SENCO Bulletin – 10 March 2014
Quality interactions: improving pupil independence and outcomes through
practitioner-pupil talk
We are proud of our INSET programme and the evaluations are usually very positive
both in terms of quantitative and qualitative feedback. However, we are always
curious about the long-term impact of our training and we decided to follow this
particular course through with the delegates (actually it was their idea as they were so
keen to see what everyone else got up to!).
During the autumn term, we asked Paula Bosanquet (University of East London) to
run a two day conference for primary and secondary SENCOs to address concerns
raised in the DISS report about the quality of interactions between pupils and
Teaching Assistants. The conference covered key learning theories with particular
emphasis on Vygotsky’s notion of the Zone of Proximal Development (ZPD) and the
use of scaffolding to promote independent learning. Just over 30 SENCOs attended
and their feedback about the course demonstrated how useful and inspiring they had
found Paula’s ideas and recommendations. The room was buzzing with ideas and
people appeared to be highly motivated to go back to school and try out some new
strategies.
We arranged a meeting on 25th February (approximately 4 months after the
conference) and had a ‘show and tell’ session. We were really impressed with the
innovative work going on and the positive impact on outcomes for the pupils as well as
on the practice of TAs.
The SENCOs shared some examples of the changes made to practice as a result of
attending the conference:
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One school designed a scaffolding sheet and used it as an observation
schedule. The SENCO delivered two training sessions to TAs and teachers.
The PMR process was used as a vehicle for embedding practice and
observations of TAs were carried out. The SENCO noticed a definite shift in
practice when observing TAs after they had received the training and much less
correcting was being done. The SENCO was aware that this was a ‘culture
shift’ for parents who are accustomed to the 1:1 type model of TA support. The
SENCO anticipated that there may be some concerns raised and is currently
designing a Parent leaflet to explain how scaffolding is going to be used. As a
result of the change in TA practice, one particular child is working much more
independently. We had a discussion around how this type of ‘progress’ could
be measured and thought that it might be an idea to look at the P Scales for
Personal and Social Development and, in particular, the Independent Skills
section. We agreed that this would have to be more detailed but acknowledged
that it could be a really useful starting point for developing a consistent
monitoring framework
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Another school had arranged 6 training sessions with TAs and these were
focused on practical tasks to support the development of their scaffolding skills.
The impact on practice is being evaluated by using a tally sheet to record how
many times correcting is used. The SENCO has been doing some
observations to monitor the quality of scaffolding and has noticed that the
number of corrections is beginning to decrease. In consultation with SLT, more
training is planned for the summer and effective scaffolding is a PMR focus for
the entire TA team. During lessons, TAs have a bullet pointed list to work
through to record where child gets really stuck or finds things easy.
One SENCO decided to use this opportunity to challenge practice around how
TAs are deployed in her school. She asked the TAs to stick post-it notes on the
teacher planning to begin to gather information on how their time was being
used She also asked the TAs to record how they were using their time during
the day. There was lots of opposition at first from support staff. However, the
outcome has been that different ways of working with children during the
lessons has been observed – sometimes TAs work with the brighter children
now! This is the foundation for the next step of introducing the scaffolding
strategies for all groups of children.
Observation of TAs is already established as part of practice in another school
and the SENCO used the ‘what to do to be outstanding’ OFSTED materials and
spotted lots of closed questioning. She designed training sessions with TAs
and covered learning theory, different kinds of questions and the scaffolding
triangle. The scaffolding triangle sheet was used for the TAs to record
examples of prompting, modelling, etc. throughout the day. In a recent
inspection visit, OFSTED remarked on TA use of questioning! A coffee
morning was arranged for parents of children with SEN to explain the new
approach.
TAs were asked to video themselves for 10 mins using the scaffolding triangle
as prompt and were then offered 1-1 sessions to meet with the SENCO. The
TAs were asked to look at the video before seeing SENCO and, when this
happened, it was very powerful as the TA had an opportunity for reflection
before the meeting. Some did not want to watch themselves before the
discussion with the SENCO and this was less successful. Based on the
outcomes of these 1:1 meetings, a further staff training session has been
organised.
Another SENCO said that, in her school, it has always been a concern that
teaching assistants do not have the same access to staff development that the
teachers have through the staff meeting agenda. In the summer term all
teachers and teaching assistants received training in the ReadWrite/Inc
programme and the dual nature of this has created a shared understanding that
the SENCO wished to see replicated through other training. So they have
begun fortnightly master classes for teachers and teaching assistants - all
having access to the same professional development . At the same time they
have started dialogue planning and all teaching assistants and teachers hand in
their evaluations at the end of the week. The SENCO then reads them all and
asks any questions about pupil progress that she might have. Similarly they
can ask any questions. Any common areas are identified and become the
subject of the masterclasses. At the end of the 30 minute masterclass, TAs and
Teachers leave having set themselves a target for the next two weeks and plan
in their opportunities to work towards that target or evidence that they are
making progress towards it. The work that Paula has been doing is central to
these kind of discussions e.g. how to improve vocabulary through modelling
higher level language
It is obvious from these examples, that whole school systems such as PMR can be
used to embed changes in practice. SLT support is also a key requirement for
initiating whole school changes. What is particularly impressive is the way in which
each of these SENCOs has taken the principles from the course and adapted them to
meet the particular training needs of teaching and support staff. Another interesting
point is how the needs of parents have been taken into account and how to support
them during times of change. Of course, we were very excited to hear how individual
children have responded to this new approach and to reflect on the potential
contribution it can make to the learning process.
