title
The Green Paper
work at LSIS –
messages for ISCs
The DfE commissioned LSIS to undertake a project to
share effective practice in relation to the 7 themes
• Share outputs against the allocated themes
Effective leadership
Excellent teaching practice including work around ITT
and CPD
Effective learning support
Getting the best from all staff
Identifying and tackling the cause of difficult behaviour
Planning for young people’s future
A broad curriculum offer
Cluster approach (GFE, ISP, Special School)
• 2 cluster meetings, 1 peer visit
ISPs who took part
• Orchard Hill College (Behaviour and Getting the best
from staff)
• Doncaster College (Curriculum and Planning)
• Sense College (Learning Support and Behaviour)
• Glasshouse College (Teaching and Learning; Planning)
• Northern Counties (Teaching and Learning; Planning)
• National Star (Learning Support; Behaviour)
• Exeter College for the deaf (Learning Support;
Behaviour)
• Linkage (Learning Support; Planning)
• Portland College (Learning Support; Planning)
• Beaumont College (Leadership: Curriculum)
(ACL) Adult and Community
1
(FE) College of Further Education
32
(LA )Local Authority (Including Connexions)
1
(ISP) Independent Specialist Provider
10
(SFC) Sixth Form College
2
(SS) Special School
8
(YOI) Young Offenders Institution
1
Total Number of Providers
55
There was a strong level of commitment to the
project despite the punishing timescale
• 54 providers started, 53 completed
• Representatives from all providers attended each of the
two cluster meetings (219 attendees in total)
• All 53 providers delivered their outputs on time
• 80 peer visits were undertaken (target was 54) with some
immediate change to practice as a result of visits
e.g. piloting of new curriculum models
Introduction of diary rooms to hear the learner voice
Trialling of a restorative justice model
• 120 outputs against the themes, most of which are now
on the Excellence Gateway
New partnerships were formed as a result of
cluster working
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NE LLDD network formed
5 London providers will continue to work together
SW cluster will form a cross college Behaviour Forum
WM cluster will continue to work together with a focus on
‘Planning’
• NW will use Linkedin as a forum for continued debate,
will undertake ‘staff swapping’, will deliver co/joint
training
• YH will continue to meet focusing on co delivery and joint
curriculum models
• Schools and Colleges working together to deliver training
Drilling down into the work of
Exeter College of the Deaf
2 LSIS Outputs:
Output 1: Identifying & tackling the causes of difficult behaviour
Excellence Gateway has paper outlining our system for tracking
student progress against 3 key behaviour indicators:
• Learning behaviour
• Conduct behaviour
• Emotional behaviour
Output 2: Effective Learning Support
• ERADE’S specialist college has a team of 34 CSWs & 4
Academy tutors supporting 40 deaf students in 3 partner
mainstream FE colleges for the vocational element of
their learning.
• Output: Survey of 10 deaf students
• Focus : “How effective is the CSW Service in supporting
& empowering deaf students to become successful in
their learning and to develop high aspirations.”
• Survey involved 2 filmed interviews & 8 paper based
Output 2 : Video Clips
On Excellence Gateway are video clips in BSL with voice
over and subtitles of :
• CSW Manager describing the CSW support service
• 2 deaf students giving feedback on the service
• Analysis of the findings of the survey
Watch them here
Supporting Inclusive Learning &
Challenging Low Outcomes
• ERADE adopts a social model to inclusion ensuring each
student can be part of their community.
• ERADE is committed to challenging low outcomes for
deaf learners
• Nationally, a high proportion of deaf learners drop out of
FE & only 20% (cf to 30% hearing) achieve Level 3
outcomes
Key Support Features
3 key generic features of an effective support system:
(1) Knowing how the learner learns best
(2) Knowing what the learner needs to learn
(3) Offering appropriate support/interventions to ensure
successful learning is taking place
Important to have high expectations of student’s
achievement and well targeted support
Case Study: Student A
(1)How does Student A Learn Best?
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In small groups
Delivery via BSL
Opportunity for 1:1 support/tuition
Kinaesthetic, visual learning
Use of clear simple English
Good acoustic environment
Participants (eg lecturers and peer group) deaf aware
(2) What Does Student A Need To
Learn?
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Course requirements (vocational & core subjects)
WRL/Careers Guidance
Organisational skills/study skills
Social skills (eg interacting with peer group/hearing
awareness)
Independence skills//travel/time keeping
Positive Deaf Identity
Managing emotions & resilience
How to access support systems/benefits eg DEA/Access
to Work
(3) Learning Support/Interventions for
Student A
• Trained , qualified CSWs communicating via BSL (min
L3) and able to note- take
• Pre and post tutoring of lectures via specialist tutors and
CSWs
• Tutors to monitor and support partnership placement (eg
college inclusion plans) Tutors to have pastoral &
academic role for caseload
• Half termly target reviews with students
• Deaf awareness training for partnership tutors/lecturers
(3)Learning Support
• Partnership Agreements with FE Colleges monitored at
high level (eg Assistant Principal) with QA systems
• Specialist teachers with good BSL skills to develop
functional skills
• Access to specialist therapy team eg Clinical
Psychologist & counsellors, student mentors
• Support by specialist speech& language therapists,
Audiologist, OT, Physiotherapist etc
• Access to Deaf role models,BSLTutors,Deaf peer group
• Close liaison with connexions/careers guidance
Workshop Activity: Objectives
• Identify student’s needs and appropriate
interventions/support at your centre
• Share good practice with colleagues
• Identify further aspects of intervention/support which
could be implemented at your centre
Workshop Activity
• In groups (max 3 people per group if from
different centres) choose a known student
• On the flipcharts list:
(1)How the student learns best
(2) What the student needs to learn
(3) What support/interventions are
offered/needed for this student
• Feedback