 3:10 The communication inclusive school http://preview.tinyurl.com/5vlqf6 Activating prior learning. This is a one page activity sheet that frameworks discussion about strategies to support pupils with SLCN. This then refers onto Information and then to the Making Adjustments Unit above http://preview.tinyurl.com/4syyx6 3:11 Implications for planning: SLCN http://preview.tinyurl.com/6xldhf Activating prior learning. An online questionnaire – very large document so takes some time to load up and aims to assess knowledge. This then prompts you to click on Information and this offers primary or secondary units.

16

3:12 The Primary Unit http://preview.tinyurl.com/3t4var is 12 pages and includes: P1 Introduction. P2 General principles and refers to Speaking, listening, learning: working with children in

Key Stages 1 and 2 (DfES.) P3 The importance of planning. P4 Collaborative working. P5 Principles of planning at class and individual level supported with video clip. P6 Barriers and implications for planning chart. P7 Online audit of strategies in place – another huge document which is slow to load up. P8 Considering barriers -refers to core learning in literacy strand. P9 Overcoming barriers – four cases studies provided plus exemplar of planning to

support a child. P10 Differentiation. P11 Differentiation by task, outcome and support. P12 Summary activity to establish learning. 3:13 The Secondary Unit (11 pages) http://preview.tinyurl.com/3mvdpa P1 Introduction. P2 General principles. P3 The importance of planning. P4 Collaborative working. P5 Principles of planning at class and individual level. P6 Activity sheet looking at different aspects of SCLN supported by a prompt chart that

identifies possible barriers. P7 Chart that identifies possible barriers in subject areas support by case studies. P8 Differentiation. P9 Differentiation by task, outcome and support. P10 Planning linked to subject areas to identify barriers and adjustments. Strategies and

responses identified in 6 subjects. P11 Summary activity to establish learning. 3:14 CPD tab http://preview.tinyurl.com/43cawb Provides access to a whole school communication inclusion plan and identifies how further CPD in SLCN can be obtained through the recently developed Speech, Language and Communication Framework (SLCF), an online tool to help support CPD in the area of SLCN. 4 Resources - Links to resources referred to throughout the CPD: http://preview.tinyurl.com/5479ye Three waves of support: dyslexia and SLCN.

• Inclusive teaching for pupils with dyslexia and SLCN. • Effective use of data. • Agenda for PDM for interpreting and evaluating progress and setting targets for

pupils with SEN. • EAL and SEN. • Staff self-evaluation: the achievement of pupils with dyslexia. • Staff self-evaluation: the achievement of pupils with SLCN. • Key elements of effective CPD.

17

• What does effective coaching involve?

18

• Dyslexia: pathways into training. • SLCN pathways into further training and advice. • Personalisation and quality first teaching. • Maximising progress: ensuring the attainment of pupils with SEN. • Agenda for PDM for interpreting and evaluating progress and setting targets for

pupils with SEN. • Case study: Effective leadership. • Assessment for learning. • Case study: Provision mapping. • Effective strategies for day-to-day assessment. • Case study: Deployment.

5 Other inclusions Help – Links to a number of useful resources http://preview.tinyurl.com/5jknw5 These include

• Search - Search allows you to locate units by looking at keywords and seeing which units are related to each keyword. This can help you find information quickly.

• Library - At the bottom of the page is a link to the library. The library contains all resources used in the programme.

• Profile - On the DVD version of this programme you can create a profile of information based on your activities within the programme. This takes the form of filling in forms, saving them and downloading documents which you can use.

• Logging in - To record information into your profile you first need to log into the DVD. Click on the login link at the top of the screen and enter in a unique name to identify yourself. Now anything you save will be stored in your profile.

• Filling in forms - On the DVD version of this programme you will find activities where you can record your thoughts and understanding by typing into forms. These forms allow you to save your information and recall it at later times.

• On the website version you will find downloadable documents which you can save to your computer and then type into to record your information.

• Bookmarks -The Bookmark icon allows a user to save references to pages and then easily return to those pages. Bookmarks are available on the DVD only. You can use the bookmark feature of your web browser if you are viewing this programme online.

• Glossary -You can access the Glossary in two ways: by either selecting the Glossary icon or by selecting words in the content. This will provide you with a definition within the context of the IDP.

IDP – self evaluation checklist for dyslexia

19

Statement The practitioners in this school have knowledge and understanding of what dyslexia is and are aware of the implications for learning. We take action to ensure pupil progress.

