SEN Newsletter - Summer 2013 - Staffordshire Learning Net ...
SEN Newsletter - Summer 2013 - Staffordshire Learning Net ...
SEN Newsletter - Summer 2013 - Staffordshire Learning Net ...
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<strong>SEN</strong> <strong>Newsletter</strong><br />
<strong>Summer</strong> <strong>2013</strong><br />
As part of an official one-day tour of <strong>Staffordshire</strong>, HRH the Princess Royal visited Lichfield’s award-winning Beacon<br />
Park on Wednesday 24 April <strong>2013</strong>. The visit, to celebrate the city park’s recent transformation as part of Lichfield<br />
Historic Parks Project, started at Museum Gardens and included the rededication of a newly conserved statue of the<br />
Princess Royal’s great great grandfather, King Edward VII. This was followed by a visit to the new community gardening<br />
facility, where the Princess met children, teachers and volunteers from Saxon Hill Community School who use the<br />
facility to learn about gardening, self-sufficiency and wildlife. During this visit, the Princess Royal was presented with<br />
flowers by Ben, a student from the school.<br />
www.entrust-ed.co.uk
1<br />
Contents<br />
This <strong>SEN</strong> <strong>Newsletter</strong> has been<br />
commissioned by <strong>Staffordshire</strong> County<br />
Council and its contents include:<br />
• Reading approaches at Merryfields<br />
school<br />
• Working in partnership: Cheslyn<br />
Hay Sport and Community High<br />
• <strong>SEN</strong>Co Update Spring <strong>2013</strong><br />
• Nurture provision at John<br />
Wheeldon Primary<br />
• National Teaching schools<br />
• Supporting partnership with<br />
parents<br />
• Springfield School love to read<br />
• What works for children and young<br />
people with literacy difficulties?<br />
The effectiveness of interventions<br />
schemes<br />
• A day in the life of a Physical<br />
Disability Support Service teacher<br />
• Pupil Premium<br />
• Noticeboard<br />
• Resources<br />
Please forward any articles for<br />
inclusion or any comments to<br />
Carol.smart@entrust-ed.co.uk<br />
The <strong>SEN</strong> Advisory team and <strong>SEN</strong>SS are now<br />
part of a joint venture between <strong>Staffordshire</strong><br />
County Council (49% shareholder) and<br />
Capita (51% shareholder). The name of this<br />
joint venture is entrust.<br />
Our promise<br />
• Improving education & skills.<br />
Our purpose<br />
• We support schools and other<br />
education and skills providers to<br />
enable all learners to maximise their<br />
potential.<br />
• Our comprehensive services cover all<br />
the support an establishment needs<br />
to enable learning.<br />
Our principles<br />
• Creativity – we want to be constantly<br />
innovating, bringing new ideas and<br />
solutions to our customers which will<br />
help improve education and skills.<br />
• Collaboration – it is about working<br />
together. Our business has been<br />
created through the partnership<br />
between SCC and Capita and we want<br />
to extend that philosophy to the way<br />
we work with our customers.<br />
• Flexibility – one size does not fit all.<br />
Some people may want to buy one<br />
service from us, some may want all and<br />
we are flexible enough to deliver what<br />
they need.<br />
• Integrity – we care about what we do,<br />
giving the best advice and solutions we<br />
can to enable our customers to<br />
improve education and skills.<br />
• Excellence – we provide quality and will<br />
deliver the best, first-class service.<br />
• Leadership – education and skills<br />
providers can look to us for help,<br />
guidance and advice.
Reading approaches at Merryfields school<br />
Sue Poulter leads on the teaching of literacy in Merryfields School, Newcastle. Recently the school<br />
have been amending their Communication and Literacy policy to better meet the changing needs<br />
Reading approaches at Merryfields school<br />
of pupils within the school population. After examining and reflecting upon research in this area, the<br />
Sue Poulter leads on the teaching of literacy in Merryfields School, Newcastle. Recently<br />
school<br />
the school<br />
have included<br />
have been<br />
an analytic<br />
amending<br />
phonic<br />
their<br />
approach<br />
Communication<br />
to support<br />
and<br />
the<br />
Literacy<br />
early acquisition<br />
policy to<br />
of<br />
better<br />
reading<br />
meet<br />
skills<br />
the<br />
through changing effective needs Wave of pupils 1, quality within first the teaching school strategies. population. After examining and reflecting upon<br />
research in this area, the school have included an analytic phonic approach to support the<br />
early acquisition of reading skills through effective Wave 1, quality first teaching strategies.<br />
To implement this amended approach, a number of meetings were undertaken during the Spring<br />
term. To implement This shared this professional amended dialogue approach, facilitated a number the of implementation meetings were of undertaken strategies that during would the<br />
better Spring match term. the This teaching shared provided professional to individual dialogue pupils facilitated learning the needs. implementation To support this, of Sue strategies has<br />
devised<br />
that would<br />
a hierarchical<br />
better match<br />
structure<br />
the teaching<br />
to support<br />
provided<br />
staff in assessing<br />
to individual<br />
skill<br />
pupils<br />
acquisition<br />
learning<br />
and to<br />
needs.<br />
identify<br />
To<br />
the next<br />
support this, Sue has devised a hierarchical structure to support staff in assessing skill<br />
steps acquisition needed. and to identify the next steps needed.<br />
<br />
Assessment level progression for sight vocabulary.<br />
Level Assessment Pupils working within the level<br />
P6 Match words with distinct shape<br />
P7 Read logos (4)<br />
P8 Recognise own name and 2 other words<br />
e.g. Mum, dinosaur<br />
NC 1C Read 5 environmental words<br />
Read names of most class members<br />
Read 10 High Frequency words<br />
NC 1B Read names of 6 key characters in books<br />
Read 25 High Frequency words<br />
NC 1A Read 45 HF words<br />
NC 2C Read 100 HF words<br />
This new approach has been monitored through teaching observations. Those staff who<br />
This required new approach on-going has been support monitored to support through the teaching further observations. instigation of Those new staff ideas who have required been on-going assisted<br />
support through to support the provision the further of instigation both peer of mentoring new ideas have and been modelling. assisted through the provision of both peer<br />
mentoring and modelling.<br />
In addition to paying attention to its evaluated wave 1 provision, the school has re-assessed<br />
the group based and 1:1 interventions it provides to pupils who needed additional support.<br />
In addition Again evidence to paying attention based research to its evaluated in this wave area 1 provision, was referred the school to and has Precision re-assessed Teaching the group was based<br />
and selected 1:1 interventions as the approach it provides to most pupils likely who to needed increase additional the rate support. of progress. Again evidence This based is now research being in<br />
used with groups in the top three classes. For other pupils with specific needs, an<br />
this<br />
experienced<br />
area was referred<br />
literacy<br />
to and<br />
tutor<br />
Precision<br />
has been<br />
Teaching<br />
employed<br />
was selected<br />
to support<br />
as the approach<br />
progress<br />
most<br />
in literacy<br />
likely to increase<br />
via 1:1<br />
the rate<br />
of progress. support. This is now being used with groups in the top three classes. For other pupils with specific needs,<br />
an experienced literacy tutor has been employed to support progress in literacy via 1:1 support.<br />