We are hoping that these examples will persuade you to send some delegates to our
TA conferences. We have booked Paula to run the morning sessions of the
conferences and the Specialist Teachers will be leading the afternoon session on how
to make the approach work for children with SEN.
Secondary TA Conference
13th March
Chelmsford FC
Primary TA Conference
18th March
Chelmsford FC
Primary TA Conference
19th March
Weston Homes
More news about courses …
NEW COURSE
Let’s Get Supporting Behaviour Positively
1st April 2014
Chelmsford City FC
This course is designed for support staff (TAs / LSAs) new to supporting pupils in Key
Stages 1 and 2 with Social, Emotional and Behavioural Difficulties (SEBD).
This is an introductory one day course focusing on the role that support staff may
have through effective deployment. It will be relevant for those with a position of
supporting a class, group interventions and/or individual children.
The course addresses:
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The role of effective support staff working under the guidance of the class
teacher, with particular emphasis on adult communication (DISS
Recommendations).
Understanding the possible underlying causes of behaviour difficulties in the
classroom.
An awareness of social and emotional difficulties and how this may affect
behaviour.
The role of the TA / LSA in supporting children with their behaviour, with
particular emphasis on the importance of relationships, positive language and
observation.
Basic principles and strategies to positively support behaviour in the classroom.
Following on from conversations at the recent round of SENCO Updates, we are rerunning training to support schools in completing the Ofsted compliant SEND/AEN
Provision Review (Key Stages 1-4). We have even managed to find a date that is
early enough to be of use to schools in using the provision review to inform the writing
of their school offer. The fee (£85) covers two places – this is definitely one for the
SENCO and either the Head/Deputy or possibly assessment leader (someone who
knows the wider school picture on data and action planning).
Ofsted compliant SEND/AEN Provision Review (Key Stages 1-4)
Tuesday 6th May 2014
Chelmsford City Football Club
9.30 – 12.30
This half day course is designed to support primary and secondary schools in
completing a comprehensive Ofsted compliant SEND/AEN Provision Review. It is an
opportunity for a member of the Senior Management Team and the SENCO to work
together in order discuss key issues, evaluate outcomes and plan for the future.
The Year 1 Phonic Check and the role of
the SENCO
Chelmsford City FC
20th March 2014
9:30 – 12:30
SENCOs will be provided with ideas and resources to use in school to deliver high
quality CPD on using the Year 1 Phonic Check to promote reading development. The
role of the TA in supporting the teacher and SENCo will be explored in line with the
recommendations of the DISS report and will:
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Be equipped to fulfil their role in middle management in developing
staff confidence to provide effective phonics provision based on the
diagnostic use of the Year 1 Phonics Check
Develop knowledge and understanding of the stages in reading
development
Be able to identify children who are at risk of developing reading
difficulties
Discuss the ‘in child’ barriers to learning
Explore the characteristics of an effective learning environment
including the concept of ‘preparedness’ (DISS), systematic planning,
opportunities to generalise skills, consistency of implementation and
effective monitoring of Wave 1 provision and Wave 3 interventions
Be aware of the theories underpinning the Year 1 Phonics Check
using the Rose Report as the main source of information
Be able to make links with the Teachers’ Standards and the Ofsted
framework
SEN Readiness Conferences
We are pleased to have been able to play a part in organising these free
conferences for schools. Come along and hear about what Essex has been
doing to ensure schools are well-supported and well-prepared for the
changes in SEN legislation.
 Basildon Holiday Inn
 Weston Homes Colchester
 Chelmsford City FC
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24th March
25th March
28th March
For further details/booking arrangements for all these courses and
conferences, please visit:
www.mycourses.e-gfl.org
And finally, if you can’t come to us, then we will come to you…..
Drop-in Sessions for
Primary SENCOS and Class Teachers:
Supporting Children on School Action Plus
Facilitated by Georgina Evans, Viv Armstrong and Andrea Hanson
(Specialist Teachers for Children with Learning Difficulties and Disabilities)
Each drop-in will be facilitated by one Specialist Teacher. Please choose an
appropriate venue and date and book an appointment.
Date
Times
Venue
Specialist Teacher
Friday 14th March
All day
Tany’s Dell
Primary, Harlow
CM20 2LS
Andrea Hanson
Thursday 20th
March
All day
St John’s Fisher
Catholic Primary,
Viv Armstrong
Loughton IG10 2DY
Tuesday 29th April
All day
R A Butler Infants
and Juniors,
Georgina Evans
Saffron Waldon
CB11 3DG
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20 minute individual sessions
Opportunity to discuss individual children causing concern. Parental
permission must have been given.
Please bring evidence of strategies trialled
Outcome: Fresh ideas and interventions
If further Specialist Teacher Team intervention is considered appropriate, the new
Specialist Teacher referral procedure can be discussed.
To book a place, please contact the Business Support Team at Goodman House
on 01279 781550 or email at
SCFbusinesssupport.harlow1@essex.gov.uk
That’s definitely enough for you to be getting on with!
Best wishes, The INSET Development Team.