We have evidence that school practitioners ....

Have an understanding of the difficulties associated with dyslexia.

a

Provide pupils with dyslexia with differentiated materials so they can access learning.

a

Refer to the list provided by the SENCo that identifies pupils within the class that have dyslexia/literacy problems.

b

Focusing (a + b) • I am aware that pupils with dyslexia will have difficulties

with literacy and I sometimes produce additional materials which I think will aid their learning.

• I know who these pupils are in my class.

Have processes that identify the pupils with dyslexia in the classroom e.g. marked in register/grouped.

b

a + b from focusing Have termly discussions with the SENCo that are focused on increasing the learning outcomes for pupils with dyslexia.

c Developing (a - c) • I understand that pupils with dyslexia may have difficulties

in learning to read, write and spell. • I know who these pupils are in my class. • I take advice from the SENCo and make the adjustments

that are recommended.

Use suggested strategies to increase learning opportunities for those with dyslexia e.g. provide accessible work sheets, alternative recording formats, adult/peer support provided.

c

Alert the SENCo to pupils with dyslexia difficulties using established school processes.

a

b from focusing c from developing Refer to the BDA good practice checklist to improve pupil outcomes.

d

Have classroom practice that provides adjustments for literacy, recording, memory, discrimination and perception difficulties.

e

Teaching and learning responses have been modified to meet self-disclosed pupil needs. e.g. homework/marking policy.

f

Establishing (a – h) • I have some knowledge and skill in identifying the signs

that might suggest this learning difference. • I know some of the barriers to learning which dyslexic

pupils experience. • I have some knowledge about how to make adjustments

in the classroom to remove barriers to learning for pupils with dyslexia.

• I encourage pupils with dyslexia to discuss barriers to their learning make adjustments to my teaching.

• I monitor these pupils closely to ensure that they are making maximum progress.

• I work closely with colleagues to develop my understanding and improve my practice in removing

Monitor pupils’ targets at least termly and contribute to action to increase progress.

g

barriers to learning for pupils with dyslexia.

Seek and implement advice from colleagues, parents, pupils or other sources, on strategies to impact on pupil success.

h

Inform the SENCo of pupils who are having literacy and learning difficulties that suggests dyslexia.

a

b from focusing b Follow guidelines from the school LDD/SEN policy and Dyslexia Inclusive checklists to alert the SENCo to the need for additional advice and support.

c

Provide evidence through lesson planning, classroom observation, pupil book trails, on the use of reasonable adjustments to reduce barriers for pupils with dyslexia.

d

Collect feedback from pupils with dyslexia that indicates they feel the support they receive is effective.

d

Ensure that pupils who have dyslexia make measurable progress.

e

Indicate reasonable adjustments in their short term planning to meet the needs of pupils with dyslexia.

e

f from focusing f

Ensure reasonable adjustments such as extra time, desk notes, a reader or scribe, use of ICT, are consistently provided.

g

Use pupil feedback in a systematic way to highlight levels of curriculum understanding/gaps in learning.

g

Enhancing (a – h) • I recognise when a pupil has dyslexia and know which

additional adults I need to involve to ensure they get the support they require.

• I know and understand the range of barriers to learning that a pupil with dyslexia will experience.

• I have secure knowledge about what a teacher can do to help to narrow the gaps in attainment and progress.

• I coach other colleagues so that they can develop their practices in this area.

• Reasonable adjustments for pupils with dyslexia are included in the planning and assessment processes in my class

Provide coaching to TAs/NQT to increase their effectiveness in supporting pupils with dyslexia.

h

Comments

20

IDP– self evaluation checklist for SLCN

21

Statement: The practitioners in this school have knowledge and understanding of what an SLCN is and am aware of the implications for learning. We take action to ensure pupil progress.

We have evidence that school practitioners ....

