Effective Interventions for SEND Yorkshire NAHT Friday 22 nd
May
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Introduction Session 1: Identification of SEND Session 2:
Effective Intervention Strategies Session 3: What works?
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Session 1 Identification of SEND
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Current Statistics 17.9% of pupils in schools in England have
SEN 2.8% of pupils across all schools have a statement 15.1% of
pupils identified as having SEN (School Action and School Action
Plus) with no statement (decreased from 21.1% in 2010) 31.6% of
primary pupils identified with SLCN 26.7% of secondary pupils with
BESD Nearly 30% of pupils with SEN eligible for FSM 67.8 % of
children looked after have SEN DfE First Release National
Statistics January 2014
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21 st Century Children Prematurity o 1 in 8 babies are born
prematurely o 96% survive and over half will have a disability o
Nearly half of all babies born at 23/24 weeks will survive o Brains
which are wired differently Fetal alcohol spectrum disorder o
Largest non-genetic cause of complex learning difficulties o 1 in
100 babies born with FASD o Affects area of brain that controls
numeracy and mathematical computation o Can often go undiagnosed -
ASD
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21 st Century Children Drugs and Smoking o 4 babies per day
born addicted to drugs in UK o Babies born to smokers weighed 200
grams, or just under half a pound, less than babies of non-smoking
moms o children born to smokers have lower achievements in reading
and maths, and an increased risk of developing asthma Chromosome
Disorder o 1 in 200 babies born with chromosome disorder o
Syndromes without a name Mental Health o 10% of children and young
people with have a mental health need at any one time o Children
and young people with a learning difficulty six times more likely
to have mental health need
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Key message.. Every teacher is responsible and accountable for
all pupils in their class wherever or with whoever the pupils are
working
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SEN or Underachievement SEND Code of Practice 2014 Slow
progress and low attainment do not necessarily mean that a child
has SEN and should not automatically lead to a pupil being recorded
as SEN Activity What are the barriers to learning for pupils at
this school?
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Barriers to Learning Classroom Delivery of curriculum does not
match learning style Lessons too long Poor differentiation Lack of
challenge Unclear instructions and explanations Poorly structured
lessons Inappropriate groupings School Inappropriate curriculum
Ineffective rewards system Lack of flexibility in timetabling
Inconsistent quality of teaching Inconsistently applied behaviour
policy Class size
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Barriers to Learning Pupil Tiredness Low self-esteem Lack of
self-confidence Poor social skills Mental health issues SEND Need
to be entertained! Family Cultural - language Demographic -
aspirations Lack of role models Young carers Stigma Neglect
Abuse
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Broad areas of need Communication and Interaction Cognition and
Learning Social, emotional and mental health difficulties Sensory
and/or physical needs The areas of need are to give an overview of
the range of needs that should be planned for and to support
schools in deciding what action to take. They are not about fitting
a pupil into a category.
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Communication and Interaction Children with speech, language
and communication needs have difficulty communicating with others.
o They might have speech that is difficult to understand o They
might struggle to say words or sentences o They may not understand
words that are being used, or the instructions they hear o They may
have difficulties knowing how to talk and listen to others in a
conversation
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Autism Spectrum Disorder Affects 1.1% of population
Neurodevelopmental disorder Lifelong developmental disability
Spectrum condition Triad of impairment o Social Communication o
Social Interaction o Social Imagination
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Cognition and Learning Moderate learning difficulties (MLD)
Severe learning difficulties (SLD) Profound and multiple learning
difficulties (PMLD) Complex difficulties and disabilities
(CLDD)
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Specific Learning Difficulties Specific Learning Difficulties
affect the way information is learned and processed Neurological
(rather than psychological), genetic and occur independently of
intelligence. They can have significant impact on education and
learning and on the acquisition of literacy and numeracy skills
They include o Dyslexia o Dyscalculia o Dyspraxia o Dysgraphia o
Attention Deficit Disorder /Attention Deficit Hyperactivity o
Auditory Processing Disorder
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Social, Emotional and Mental Health difficulties Children and
young people who are experiencing social and emotional difficulties
which may result in becoming withdrawn, isolated, challenging
behaviour Children and young people with mental health difficulties
such as anxiety, depression, self-harming, eating disorders etc.