In addition Sue has collated a list of accessible and appropriate web-based literacy<br />
activities to share with parents to enable them to support their children’s literacy acquisition.<br />
In addition These resources Sue has collated can a also list of be accessible used if pupils and appropriate are away web-based from school literacy e.g. activities in the to holidays share with or<br />
parents recovering to enable from them an to illness. support their At present children’s these literacy are acquisition. shared as These a paper resources copy can but also the be aim used is that if<br />
they will be made available via the school’s website.<br />
pupils are away from school e.g. in the holidays or recovering from an illness. At present these are shared as a<br />
paper copy but the aim is that they will be made available via the school’s website.<br />
3<br />
2
3<br />
Working in Partnership: Cheslyn Hay<br />
Sport and Community High<br />
Cheslyn Hay Sport and Community High School have a number of students on the Autistic Spectrum,<br />
each with their own unique take on the world and each experiencing their own issues with life in school.<br />
This article sets out to describe the inclusion of J, one such student.<br />
The transition from Y6 to Y7 is a challenge for most students, and over the years, the school has<br />
developed a range of strategies to prepare them for this move that includes students in Y6 attending for<br />
two days prior to starting school in September. To supplement this, the <strong>Learning</strong> Support Department<br />
provides three additional sessions aimed at students who might find the transition particularly daunting.<br />
J attended the two induction days and was put into his tutor group, supported by a teaching assistant.<br />
J tells me that, from the outset, he was unhappy with the behaviour of some members of the group.<br />
However, in reality, it would not have been possible to have moved him and still maintain the support he<br />
needed.<br />
September arrived and J began his life at Cheslyn Hay. A Student Passport from Autism Outreach was<br />
given to staff to help them understand and meet J’s needs. A teaching assistant worked in the class,<br />
although J rarely needed support as academically he is an extremely able young man. From a staff<br />
perspective, the first half-term went well. However, J says that, ‘I didn’t tell you but it was really awful. I<br />
probably moaned to Mum but that was all.’<br />
After the half-term holiday J would not return to school and a phone call from his Mum alerted staff to his<br />
difficulties, most of which were stress related. J claimed he was unable to understand students who did<br />
not want to concentrate and complete work, whilst sensory sensitivity also proved problematic,<br />
particularly in relation to the smell of gas in science lessons. Equally upsetting for him was his relationship<br />
with some members of staff, especially cover teachers, who were deemed to be less qualified and less<br />
knowledgeable than his regular teaching staff.<br />
As <strong>SEN</strong>Co I made a home visit and it was evident that the three mistakes made above were in urgent need<br />
of rectifying. J did not want to come to school and his Mum and Dad were worried that he would never go<br />
back. I visited J at home and sat on the floor of his Mum and Dad’s bedroom, talking to him whilst he hid<br />
underneath the bed. After many home visits, as well as discussions with Autism Outreach, Clinical<br />
Psychologist and parents, a plan was formed that included:<br />
• Common Assessment Framework (CAF)/Team Around the Child (TAC) meeting arranged.<br />
• Request for Statutory Assessment – (AEN funding in place for 15hrs of support) Statemented for<br />
25 hours of support.<br />
• Step by step reintegration plan – negotiated at every stage with J<br />
Step 1 Work sent home and collected by <strong>SEN</strong>CO to build up relationships with J and family<br />
Step 2 J to collect work from Reception and take home work<br />
Step 3 One hour in school working with support staff<br />
Step 4 A gradual increase to full time schooling but not in lessons<br />
Step 5 Return to some lessons<br />
Step 6 Return to all lessons<br />
By the end of Y7, J was attending only his favourite lesson (maths) but was being taught on an individual<br />
basis, largely by teaching assistants, for most other subjects (D&T and other practical subjects were<br />
heavily theoretical).<br />
Concerns were expressed by other professionals that J would not make progress either socially or<br />
academically if he were to remain in a mainstream school. However, the members of staff working with<br />
him felt that, given time and encouragement, successful reintegration was possible. There was also a<br />
need to challenge J’s views of the world and his need to control situations and the people around him.<br />
J’s parents agreed to take part in a parenting course with the Parent Support Worker to give them the<br />
confidence to tackle issues at home.
At the beginning of Y8, J came in to visit on the staff training days before start of term to reduce the shock<br />
of returning to school after the long break. He was in good spirits and pleased to meet up with the staff.<br />
Teacher time was made available to give J extra support and some subject staff also visited, bringing and<br />
marking work for him. He really appreciated this contact and gradually returned to more lessons.<br />
Assessment grades were good and despite the lack of time in lessons, J continued to make good progress.<br />
During this time J worked closely with two or three members of staff and built up good relationships. Staff<br />
were prepared to give up their own time and worked with J developing his areas of interest – planes (train<br />
spotting with wings – although J disagrees with this view of his hobby) and photography. J’s lack of<br />
tolerance of students and the school environment led to some extreme reactions and it was not unknown<br />
for him to hide under tables and refuse to speak to staff for considerable periods of time.<br />
In Y9 J attended every lesson with the support of an excellent teaching assistant who challenged and<br />
encouraged depending on the task. His parents, members of staff in school, and outside agencies<br />
involved were extremely proud of his achievements and his willingness to work with staff and accept and<br />
follow their advice in challenging situations. Occasional outbursts of frustration caused by other students<br />
winding him up still occurred but could be discussed rationally and strategies put in place to prevent a<br />
reoccurrence. At the end of the year J was awarded a subject prize in science, a 100% attendance<br />
certificate and a special award for perseverance. By this time J was receiving very little TA support in<br />
lessons.<br />
In Y10 J now has extremely limited TA support and he is much happier with fewer subjects of his choosing.<br />
He has 4 hours of mentoring in PE time – the only lesson J does not attend. He has taken part in an<br />
overnight Geography trip, supported by a member of staff, and recently went on a three night trip to the<br />
battlefields in France and Belgium without any additional support.<br />
This article was jointly written with J and has his full approval and his rather large folder of records was<br />
helpful in compiling it. J’s early years at Cheslyn Hay have not only seen his progression but have aided the<br />
progression of members of staff, the <strong>Learning</strong> Support Department and the school.<br />
Article written by Libby Beesley (<strong>SEN</strong>CO) at Cheslyn Hay Sport and Community High and J.<br />
4
5<br />
<strong>SEN</strong>Co Update<br />
The <strong>SEN</strong>Co Update is delivered regionally to support access to attendance at venues that are<br />
convenient to <strong>SEN</strong>Cos.<br />