Support verbal instructions with visual prompts and ensure instructions are clear and succinct.

a

Are made aware of pupils with SLCN by the SENCo, who also provides tips to ensure their effective inclusion

b

Focusing • I recognise that pupils with an SLCN may have

difficulties in understanding instructions. (a) • I know who these pupils are in my class. (b) • I sometimes produce additional materials which I think

will aid the learning of pupils with SLCN. (e)

Support pupils with SLCN with strategies that may include seating, adult/peer support, word frames, ICT support, etc

e

a + b from focusing a b

Identify in their classroom practice, strategies suggested by the SENCo for supporting individual pupils with SLCN.

c

Provide evaluated opportunities for pupils with SLCN to practise expressive language skills e.g. discussion,

d

Developing • I know who these pupils are in my class. (b) • I take advice from the SENCO and make the

adjustments that are recommended. (c) • I am aware of the different functions of language and

that pupils with SLCN may have both receptive and expressive language needs. (d)

Monitor adult talk within the classroom to enable understanding for pupils with receptive language challenges.

d

Are aware of the main indicators of SLCN and alert the SENCo to pupils who might need additional support.

a

b from focusing and c from developing. b c

Have processes in place to ensure that temporary/new staff are aware of pupils with SLCN and how to support them.

d

Encourage pupil disclosure regarding the barriers that impacts on effectiveness of reasonable adjustments.

e

Evaluate pupil participation processes to ensure pupils, with SLCN, are equally enabled to be active participants.

f

Monitor pupils with SLCN and take action if they fail to make learning or social success.

g

Establishing • I have some knowledge and skill in identifying the signs

that indicates SLCN (a) • I am aware needs may not be obvious to others. (d) • I have some knowledge about how to make adjustments

to remove barriers to learning for pupils with SLCN. (d, e)

• I encourage pupils with SLCN to discuss barriers to learning and make adjustments to my teaching. (f, e)

• I monitor pupils to ensure they make progress. (g) • I work closely with colleagues to develop my

understanding in this area. (h) Discuss pupils needs with colleagues to ensure a range of

strategies are used to increase success of pupils with SLCN h

Enhancing (a – h) a from establishing a

22

b from focusing b c from developing c Have whole class processes in place to reduce the impact the barriers to learning have on pupils with SLCN, in both learning and social success.

d

Are able to evidence strategies to support pupils with SLCN within their class assessment and planning processes.

e

Are able to identify that pupils with SLCN feel the strategies put in place, support them to enjoy and participate in their learning.

f

Take action to reduce barriers and this has led to increased rate of learning and social progress for pupils with SLCN.

g

Advise TAs/NQTs on the action they can take to assist them to more effectively support pupils with SLCN.

h

• I can recognise when a pupil has SLCN and know who I need to involve to ensure they receive specialist support (a, c, h)

• I know and understand the range of barriers to learning that a pupil with SLCN will experience. (d)

• Pupils with SLCN are included in the planning and assessment processes in my classroom. (e, g)

• Pupils with SLCN enjoy their learning in my class. (f) • I have secure knowledge about action required to

narrow the gaps in attainment and progress. (g) • I coach other colleagues so that they can develop their

practices in this area. (h) • Pupils with SLCN make good progress. (i)

Have evidence that pupils with SLCN make progress that

matches or exceeds that achieved previously. i

Comments

Reflection questions – the more stars that are ticked, the higher priority is for prioritisation in SDP/SIP

23

Areas to consider Yes No Comment Have all staff been audited to identify their skills and confidence in addressing the barriers to success for pupils with SEN?

* This is required in order to successfully undertake statutory duties such as the DES/AP. Audits on staff abilities to address the needs of pupils with dyslexia and/or SLCN available individually (electronically) 1:3 or as a school/dept undertaking.

Have you evidence from observation, book scrutiny etc that teachers are able to ensure the success and participation of pupils with SEN that includes both dyslexia/SLCN?

* Required to support justification of pupils with SEN being adequately supported. Refer to the IDP PP that identifies NC Inclusion Statement http://89.151.115.131/ps/assets/library/sen_idp_ps_incpupdysslcn.ppt.

Do you have evidence that all staff are confident in identifying pupils who have dyslexia?

* If the school has up to date accreditation through quality marks such as Dyslexia Friendly status, that will provide evidence of this. Look at 2:5 for identification of dyslexia

Do you have evidence that all staff are confident in identifying pupils who have SLCN?

* If the school have undertaken whole school training or have achieved a Communication quality mark – these would provide evidence of these. Look at 3:4 for identification of SLCN

Are you confident that all staff are aware of how to monitor the progress of pupils with SEN that includes dyslexia and SLCN?

* DCSF publications such as Maximising progress; ensuring the attainment of all pupils with SEN. Evaluating features of effective monitoring and tracking. IDP website ref Primary 1.6 or Secondary 1.7

Are you confident that all staff are aware of how well pupils with LDD/SEN should be achieving?

* As above plus data provided by LA on local and national average outcomes for pupils with SEN.

Do all staff use AfL effectively to increase the participation and engagement of pupils with LDD/SEN in their learning?