Children and young people with ADD, ADHD or Attachment Disorder
(see also Specific Learning Disability) SEND Code of Practice 2014
Persistent disruptive or withdrawn behaviours do not necessarily
mean that a child or young person has SEN.
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Physical /Sensory Needs Children and young people who have a
physical disability Children and young people with visual
impairment, Children and young people with a hearing impairment
Children and young people with a multi-sensory impairment
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Children with medical conditions Statutory guidance issued 30
th April new duty from 1 st September Key points o Pupils at school
with medical conditions should be properly supported so that they
have full access to education, including school trips and physical
education o Governing bodies must ensure that arrangements are in
place in schools to support pupils at school with medical
conditions o Governing bodies should ensure that school leaders
consult health and social care professionals, pupils and parents to
ensure the needs of children with medical conditions are
effectively supported
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Strategies to support learning Communication and interaction
Speak clearly, not too quickly and use short sentences Use a peer
with good language skills to support Give the pupil simple messages
to take to other members of staff Use open questions and give time
for response Develop listening skills by reading aloud and using
commentary Use visual cues to support written communication Use IT
to encourage talk video, audio recorders, ipad etc. Use sequencing
and matching activities to develop language Have common vocabulary
and key words easily accessible Pre-tutor before a lesson to
familiarise them with new vocabulary. Provide a speaking and
listening area within a classroom
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Strategies to support learning Cognition and Learning Allow
pupils to work at their own pace allowing extra time where needed
Break learning tasks down into smaller steps give a break between
each one Give single instructions (step-by-step) - homework Model
what you want pupil to do Offer support structures for written
tasks mind-maps, writing frames, prompt cards, word lists etc.
Check understanding by asking them to repeat what they have been
asked to do Allow pupils to present their work in a range of ways
(not always written) Be aware of a pupils reading ability when
preparing work Give pupils sufficient thinking time to process
information Enable pupils to work in pairs, small groups,
independently and whole class
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Strategies to support learning Social, emotional and mental
health difficulties Consistently apply classroom/school rules for
behaviour Pair pupils with positive peer to model good behaviour
for learning Incorporate turn taking cooperative learning
activities in lessons Give one instruction and one task at a time
Focus on pupils strengths, talents and interests and use positive
praise where appropriate Defuse confrontation, change the subject,
send pupil on a message or give classroom responsibility Have a
quiet, distraction free area of the classroom Develop some anger
management strategies count to 10, use of stress ball Use
non-verbal cues to deal with the minor, disruptive behaviour
Develop resilience, prepare for change in routines Make teacher
expectations very clear
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Strategies to support learning Sensory and/or physical needs
Ensure pupils are seated so they can see whiteboard, TV, PC etc.
Use a visualiser, enlarged text or audio materials Be aware of
bright lights, flickering lights and glare from windows. Provide
extra time as required Face pupils with hearing impairment when
speaking Use a hearing loop or lapel microphone Ensure safe
movement around classroom and from lesson to lesson Ensure all
learning resources are easily accessible and labelled well. Pair
pupils to ensure they always have some support Give breaks between
learning activities
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Session 2 Effective Intervention Strategies
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Quality first teaching for all highly focused lesson design
with sharp objectives high demands of pupil involvement and
engagement with their learning high levels of interaction for all
pupils appropriate use of teacher questioning, modelling and
explaining an emphasis on learning through dialogue, with regular
opportunities for pupils to talk both individually and in groups an
expectation that pupils will accept responsibility for their own
learning and work independently regular use of encouragement and
authentic praise to engage and motivate pupils. Personalised
Learning A practical guide DCSF - 2008
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Quality First Teaching Every teacher is responsible and
accountable for all pupils in their class wherever or with whoever
the pupils are working High quality, differentiated teaching is the
first response to supporting SEND What does quality first teaching
mean in this school? What is expected from every teacher every day?