<strong>SEN</strong>Co Update Spring <strong>2013</strong> included information on:<br />
Ofsted and <strong>SEN</strong>D<br />
This six page briefing provided a succinct overview of the main issues relating to <strong>SEN</strong> and disability<br />
that were considered during an Ofsted inspection. It is an ideal document to share with Governors<br />
and other stakeholders.<br />
<strong>SEN</strong>D and school improvement<br />
This six page briefing included key points relating to the Ofsted Framework and provided a tutorial in<br />
the use of the Transition Matrices to support school staff in making comparisons regarding the<br />
attainments of pupils with <strong>SEN</strong> at their school. As a result of a request from a <strong>SEN</strong>Co, it also provided<br />
an explanation of Average Point Scores and how these can be used to compare progress in different<br />
cohorts and different curriculum areas.<br />
Accessibility in MS Windows 7<br />
This 8 pages pack provided a guide to the use of the accessibility features that are built into MS<br />
Windows 7. As these are available on the majority of computers in school and at home, using these<br />
tools to increase access e.g. the text to speech tool, can provide reasonable adjustments to allow<br />
access to text in school and also be implemented at home.<br />
Structure of the Equality, Education and Well Being team<br />
The make-up of this recently formed integrated team was shared. Since 1st April this team has been<br />
renamed Special Educational Needs and Inclusion Service and is led by Alison Greenwood.<br />
Collated pack:<br />
The pack included:<br />
• <strong>SEN</strong>Co generated information that described her experience of being interviewed by Ofsted.<br />
This was shared via the DfE’s <strong>SEN</strong>Co forum which can be freely accessed via<br />
http://lists.education.gov.uk/mailman.listinfo<br />
• Feedback from the Additional to and different from proforma that was shared at the Autumn<br />
Term <strong>SEN</strong>Co Update. This initial document aimed to support schools in considering what<br />
their “school offer” was. <strong>SEN</strong>Cos contributed ideas that resulted in a six page document, of<br />
value to schools in identifying and publishing the support they offer to pupils at<br />
Wave 1, 2 and 3.<br />
• <strong>Staffordshire</strong> and national data was shared with <strong>SEN</strong>Cos to provide a way of prompting<br />
questioning and reflection on outcomes for pupils with <strong>SEN</strong>.<br />
• Children and Families Bill The key points of the proposed Bill were discussed along with the<br />
changes this legislation may result in.<br />
• Health and safety policies – where to find them A query regarding the location of the<br />
Medication Guidance for Children and Young People resulted in details identifying the location<br />
of this and other H+S policies being included.<br />
Bits and pieces included<br />
• The flier for the <strong>Staffordshire</strong> Including Everyone quality mark. This aims to improve<br />
outcomes in health, safety, economic capability, inclusion and achievement for all pupils.
In addition it can be undertaken in a cluster and is very good value. jan.mellor@entrust-ed.co.uk<br />
• An update on the Multi Agency Safeguarding Hob (MASH)<br />
• The DfE document on school funding arrangements <strong>2013</strong>-2014 as well as information<br />
previously distributed on the changes of funding to pupils with <strong>SEN</strong> and disabilities.<br />
• Information provided by the DfE on the spending of the Pupil Premium Grant and also a<br />
reminder that the Catch Up funding went into schools on 31st Jan for Y7 pupils (£500 per<br />
pupil who failed to attain Level 4 in English or Maths)<br />
In addition the information was provided on a CD to enable its easier application in school.<br />
This CD also included copies of the termly <strong>Staffordshire</strong> <strong>SEN</strong> <strong>Newsletter</strong> and the Nurture<br />
<strong>Newsletter</strong><br />
<strong>SEN</strong>Co Updates for the Autumn Term <strong>2013</strong> £89 each (reduced by 20% if <strong>Summer</strong> 2014, Autumn<br />
<strong>2013</strong> and Spring 2014 sessions are booked)<br />
INCB13028001 Kingston 7/11/13 AM<br />
INCB13028002 Kingston 7/11/13 PM<br />
INCB13028003 Seabridge 6/11/13 PM<br />
INCB13028004 Tamworth 12/11/13 PM<br />
INCB13028005 Burton 14/11/13 PM<br />
INCB13028006 Wightwick 13/11/13 PM<br />
INCB13028007 Chasewater (Forest of Mercia) 15/11/13 AM<br />
www.entrust-ed.co.uk<br />
Online resources<br />
<strong>SEN</strong> e-newsletter<br />
This half termly update contains listings of all information produced that half term that is aimed at<br />
supporting pupils with <strong>SEN</strong> and/or disabilities by national and local organisations. It is free to<br />
subscribe. Please register via http://education.staffordshire.gov.uk/curriculum/<br />
Nurture e-newsletter<br />
This update includes brief information on resources that may be of value to nurture group leaders<br />
and all those supporting pupils with social, emotional and behavioural needs. It is free to subscribe.<br />
Please register via http://education.staffordshire.gov.uk/curriculum/<br />
<strong>Staffordshire</strong> <strong>SEN</strong> <strong>Newsletter</strong><br />
This termly publication is available to download from the <strong>Staffordshire</strong> website at<br />
http://preview.tinyurl.com/3p2rfex<br />
Nurture <strong>Newsletter</strong><br />
This 4 page termly publication aims to identify additional resources to meet the needs of pupils with<br />
social, emotional and behavioural difficulties. It can be freely downloaded from<br />
http://preview.tinyurl.com/3p2rfex<br />
Parents in the Know<br />
This publication from the Parent Partnership Service is for parents and carers of children with special<br />
educational needs. http://preview.tinyurl.com/cdy7eu8<br />
<strong>Staffordshire</strong> Safeguarding Children Board (SSCB) Threshold Framework and their<br />
latest newsletter. http://www.staffsscb.org.uk/news/newsletters/<br />
6
7<br />
Nurture provision at<br />
John Wheeldon Primary<br />
What is a Nurture Group?<br />
A nurture group is:<br />
• An inclusive, early intervention that aims to reduce social and emotional difficulties within a<br />
mainstream setting.<br />
• A provision in which carefully structured routines provide a balance of learning and teaching,<br />
affection and structure, within a homelike environment.<br />
• A group in which children are placed because they have missed out on early experiences<br />
that promote good development.<br />
Nurture Groups:<br />
• Place an emphasis on communication and language development through intensive<br />
interaction with an adult and other children.<br />
• Provide opportunities for social learning through co-operation and play with others in a<br />
group with an appropriate mix of children.<br />
• Recognise the importance of quality play experiences in the development of children’s<br />
learning.<br />
Since completing the accredited three day nurture group leaders’ course in 2007, the <strong>SEN</strong>Co at<br />
John Wheeldon was convinced that providing access to nurture could be helpful in supporting the<br />
school to change some of the behaviours that were observable in pupils across the age range.<br />
These behaviours arose from a number of triggers but often resulted in a lack of development of<br />
the skills that were needed to support successful learning and social success.<br />
When nurture provision was introduced at John Wheeldon, the approach that was taken differed<br />
from that found in a traditional nurture group. Instead the Governors and staff took the decision to<br />
ensure that all year groups had access to a high quality one hour session that aimed to respond to<br />
the needs of a wider group of pupils. Teaching Assistants were trained to lead the sessions built<br />