* Formative assessment such as AfLis reported to have a higher impact on successful outcomes for pupils with SEN than summative assessments. .

Is there evidence that staff effectively use strategies to support pupils who present emotional barriers to learning e.g. lack of motivation, persistence, determination?

* Primary 1.6 P 9 Emotional aspects of learning. Evidence of effective use of SEAL and or family SEAL Evidence of impact of pastoral support on outcomes Consistent use of SEBD checklists/ assessments.

Do you have more than 19% of pupils on the LDD/SEN register? (national average)

* The higher the percentage of pupils on the SEN register, the more likely they will impact on outcomes. A recent Gov target is the narrowing of the gap between SEN/non-SEN pop.

24

Are there more than 15% of pupils with reading/spelling ages below SS 85?

* In an average population 15% below SS 85 (average range) is what would be expected – do you have more than this? If so this places an increased importance on staff skills to enable access to text and to the curriculum.

Have you evidence that pupils with LDD/SEN receive high quality Wave 1, 2, and 3 interventions that are evaluated for impact?

* Is there a provision map in place? Are gaps plugged? Are Wave 1, 2 and 3 interventions audited for impact? Is best value calculated in deployment of TAs? Do TAS receive cumulative training to facilitate effective Wave 1, 2, and 3 support?

Do the school LDD/SEN pupils attainments match, or are better than, Staffs SEN average attainments?

* Data on SEN pupils provided via SENCo Update meetings

Do the school LDD/SEN pupils attainments, match or are better than, national SEN average attainment?

* Data on SEN pupils provided via SENCO Update meetings

Does the school have evidence that TAs are deployed effectively to ensure the support of pupils with SEN?

* What processes are in place to evaluate the impact TAs have on outcomes? What do these suggest?

Does the school’s LDD/SEN self evaluation processes, indicate that provision for pupils with SEN is good or better?

* Does the school use the LDD/SEN SEF or LDD/SEN Audit or another tool to identify the quality of its SEN provision? Does the school take advantage of the funded provided support to enable this? What are the results?

Does the school have evidence that explicitly links school action to increased SEN pupil outcomes?

* Is the focus of support based on measuring impact? Can the school identify an upward trend of improvement in meeting the needs of pupils with LDD/SEN?

Has the school completed and maintained Dyslexia Friendly Status?

* If so then this provides evidence of the skills of staff – good evidence if it is full status.

Has the school completed and maintained a Communication Quality mark/award or whole school training?

* E.G BT Communication Quality Mark for schools, (BT) The Speech, Language and Communication Framework – online audit tool (ICan)

Is there evidence in planning that staff provide reasonable adjustments to meet the needs of pupils with LDD/SEN?

* Planning trawl systematically completed? Audit of pupil attainment in different subjects/classes to share good practice?

Do staff consistently and increasingly use ICT to support access to the curriculum for pupils with SEN?

* Relate to DES/AP targets e.g. increasing access to text and to the curriculum.

25

Does the school have evidence that parents and pupils believe it is effective in addressing the needs of pupils with dyslexia or SLCN?

* Parent and pupil questionnaires. Evidence from Pupil Voice initiatives. Complaints and compliments file.

Does the school include evaluated programmes within its curriculum to support pupils with dyslexia?

* Provision Mapping? Evidence of impact on outcomes?

Does the school include staff with qualifications in meeting the needs of pupils with dyslexia?

* Staff audit of skills? Partnership work with SpLD Centres? SENSS? Evidence of impact on outcomes?

Does the school include specific programmes within its curriculum to support pupils with SLCN?

* BT programmes implemented? Remedial language and communication programmes? Partnership work with Speech and Language therapists? Evidence of impact on outcomes?

Does the school include on its staff those with qualifications in meeting the needs of pupils with SLCN?

* Staff audit? May include those with qualifications in meeting the needs of pupils on the autism spectrum? Evidence of impact on outcomes?

Are there targets within the school Disability Equality Scheme that could be addressed by undertaking the IDP?

* Such as increasing access to text and the curriculum for pupils with a disability?

Have comments been made by external monitors (e.g. Ofsted) that suggest staff need additional support in meeting the needs of pupils with SEN?

*

Does the SEN self-evaluation suggest that staff need support to increase their ability to meet the needs of pupils with SEN?