Literacy development across the school Differentiation Effective
Use of Additional Support
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Differentiation Person using an additional adult Place Not
always in classroom quiet workspace Product - all of us will, most
of us should, some of us could Process Supporting instructions,
adapting the task, Additional resources, peer-to-peer support, use
of Intervention Time chunk time to fit the attention/concentration
Span Use of technology
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The Three Waves Wave 1 : Quality First Teaching the
non-negotiables WAVE 1 Inclusive high quality teaching for all
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The Three Waves Wave 1 : Quality First Teaching Wave 2 : Wave 1
plus additional, time-limited, tailored intervention support
programmes Universally available WAVE 2 Additional programmes
and/or planned support that are designed to accelerate learning
WAVE 1 Inclusive high quality teaching for all
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The Three Waves Wave 1 : Quality First Teaching Wave 2 : Wave 1
plus additional, time-limited, tailored intervention support
programmes Wave 3: Wave 1 plus increasingly individualised
programmes The different and additional WAVE 2 Additional
programmes and/or planned support that are designed to accelerate
learning WAVE 1 Inclusive high quality teaching for all WAVE 3
Additional highly personalised interventions
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Assess Teacher carries out clear analysis of pupils needs. This
should draw on teachers assessment and experience of pupil,
previous progress and attainment. Schools should take into account
any concerns expressed by parents and the views of the pupil. Plan
Agreed adjustments, interventions and support are put in place.
Expected impact on progress, development and behaviour recorded and
a clear date for review decided. Do The teacher remains responsible
for working with the pupil on a daily basis. Where the intervention
is delivered by a member of support staff the teacher is still
responsible for monitoring impact and progress. Review the
effectiveness of the support and interventions and their impact on
the pupils progress should be reviewed in line with the agreed date
The graduated approach
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Provision Management Overview of how funding for additional
needs is being spent additional interventions, who is providing,
time and cost Enables schools to manage different funding streams
in a more coherent way Plan for the deployment of staff Provide
evidence based information to support measuring the impact of
interventions Includes entry and exit data to measure the impact
and cost effectiveness of each intervention in terms of pupil
progress and outcomes Evidence for school, governing body, parents,
local authority, OFSTED to show effective spend of additional
funding
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Additional Support Staff Historically teaching assistants/
learning support assistants have been used to support pupils with
SEN Established a dependency culture Need to focus on supporting
pupils learning Trained and skilled to be able to deliver one-to
one or small group interventions Teachers have a deeper
understanding of how they can work effectively together Teachers
understand that they are responsible and accountable for every
childs progress IMPACT and OUTCOMES!
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Making Best Use of Teaching Assistants EEF March 2015 7
Recommendations 1.TAs should not be used as an informal teaching
resource for low attaining pupils 2.Use TAs to add value to what
teachers do, not replace them 3.Use TAs to help pupils develop
independent learning skills and manage their own learning 4.Ensure
TAs are fully prepared for their role in the classroom 5.Use TAs to
deliver high-quality one-to-one and small group support using
structured interventions 6.Adopt evidence based interventions to
support TAS in their small group and one-to-one instruction
7.Ensure explicit connections are made between learning from
everyday classroom teaching and structured interventions
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Roles and Responsibilities Enabling students to access whole
curriculum Pre-tutoring and re-capping on teaching points Helping
to manage behaviour Observation of students learning Supporting a
group Preparing differentiated resources Using ICT to enable access
Working in home language Preparation of learning materials (e.g.
paper, ingredients, DVDs, games, research...) Supporting discussion
work Helping students organise their work (including
recording)
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Roles and Responsibilities 1 to 1 support to students in class
under the teachers direction Taking notes for students and
recording homework Acting as a student-teacher link Supporting
Educational Visits and practical activities outside the usual
curriculum delivery (with prior notice) Suggest strategies to help
specific students and liaise with teaching staff to improve access
and participation Supporting the physical and personal needs of
students Completing and checking assessments Printing off reports
and assessments processed and prepared by the teacher Mounting work
for wall displays and developing the learning environment
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Reflecting on Practice Do you: Regularly plan learning
activities with the teacher? Discuss with the teacher the purpose
of a series of lessons? Understand what the students are trying to
learn in each lesson? Recognise very good achievement for the
students you work with? Feel able to make decisions, such as
adapting an activity, as you work with students during lessons?