around agreed barriers to attaining academic success. The curriculum provided varies from year<br />
group to year group but includes, for instance, Time for Talk, Socially Speaking, Silver Seal etc.<br />
In addition, the curriculum also includes a targeted activity that is aimed at increasing academic<br />
success within the home classroom e.g. mental maths or a writing activity.<br />
All pupils with needs that indicated they would benefit from nurture provision are provided with<br />
weekly sessions and there is a guarantee that they will always attend a minimum of 10 sessions each<br />
term. Those year groups with the greatest need may have two groups who attend the sessions.<br />
The school developed a checklist to allow it to monitor the impact the nurture provision had on<br />
individual pupils. This was based on factors that affected pupil’s attitudes to leaning and gathers<br />
evidence progress in:<br />
• Self esteem<br />
• Confidence<br />
• Listening skills<br />
• Attitude to learning<br />
• Behaviour<br />
• Turn taking/sharing<br />
• Working with adults<br />
• Cooperation with peers in the classroom
For Marjorie Boxall, the originator of nurture provision, the focus of all nurture groups was on building trust<br />
through the recreation of positive early learning experiences. She identified the main principles which underpin<br />
the nurture group approach as follows:<br />
1. Children's learning is understood and responded to developmentally<br />
2. The classroom offers a safe and predictable environment where adults are reliable and set firm<br />
boundaries<br />
3. The importance of nurture for self-esteem is promoted<br />
4. Language is a key tool for communication and not just a skill to be learned is addressed<br />
5. A recognition and understanding that all behaviour is a means of communication.<br />
6. Transitions are significant in the lives of children<br />
At John Wheeldon, all delivered sessions take place in the school’s nurture room; an attractive, light room that<br />
has been purposefully developed for the purpose and contains all the suggested areas:<br />
• Kitchen area<br />
• Living room<br />
• Dining area<br />
• Role play area<br />
• Quiet area.<br />
On the day of a visit by the <strong>SEN</strong> Adviser, six Y2 boys from different classes were taking part in a nurture session<br />
being skilfully led by experienced TA Debbie Downes. Planning for the session identified the identification of<br />
learning objectives, vocabulary, warm up activity, core activity, snack time and the concluding relaxation.<br />
Throughout the session, great attention was paid to positive reinforcement of behaviour and to the<br />
establishment and rehearsal of routine with learning opportunities facilitated via practical and tactile teaching<br />
to emphasise recognition of emotions and cooperative working. The leader clearly linked developing skills to<br />
prior learning and paid attention to listening and responding to pupils’ individual needs. It was observable that<br />
although the pupils exhibited a range of behaviours that made them vulnerable to reduced level of school and<br />
social success, they were measurably benefiting from the effective targeted support being provided.<br />
If you would like advice on developing nurture provision in your school please contact<br />
carol.smart@entrust-ed.co.uk or julie.yates@entrust-ed.co.uk<br />
<strong>Staffordshire</strong> Healthy Schools<br />
We now offer two options for schools<br />
Option 1 Health Check…... £400<br />
The <strong>Staffordshire</strong> Healthy Schools Health Check accredits a school’s provision for<br />
health and wellbeing. A consultant carries out an audit of the schools current provision<br />
of health and well being. On completion the school is recognised for its commitment to<br />
improving the Health and Well Being of children and young people.<br />
Option 2 <strong>Staffordshire</strong> Healthy Schools Status………£1,000<br />
<strong>Staffordshire</strong> Healthy Schools Status is a school improvement model to support schools to develop an area of<br />
health and well being specific to their needs. A consultant carries out an audit of the schools current provision of<br />
health and well being then goes on to work with the school to produce an effective development plan.<br />
On completion of the development plan schools will be accredited for the impact they have made on the health<br />
and well being of children and young people.<br />
For further details please contact healthyschools@entrust-ed.co.uk<br />
8
9 National Teaching schools<br />
Teaching schools aim to provide those schools that have been judged by Ofsted to be<br />
outstanding, with a leading role in the training and professional development of<br />
teachers, support staff and headteachers, as well as opportunities to contribute to<br />
the raising of standards through school-to-school support.<br />
There are now 366 designated teaching schools in England and the Government has<br />
plans to increase this number to 500 by 2015. The plan is for outstanding schools to<br />
work with groups of other schools and at least one university, to "deliver high quality<br />
support for teachers and leaders at all stages in their career.”<br />
The status of teaching school is open to all schools in England who meet the criteria.<br />
Schools and academies applying to become teaching schools will need to give<br />
evidence of successful partnerships as well as excellent leadership, with a proven<br />
track record of school improvement. They will need to have the capacity to:<br />
• play a greater role in recruiting and training new entrants to the profession<br />
(initial teacher training)<br />
• lead peer-to-peer professional and leadership development (continuing<br />
professional development)<br />
• identify and develop leadership potential (succession planning and talent<br />
management)<br />
• provide support for other schools<br />
• designate and broker specialist leaders of education (SLEs)<br />
• engage in research and development activity<br />
Initially, teaching schools will receive some funding to enable them to undertake this<br />
role.<br />
Over time it is intended that all schools will work together within a teaching school<br />
alliance – a group of schools and other partners supported by the leadership of a<br />
teaching school. Alliances may be cross phase and cross sector, work across local<br />
authorities and may include different types of organisations.<br />
In <strong>Staffordshire</strong> there are three schools that have been designated teaching school<br />
status. These are<br />
• Biddulph High School<br />
• John Taylor High School<br />
• Blackfriars School<br />
The designation is likely to be for four years, subject to the school or academy<br />
continuing to meet the eligibility criteria. The next application round will open 13<br />
September <strong>2013</strong>. http://preview.tinyurl.com/ca4hyjg<br />
Sport across <strong>Staffordshire</strong> and<br />
Stoke on Trent<br />
http://www.sportacrossstaffordshire.co.uk<br />
The Disability Sport section of the SASSOT website has been designed to help inform,<br />
educate and highlight disability sport and show the level of importance that Sport Across<br />
<strong>Staffordshire</strong> & Stoke-on-Trent place on it. SASSOT has a Disability Sport & Physical<br />
Activity Officer who is responsible for developing and informing people on opportunities<br />
around Disability Sport.<br />
Aiming High Disability Sport & Physical Activity Officer<br />
Tel: (01785) 619398 Email: disabilitysport@staffordbc.gov.uk
What works for children and young<br />
people with literacy difficulties?<br />
The effectiveness of interventions schemes<br />
4th Edition: Greg Brooks University of Sheffield (Feb <strong>2013</strong>)<br />
Greg Brooks was commissioned by the DfES/DfE to produce three previous editions of<br />