*

Proforma to assist in highlighting priorities regarding IDP

Priority 1-5 with 5 being high Date (Within 2 terms?) 26

1) Headteachers and SLT Priority Date Lead person 1:1/2 Introduction to IDP 1:3 Self-evaluation 1:4 Guidance for headteachers/SLT 1:6 Primary school improvement 1:7 Secondary school improvement 2) Dyslexia 2:1 Background - Spld 2:2 Barriers 2:3 What is dyslexia? 2:4 Barrier - discussion sheet 2:5 Identification of dyslexia 2:6 Making adjustments CPD 2:7 Prior knowledge discussion sheet 2:8 Strategies and resources CPD 2:9 The dyslexia inclusive school: 2:10 Primary Unit 2:11 Secondary Unit 2:13 Planning: Primary 2:14 Planning: Secondary 3) Speech, language, communication needs.

3:1 Prior knowledge discussion sheet 3:2 Overview of SLCN 3:3 Barriers - What is SLCN? 3:4 Identification of pupils with SLCN: 3:5 Primary Unit 3:6 Secondary Unit 3:7/8 Making adjustments CPD 3:9 Strategies and resources CPD 3:10 Communication inclusive school 3:12 Planning: Primary 3:13 Planning: Secondary

School data gathering and action plan for the Inclusion Development programme Total number of staff: 19 Best Fit for SLCN /Dyslexia (Choose)

Number of staff

Number of staff

Number of staff

Number of staff

Number of staff needed to move to enhancing by: (indicate month_

Describe the actions to be taken to move X no of staff to enhancing eg in SLCN

Monitored by:

Reporting to and when

Focussing 2 2 • These staff will complete all (SLCN/ or Dyslexia)units and work with staff in school on other activities related to the progress of pupils with SLCN

Before end of March 09

Developing 5 5 • These 5 members of staff will complete the identified units and work with staff in school on other activities related to the progress of pupils with SLCN

• All teachers build in half termly protocols for pupil and parent voice and to ensure that we are fully aware of issues that inhibit

Best Fit for SLCN /Dyslexia (Choose)

Number of staff

Number of staff

Number of staff

Number of staff

Number of staff needed to move to enhancing by: (indicate month_

Describe the actions to be taken to move X no of staff to enhancing eg in SLCN

Monitored by:

Reporting to and when

or enhance pupils’ learning…be able to demonstrate that we take appropriate action

Establishing 10 10 • A member of the SALT service will attend four of our CPD meetings and will lead a 30 min session at each to look at units 1,2 & 3…establish action points

• Unit 7 will be led by Head & SENCO to look at implications for whole school policies.

• All staff will revist whole school policies over the coming term and check that they take account of those with SLCN

• Leader of teaching and learning will convene drop

Best Fit for SLCN /Dyslexia (Choose)

Number of staff

Number of staff

Number of staff

Number of staff

Number of staff needed to move to enhancing by: (indicate month_

Describe the actions to be taken to move X no of staff to enhancing eg in SLCN

Monitored by:

Reporting to and when

in sessions (about 15 mins) 1 per fortnight to discuss individual pupils who are not making progress and adjustments that can be made to accelerate this

• Whole school provision map to be displayed in the staffroom over the next term…suggestions and additions to be included as knowledge develops

Before end of March 09 Enhancing 2 0 Revisit action points from

• pupil and parent voice activities

• CPD sessions lead by specialist

• Whole school policies • Pupil tracking data to

gather information about

Best Fit for SLCN /Dyslexia (Choose)

Number of staff

Number of staff

Number of staff

Number of staff

Number of staff needed to move to enhancing by: (indicate month_

Describe the actions to be taken to move X no of staff to enhancing eg in SLCN

Monitored by:

Reporting to and when

those who are and who are not making progress

• Establish further action End of March 09

TOTAL 17/19 Possible actions (please add to thse and share with colleagues):

a) individual to complete units (1-8???) and reassess b) examine data and prioritise this group of pupils to track progress in years …. c) Specialist teachers / SALT to be invited to whole school training event/s identified in school CPD plan (or other plan) d) SENCO / other staff member to lead on whole school training identified in the school CPD plan e) Establish collaboratative and supportive groups to work on units and identify actions for future planning f) Establish/ enhance the whole school system for monitoring QFT which takes account of planning for pupils with Dyslexia

/literacy difficulties/ SLCN

Inclusion Development Programme

PARENT/CARER QUESTIONNAIRE

Name: ………………………………………………………………………………… Name of child: ………………………………………………………………………..