Have opportunities to discuss student progress with the teaching
during/after a lesson? Have opportunities to feedback to
parents/carers/families?
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Effective Deployment More involvement in lesson planning More
recognition and status in the classroom Greater impact on the lives
of children and young people A chance to have professional
development accredited and linked into the national occupational
standards and qualification credit framework A chance to have
skills recognised and to maximise the benefits of those skills A
chance to have continuous professional development (CPD) and
performance management needs taken seriously Clearer roles and
lines of responsibility for teaching and learning Greater job
satisfaction.
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How can this be achieved? Job descriptions are clear and
up-to-date Deployment is matched to the audit of needs and
provision mapping Time for planning and meetings are within
contracted hours Training is directed to the role they carry out,
especially when delivering prescribed intervention There is a
complete understanding of learning objectives, how they fit into
prior and future learning and ability to assess if learning has
taken place They are given clear direction as to their role within
the classroom There is an expectation that TAs use a comprehensive
record keeping system
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Funding for SEN Support All mainstream schools are provided
with resources that they can use to support those with additional
needs, including children and young people with SEN and
disabilities Schools have an amount identified within their overall
budget, called the notional SEN budget. This is not a ring-fenced
amount, and it is for the school to provide, high quality
appropriate support from the whole of its budget Schools, as part
of their normal budget planning should determine their approach to
using their resources to support the progress of pupils with SEN
Schools are not expected to meet the costs of the more expensive
support from their core funding. They are expected to provide
additional support which costs up to a nationally prescribed
threshold per pupil/student per year
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School Funding School Funding Element 1 Per pupil amount a
percentage of this should be spent on supporting SEN Element 2
Notional SEN budget support interventions and support for those
identified with SEN Expected school will spend 6000 Element 3
Top-Up Funding
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Pupil Premium Raise the attainment of disadvantaged children
and young people Eligible for free school meals in last 6 years
plus children in care of local authority for more than six months
April 2015- 1,320 (Primary) 935 (Secondary) 1900 for LAC children
(included adopted and fostered) Children of Parents in Armed forces
- 300 Early Years Pupil Premium 300
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Analysing the Data What are you going to do about it? Improve
teaching and learning Influence the strategic development of SEND
policy and practice Indicate where an intervention is required or
if an intervention is having impact Impact on decisions about the
deployment of SEN resources Indicate the need for specialist
service input Identify vulnerable groups that overlap boys with
SEN, girls who are LAC Identify any trend over last three years
Identify early any pupils who may have an SEN
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Session 3 What works?
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Education Endowment Fund
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Effective Feedback The Sutton Trust-EEF Teaching and Learning
Toolkit Feedback is information given to the student about the
learners performance relative to learning goals. It should aim to
produce improvements in students learning by redirecting or
refocusing the students actions to achieve a goal. The feedback can
be verbal, written or through the use of IT and can be delivered by
a teacher, a teaching assistant or peer. In order for a teacher to
give effective feedback they need to receive effective feedback
from support staff
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Effective Feedback Providing effective feedback can be
challenging but it should : Be specific, precise and clear that was
good because.... Compare what a student is doing now to what they
were doing in the past Encourage and support further effort and be
given sparingly so that it is meaningful Provide explicit guidance
on improvements and how to move on Be supported by whole school
professional development to ensure consistency.
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Early Years Toolkit
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Interventions for Literacy
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The Communication Trust
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Reading Support
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Every Child Counts Numbers Count 1 st Class at number Success
@arithmetic Talk 4 Number
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Numicon Multi-sensory Structured apparatus Encourages use of
Mathematical language Based on research and evidence Raises
achievement across all mathematics ability levels. Accredited
professional development Primary National Curriculum 2014 Develops
fluency by using a visual, practical base to develop conceptual
understanding and fluent recall. Helps children to reason
mathematically through the use of concrete objects and spoken
language to explain and justify. Develops children into confident
problem-solvers.