this publication. They aimed to collate evidence on interventions that could increase the<br />
rate of progress in pupils with literacy difficulties. This, the latest of the research reports,<br />
was commissioned by the Dyslexia-Spld Trust and aims to review schemes currently<br />
available in order to inform schools’ choices when selecting appropriate support.<br />
Part 1 (Chapter 1-3) examines a variety of schemes aimed at increasing the rate of<br />
progress for children aged 5–14 who are experiencing difficulties in literacy acquisition.<br />
Most of the schemes covered are ‘Wave 3’ initiatives as previously defined within the<br />
literacy section of the Primary National Strategy and the KS 3 Strategy for English.<br />
Greg Brooks concludes:<br />
• Ordinary teaching does not enable children with literacy difficulties to catch up.<br />
• Schemes for KS3 are few but several work well for reading and Grammar for Writing<br />
has great potential.<br />
• Schemes for children who struggle with spelling work best when highly structured.<br />
• Work on phonological skills for reading should be embedded within a broad<br />
approach.<br />
• Children’s comprehension skills can be improved if directly targeted.<br />
• IT approaches work best when they are precisely targeted.<br />
• Large-scale schemes, though expensive, can give good value for money.<br />
• Where reading partners are available and can be given appropriate training and<br />
support, partnership approaches can be very effective.<br />
• Good impact – sufficient to at least double the standard rate of progress – can<br />
be achieved, and it is reasonable to expect it.<br />
Chapter 3 describes:<br />
A. Schemes targeting reading and/or spelling at primary level<br />
B. Schemes targeting reading and/or spelling at KS3<br />
C. The few schemes which have investigated how to improve writing<br />
Part 2 (Chapters 4-6) is a completely new section and attempts to identify interventions<br />
that aim to support pupils with specific learning needs. This part of this report contains<br />
chapters on schemes designed:<br />
• for children with specific special educational needs, including dyslexia-SpLD<br />
• to boost literacy at primary/secondary transition<br />
• for young people aged 14–18, including those detached from education or<br />
training, including those who have offended or may be at risk of doing so<br />
This is followed by an extensive reference and appendix section that lists all the<br />
interventions and the impact that they have had on progress. It uses methods such as the<br />
ratio-gain system i.e. 12 months progress in 12 months is a ratio gain of 1; 24 months<br />
progress in 12 months is a ratio gain of 2 etc.<br />
http://preview.tinyurl.com/brgd5fw<br />
10
11<br />
Supporting partnership with parents<br />
The Skillshare project<br />
<strong>Staffordshire</strong> Parent Partnership Service has been successful in securing another 5 years<br />
of funding under the Reaching Communities Programme from the BIG Lottery Fund.<br />
This will provide £241,000 to further develop the SkillShare Project and build on the<br />
success of the previous 5 years. The SkillShare project provides no cost information and<br />
training workshops to parents and carers of children with special educational needs in<br />
<strong>Staffordshire</strong>. The project consults with local communities and existing voluntary groups<br />
about the events they would like; the Skillshare coordinator then arranges the training and<br />
information events needed in accessible locations throughout <strong>Staffordshire</strong>. The<br />
previous SkillShare project enabled over 2,800 <strong>Staffordshire</strong> parents and carers to attend<br />
a range of training events. A summary of the impact of the Skillshare project is located on<br />
the Parent Partnership website.<br />
To help SkillShare provide the events parents want, parents can complete the<br />
questionnaire on the Skillshare website.<br />
Further information from www.staffordshire.gov.uk/spps and click on the SkillShare link or<br />
contact Tracy Munday, SkillShare Co-ordinator on 01785 356930 or<br />
tracy.munday@staffordshire.gov.uk<br />
ParentView<br />
Ofsted has produced resources to support schools in increasing the percentage of<br />
parents contributing their views to the online parent questionnaire. This includes:<br />
• Parent View toolkit for schools<br />
• Parent View poster and leaflet<br />
• Parent View screencast<br />
http://preview.tinyurl.com/cff85oo<br />
The toolkit explains key facts about Parent View and contains materials that can be<br />
adapted and used by schools to raise awareness of Parent View to parents.<br />
ParentView asks parents to respond to the following statements:<br />
1. My child is happy at this school<br />
2. My child feels safe at this school<br />
3. My child makes good progress at this school<br />
4. My child is well looked after at this school<br />
5. My child is taught well at this school<br />
6. My child receives appropriate homework for their age<br />
7. This school makes sure its pupils are well behaved<br />
8. This school deals effectively with bullying<br />
9. This school is well led and managed<br />
10. This school responds well to any concerns I raise<br />
11. I receive valuable information from the school about my child’s progress<br />
12. Would you recommend this school to another parent?<br />
Parents of children in maintained schools that have residential provision have five<br />
additional questions to answer about their child’s school.<br />
These are:<br />
1. My child enjoys boarding/the welfare experience<br />
2. My child is warm enough and comfortable in the residential accommodation<br />
3. The experience of boarding/welfare helps my child’s progress and development<br />
4. I can easily contact the staff who care for my child<br />
5. Boarding/welfare is well organised and managed effectively.<br />
http://preview.tinyurl.com/bo7cktx
13<br />
Springfield School<br />
love to READ<br />
Developing Reading in Key Stage 1<br />
As we are all aware, the latest Ofsted developments highlight the<br />
importance of raising levels of attainment for our pupils in basic skills<br />
which can be quite a challenge!! At Springfield we have explored a<br />
range of different reading schemes but our square pegs just won’t<br />
quite fit into the round holes no matter how we try. Although we<br />
promote all the initiatives our Key Stage 1 children still struggle with<br />
the area of reading.<br />
Following discussions at teachers’ meetings, the Butterflies class<br />
teacher decided to pilot a new idea by adapting a recognised phonics<br />
reading scheme using the Communicate2Print programme.<br />
We began with the Stage 1 book:<br />
• The picture books have a key symbol on each page to<br />
promote the pupil’s attention skills, symbol recognition and<br />
language development when sharing at school and home.<br />
These packs also have a simple character recognition picture<br />
matching game.<br />
• The first word stage has the reading book with the<br />
recommended wordlist, a blank laminated strip and a simple<br />
character symbol recognition game.<br />
• The remainder of Stage 1 books have the laminated strip and<br />
symbol keyring.<br />
We then decided to split the 100 high frequency words into 4 packs of<br />
snap games, again adapted into symbols. This sometimes can be<br />
difficult because some of the symbols are quite similar or even the<br />
same, so in these cases we have decided on using the functional<br />
words/symbols in the first instance and when pupils are consistently<br />
recognising these, we begin to introduce the ‘difficult’ words – a little<br />
like the ‘tricky words’ in phonics! We have found that because of the<br />
pictures details we have been able to give the pupils clues to look for<br />
when trying to learn their new words.