Please tick ( )

Yes Partly No 1. The school has a clear understanding of my child's

needs

2. The school keeps me informed about my child's progress

3. I am given information about what my child is learning

3. Teachers give me advice and tasks to help my child at home

4. Teachers give me advice and tasks to help my child at home

5. Teachers listen to my concerns

6. I am pleased with the progress my child is making

7. My child is happy at school

8. My child has friends at school

9. I know the staff who support my child

10. I know how support staff help

11. I am happy with the help my child receives

12. I am involved in reviewing my children's needs

Overall, what the school does for my child is: Excellent Good Satisfactory Poor

Any other comments:

A

Page 1 of 2 pupil_questionnaire_dyslexia

Inclusion Development Programme DATE: ______________________

Pupil Attitude Survey A

Read this passage to the pupil if necessary

“We would like to know how you feel about school and school work; this will help us know how we can get better at supporting you and helping you to learn. Please answer the questions by putting a in one box along each row. If you make a mistake, don’t worry just cross out the wrong box. I can help you read the questions if you need me to.” I am in year

Agree a lot

Agree Disagree Disagree a lot

1 I like coming to school

2 I feel confident to join in activities at school

3 I feel good about myself when I am at school

4 The work I do in most lessons is interesting

5 Teachers and helpers know that I sometimes have difficulty with reading and writing

6 Teachers and helpers know how to help me when I get stuck

7 Some of my friends know that I sometimes have difficulty with reading and writing

8 Some of my friends know how to help me when I get stuck.

A

Page 2 of 2 pupil_questionnaire_dyslexia

Pupil Category SA SA+ ST (for teachers to complete)

Agree a lot

Agree Disagree Disagree a lot

9 I am confident to ask for help whenever I need it

10 I prefer to use the computer to write

11 I sometimes use concept maps/mind maps to help me write what I think

12 I sometimes use a highlighter pen to help me pick out words and sentences I need to remember

13 The books I have to read and to take home are interesting

14 The teacher writes on the board in different colours to make it easier for me to read and copy

15 I can use coloured overlays if I need to

16 My teacher gives me extra time to finish my work if I need it

17 I know what to do when I am stuck on a work I can’t read

18 I know what to do when I am stuck on a word I can’t spell

19 I like to work with other children in my class especially when we do writing

20 I know what I need to do to get better at reading and writing

21 I feel I am getting better at reading and writing

School Improvement and Performance Service, Children and Young People’s Service, Leicestershire County Council

A

Page 1 of 3 pupilquestionnnaire_-_slcn

Inclusion Development Programme DATE: ______________________

Pupil Attitude Survey B

Read this passage to the child

“We would like to know how you feel about school and school work, this will help us know how we can get better at supporting you and helping you to learn. Please answer the questions by putting a in one box along each row. If you make a mistake, don’t worry just cross out the wrong box. I can help you read the questions if you need me to.” I am in year ________

Agree a lot

Agree Disagree Disagree a lot

1 I like coming to school

2 I feel confident to join in activities at school

3 I feel good about myself when I am at school

4 The work I do in most lessons is interesting

5 Teachers and helpers know that I sometimes have difficulty with my work

6 Teachers and helpers know how to help me when I get stuck

7 Some of my friends know that I sometimes have difficulty with my work

8 Some of my friends know how to help me when I get stuck.

A

Page 2 of 3 pupilquestionnnaire_-_slcn

Pupil Category SA SA+ ST (for teachers to complete)

Agree a lot

Agree Disagree Disagree a lot

9 I am confident to ask for help whenever I need it

10 I know there are adults I can talk to if I am unhappy at playtimes/break times

11 I know there are some children I can talk to if I am unhappy at playtimes/break times

12 I prefer to use the computer to write what I am thinking

13 I sometimes use concept maps/mind maps to help me write what I think

14 In school, there are pictures, signs or photos that help me know where I am and what I have to do

15 I have time to work in quiet areas to do my work where I am not distracted

16 New words that I am learning are on display boards to help me remember

17 I can clearly see the teacher or teaching assistant when they are talking to me.

18 The equipment I need in my class is easy to find

19 I know what I have to do to help me listen, look and concentrate

20 I am taught new words to do with the topics I am doing e.g. Romans

21 The teacher/teaching assistant checks I know what to do before I start work.

22 The teacher and teaching assistant give me enough time to think before I have to answer a question.

A

Page 3 of 3 pupilquestionnnaire_-_slcn

School Improvement and Performance Service, Children and Young People’s Service, Leicestershire County Council