Each pupil has been assessed using the High<br />
Frequency games and then given between 4 -6<br />
recognised words/symbols and 2 new<br />
words/symbols on their personal keyring. They<br />
have 2 sets of the words and play a simple ‘snap’<br />
or ‘find the same’ game. Alongside their game<br />
they have the appropriate level reading book<br />
pack. When sharing their book they are<br />
encouraged to use early skills- handling books<br />
appropriately, turning pages, left to right scanning<br />
and pointing to pictures or words with their finger.<br />
We have made sharing a reading book fun and<br />
enjoyable, spending time looking, listening and<br />
laughing at the story. The adult points to the word<br />
and asks the pupil to find the same symbol<br />
version from a choice of 2 or 3. When they have<br />
found the symbol they place it on the strip and<br />
when the sentence is complete they read the<br />
symbols. This system has been successful with<br />
pupils within the class who have a range of special<br />
educational needs.<br />
Chloe has blossomed with the adapted version in<br />
a range of ways, her language development has<br />
increased and she will confidently talk to a range<br />
of different adults. Her word recognition has<br />
increased and she is moving steadily through the<br />
Stage 1 books. She is highly motivated by the<br />
reading books and will collect her book from the<br />
drawer, give it to the adult and ask to read daily.<br />
“ Our daughter has always shown an interest and<br />
enjoyment in a variety of books. Since the school<br />
introduced the picture/word cards to enable her to<br />
read high frequency words, her confidence in<br />
reading has been remarkable. The symbols are<br />
developing her sight vocabulary and she really<br />
enjoys the games linked to learning new words.<br />
When she arrives home she cannot wait to read her<br />
book and share her game”. (Parent)<br />
National Strategies<br />
maths resources<br />
14<br />
The resources identified below were originally produced for<br />
the National Strategies initiative to support maths teaching<br />
to pupils with special educational needs. They contain useful<br />
advice to prompt reflection.<br />
• Targeting support: Implementing interventions for<br />
children with significant difficulties in mathematics.<br />
http://preview.tinyurl.com/agyduc9<br />
• Including all Children in the Literacy Hour and daily<br />
Maths Lesson:<br />
http://preview.tinyurl.com/a73rf5o<br />
• Planning, teaching and assessing the curriculum for<br />
pupils with learning difficulties<br />
http://preview.tinyurl.com/7z2lrrs<br />
• Planning, teaching and assessing the curriculum for<br />
pupils with learning difficulties: Mathematics<br />
http://preview.tinyurl.com/bc3q8n8<br />
• Inclusive teaching in mathematics (secondary)<br />
http://preview.tinyurl.com/apq4m5v<br />
• Intervention in mathematics (secondary)<br />
http://preview.tinyurl.com/a32bufk<br />
• Mathematics planning guidance for pupils working<br />
below age related expectations: An introduction.<br />
(primary) http://preview.tinyurl.com/azc3m4m<br />
• <strong>SEN</strong>/LDD Primary mathematics planning: Special<br />
school unit overview<br />
http://preview.tinyurl.com/beb4zr6<br />
Always Someone Else’s<br />
Problem<br />
Office of the Children’s Commissioner’s<br />
Report on illegal exclusions 24/03/13<br />
Recommendations to Schools<br />
“We recommend that all schools should, as a matter of<br />
course, publish their behaviour policies prominently on their<br />
website. Where they do not already contain information on<br />
exclusions, they should be amended to do so. This<br />
information should include information on the rights of<br />
children and their parents, as set out elsewhere in this<br />
report. These rights should also be issued to all parents<br />
alongside home-school agreements.”<br />
http://preview.tinyurl.com/cyx9522
15<br />
A day in the life of a Physical Disability<br />
Support Service (PDSS) specialist<br />
teacher<br />
Life always seems greener on the other side of the fence – I really fancied the opportunity to work<br />
1:1 in a specialist capacity - goodbye to the frantic times with thirty children all clamouring for<br />
attention at the same time – but ‘oh boy’ was I wrong, out of the frying pan into the fire!<br />
I seem to spend my life travelling in a car and completing visit forms and reports, but in truth, my role<br />
in PDSS has been one of the most rewarding aspects of my career to date.<br />
The short time I spend with a child, parent or colleague in school generally results in helping to give<br />
practical support whilst empowering the professional and the child to all realise how they can move<br />
forward and have a really positive attitude towards their condition or recognise their ability.<br />
A typical day may include......<br />
• A visit to a school for District Office to prepare a report for statutory assessment;<br />
supporting a school with a Care Plan; or discussing with them how to assess risks.<br />
• Seeing a two year old in a pre-school setting, to supporting the access arrangements for a<br />
Y10 pupil preparing for external examinations.<br />
• Sometimes visits are to advise on access to the environment – I am an expert on a fully<br />
accessible toilet now – others to advise on curricular access and differentiation or similar.<br />
• A lot of personal enjoyment comes from empowering TAs to realise how much they already<br />
know and that they really are experts in their own field in their school.<br />
• I have developed a super relationship with excellent <strong>SEN</strong>Cos – who often have a cup of tea<br />
readily available and provide me with a welcome break, thank you! Other times I really<br />
understand that as a <strong>SEN</strong>Co you are too busy to stop and see me; it’s a good job ‘phones<br />
and emails were invented, what would we do without them?<br />
• Training is a smaller part of my life but a visit to you to help me design a bespoke package is<br />
always helpful and I enjoy the interaction with colleagues in a variety of setting that this<br />
brings.<br />
No two days are alike and I find myself facing a wide range of issues and challenges.<br />
Over the last few years I’ve driven hundreds of miles through beautiful countryside, seen wonderful<br />
displays and educational practice (being a typical teacher I’ve stolen these ideas and taken them<br />
back to share with colleagues..) but more than anything met fantastic children, supportive and<br />
sometimes anxious parents, and the hardest working colleagues imaginable.<br />
Thank you, it’s made my life really rewarding. Please continue requesting support; it keeps me in this<br />
wonderful role.<br />
Fiona Boulton, Blackfriars PDSS<br />
Angela Rudge, Greenhall PDSS<br />
Ingrid Turner, Horton Lodge PDSS<br />
Lyn Court, Saxon Hill PDSS<br />
Information and referral forms regarding accessing the PDSS can be obtained from<br />
http://preview.tinyurl.com/n5w6p4
Pupil Premium<br />
The Pupil Premium: how schools are spending the funding<br />
successfully to maximise achievement Feb <strong>2013</strong> Ofsted<br />
In Autumn 2012, inspectors visited 68 primary and secondary schools to see how<br />
they were spending their Pupil Premium funding to maximise achievement.<br />
The report identifies that success was linked to common factors that included:<br />
• Ringfencing the funding so it was always spent on the target group of pupils.<br />
• Analysing data to identify pupils who were underachieving and why.<br />
• Ensuring that day-to-day teaching met the needs of every learner.<br />
• Allocating the best teachers who had a good track record in raising<br />
attainment to deliver additional interventions.<br />
According to the report, the ten ‘top gap busters’ that improved the rate of progress<br />
included:<br />
1. Data tracking that identified the gaps.<br />
2. Raising the profile of pupils eligible for free school meals within the school.<br />
3. Providing vertical tutoring to ensure more individual attention can be given.<br />
4. Increasing independent learning, development of thinking skills and clear<br />
assessments that support learning.<br />
5. Strong careers information, advice and guidance.<br />
6. Development of good literacy skills, including the collection of standardised<br />
scores for every pupil in every year for reading and spelling.<br />
7. Providing tailored individual support and resources across the curriculum.<br />
8. Ensuring access to a range of educational experiences – e.g. residential<br />
courses, sporting events, finance events.<br />
9. Ensuring good attendance.<br />
10. Providing facilities for supported self-study.<br />
The guidance is accompanied by a set of documents that aims to help schools to<br />
analyse gaps in achievement and plan their actions effectively.<br />
http://preview.tinyurl.com/c7hgdn3<br />
The Sutton Trust-EEF Teaching<br />
and <strong>Learning</strong> Toolkit<br />
The Education Endowment Foundation has produced this useful toolkit to support<br />
schools in selecting additional interventions. Although originally aimed at<br />
supporting schools to make decisions regarding the allocation of Pupil Premium, it<br />
would have value in all decisions relating to delegation of funding. Tabs include:<br />
• Using the toolkit<br />
• Pupil Premium calculator<br />
• Videos and case studies<br />
• Approaches A-Z<br />
http://educationendowmentfoundation.org.uk/toolkit/<br />
16
17<br />
Notice board<br />
Improving literacy in secondary schools: a shared responsibility<br />
April <strong>2013</strong> Ofsted<br />
This survey drew on visits to seven secondary schools identified in earlier inspections<br />
as effective in delivering cross-curricular improvement in literacy. The visits were<br />
carried out in schools across England between June and October 2012. Among some<br />
of the findings from the survey report, highlights were:<br />
• Where schools developed a more engaging approach to developing pupils’<br />
literacy skills, there was a marked fall in rates of persistent absence by<br />
previously hard-to-reach pupils or those at risk of dropping out of education.<br />
• There was no one way of ‘getting it right.’ Approaches varied from school to<br />
school and depended on the needs of pupils and the skills, knowledge and<br />
experience of staff.<br />
• Successful schools made good use of specialists from English and other<br />
subjects to support the development of effective strategies.<br />
http://preview.tinyurl.com/d6azzdy<br />
Phonic Match-funding DfE<br />
The Government is offering match-funding of up to £3000 to all state-funded schools<br />
in England including Academies and Free Schools with KS1 and KS2 pupils so that they<br />
can buy approved phonics products and training. Schools can access the funding by<br />
ordering products or training through a catalogue available from the Pro5 website.<br />
The match-funding offer of up to £3000 is being extended to the end of October<br />
<strong>2013</strong> and is now also available to all schools with KS2 pupils, including junior and middle<br />
schools. The products and training in the phonics catalogue are specifically approved<br />
for use with KS1 pupils but some may be useful to help pupils in KS2 with literacy<br />
difficulties who need to catch up. http://preview.tinyurl.com/6hp8xxj<br />
<strong>SEN</strong>D Pathfinder Programme Report DfE, DoH March <strong>2013</strong><br />
This report presents a summary of recent progress across the pathfinder programme<br />
and includes headline results from a survey of sixty-five families with some of the first<br />
completed Education, Health and Care Plans. The pathfinder programme has been<br />
extended until September 2014 and aims to provide information to refine the draft<br />
regulations and the new <strong>SEN</strong> Code of Practice before they are finalised.<br />
http://preview.tinyurl.com/chkl8j6<br />
Further examples of pathfinder progress, including case studies, draft EHCPs and links<br />
to developing local offers, are available from the ‘Food for Thought’ pages of the<br />
pathfinder website at www.sendpathfinder.co.uk<br />
Indicative draft: The (0-25) <strong>SEN</strong> Code of Practice March <strong>2013</strong><br />
This document has been published on the DfE website in the Children and Families Bill<br />
<strong>2013</strong> section. It is included at the bottom of the links on the right hand side of the<br />
page. At present it simply aims to support Members of Parliament in their discussions<br />
around the proposed Bill. Schools need to remember that none of this will come into<br />
force until the new legislation becomes law, which is not expected until Sept 2014.<br />
Up until that date, the 2001 <strong>SEN</strong> Code of Practice is the one that schools and other<br />
educational settings must have regard to. http://preview.tinyurl.com/ao6a65e
School data dashboard Ofsted<br />
The School Data Dashboard is intended to provide an<br />
analysis of mainstream school performance over a<br />
three-year period and data can be filtered by key stage or<br />
by topic:<br />
• Expected progress<br />
• Attainment<br />
• Attendance<br />
• Narrowing the gap between disadvantaged and<br />
other pupils<br />
It was proposed that Governors could use this information<br />
to support their judgements on the efficacy of their school<br />
in comparison to others.<br />
http://dashboard.ofsted.gov.uk/index.php<br />
Policies and other documents that Governing<br />
bodies and proprietors are required to have by<br />
law. (DfE) April <strong>2013</strong><br />
Updated April <strong>2013</strong>:<br />
The Dfe have issued a new version of the statutory policies<br />
and documents, which includes the level of delegation to<br />
which approval of each document can be assigned (full GB,<br />
committee or an individual).<br />
Governing bodies and proprietors of independent schools<br />
are required to hold each of these policies and other<br />
documents, as outlined, however:<br />
• the drafting of school policies can be delegated to<br />
any member of school staff;<br />
• there is no requirement for all policies to be<br />
reviewed annually; and<br />
• not all policies need to be signed off by the full<br />
governing body.<br />
This document also covers how often each policy must be<br />
reviewed and shows the level of approval required, where<br />
this is prescribed in regulations. There are instances where<br />
statutory guidance states that policies and procedures<br />
should be in place. Although this is not the same as a legal<br />
requirement, this document makes clear the policies<br />
referenced in statutory guidance. Where relevant,<br />
arrangements applying to Academies and Free Schools are<br />
outlined in legislation or in their funding agreements.<br />
http://preview.tinyurl.com/azlg9en<br />
<strong>SEN</strong>Co Conference:<br />
Never say, never<br />
again…. 18th Oct <strong>2013</strong><br />
18<br />
Speakers include:<br />
Charlie Henry, Principal Officer <strong>SEN</strong> and<br />
Disability, Ofsted. Charlie has worked in<br />
the field of special educational needs and<br />
disability for more than 30 years as<br />
teacher, special school manager and<br />
educational psychologist. He has the lead<br />
responsibility for developing the<br />
inspection of provision for special<br />
educational needs and disability across<br />
Ofsted's areas of inspection and<br />
regulation.<br />
Gareth D Morewood – Secondary <strong>SEN</strong>CO<br />
(Director of Inclusion) at an Outstanding<br />
school in Stockport – who intends to<br />
highlight the priorities under new<br />
inspection arrangements, proposed<br />
legislative changes and new funding<br />
arrangements<br />
Christopher Robertson Birmingham<br />
University and editor of <strong>SEN</strong>Co Update.<br />
Christopher has worked in inclusive and<br />
special education since 1974. He trained<br />
as a specialist teacher of children with<br />
severe learning difficulties (SLD) in Bristol.<br />
Following this period of training he worked<br />
at the Cheyne Centre for Children with<br />
Cerebral Palsy in London and taught in the<br />
special school sector throughout<br />
the1980s, and for much of this period was<br />
involved in developing collaborative<br />
practice with local mainstream schools,<br />
seeking to ensure that physically disabled<br />
students were not unnecessarily excluded<br />
from education alongside their peers.<br />
Course code: CNNB13008001<br />
<strong>SEN</strong>CO/Inclusion Manager Conference<br />
Never Say Never Again £205<br />
www.entrust-ed.co.uk
19<br />
Resources<br />
Load2Learn.org.uk<br />
Load2Learn.org.uk provided by Dyslexia Action and RNIB, is a free online resource with over 1900 curriculum<br />
titles and 1000 images that aims to support learners who cannot use standard print. It allows access to:<br />
• textbooks and other resources in Microsoft Word, PDF, EPUB, audio and CorelDraw<br />
• customisable materials for print or Braille versions<br />
• how to training guides and videos.<br />
http://load2learn.org.uk<br />
Inclusion for children and young people with Down's syndrome across<br />
mainstream education settings<br />
The Down's Syndrome Association and partners, have developed a new resource for all education<br />
professionals, as a result of Big Lottery Funding. The Celebrating Success series is based on the DSA<br />
Education Support Packs but uses case studies written with teachers, assistants and parents. The series is<br />
spilt into four areas of education - Early Years, Primary, Secondary and Further Education and aims to<br />
demonstrate actions that have enabled successful inclusion across each key phase of education:<br />
• Celebrating success - Examples of school inclusion for pupils with Down's syndrome: Early Years<br />
http://preview.tinyurl.com/b3bp867<br />
• Celebrating success - Examples of school inclusion for pupils with Down's syndrome: Primary school<br />
http://preview.tinyurl.com/aqalxoc<br />
• Celebrating success - Examples of school inclusion for pupils with Down's syndrome: Secondary<br />
school http://preview.tinyurl.com/bbodc5r<br />
• Celebrating success - Examples of inclusion for young adults with Down's syndrome:<br />
Further Education and employment http://preview.tinyurl.com/basepsj<br />
Leadership that promotes the achievement of students with special educational<br />
needs and disabilities:<br />
This support pack has been developed by Christopher Chapman, Mel Ainscow, Susie Miles and Mel West from the<br />
University of Manchester. It is up-to-date information to promote reflection on the role of the <strong>SEN</strong>Co from the<br />
National College of School Leadership. http://preview.tinyurl.com/aav79hn<br />
Money Skills support to people with learning disabilities<br />
BILD was commissioned by Barclays to develop accessible information and resources to support people with<br />
learning disabilities as part of the Barclay’s Money Skills programme. January saw the launch of the Money Skills<br />
materials which include:<br />
• An Information Pack for people with learning disabilities<br />
• Banking made clear - Quick Guide<br />
• Banking made clear - Resource Pack<br />
Although aimed at adults, these downloadable packs have value for the teaching of students with <strong>SEN</strong> and learning<br />
disabilities in both 6th Form and in colleges.<br />
http://www.bild.org.uk/about-bild/ourwork/money-skills
QLS Courses<br />
A number of courses/workshops aimed at supporting pupils with <strong>SEN</strong>D are available via<br />
the QLS website. They include:<br />
<strong>SEN</strong>Co Updates<br />
Autumn Term <strong>2013</strong><br />
INCB13028003 Seabridge PM 6th Nov<br />
INCB13028001/2 Kingston AM + PM 7th Nov<br />
INCB13028004 Tamworth AM 12th Nov<br />
INCB13028006 Wightwick PM 13th Nov<br />
INCB13028005 Burton PM 14th Nov<br />
INCB13028007 Chasewater AM 15th Nov<br />
Pupil Premium Updates<br />
Autumn term <strong>2013</strong><br />
INCB13039001 Kingston PM 2nd Dec<br />
INCB13039002 Seabridge AM 5th Dec<br />
INCB13039003 Chasewater PM 9th Dec<br />
INCB13039004 Coton Centre AM 10th Dec<br />
Nurture Updates<br />
INCB13026001 26th June Kingston PM<br />
www.entrust-ed.co.uk<br />
Kingston Centre, Fairway, Stafford. ST16 3TW<br />
Spring term 2014<br />
INCB13029001/2 Kingston AM +PM 26th Feb<br />
INCB13029003 Seabridge PM 27th Feb<br />
INCB13029004 Tamworth AM 4th March<br />
INCB13029006 Wightwick PM 5th March<br />
INCB13029005 Burton PM 6th March<br />
INCB13029007 Chasewater 14th March<br />
20<br />
Spring Term 2014<br />
INCB13040001 Kingston PM 24th March<br />
INCB1304000 2 Seabridge AM 26th March<br />
INCB13040003 Chasewater PM 27th March<br />
INCB13040004 Coton Centre AM 31st March