Supporting students in making Supporting students in making progress; narrowing the gap progress; narrowing the gap

for everyone through for everyone through optimising the use of Support optimising the use of Support

Staff Staff

ByBy

Gareth D MorewoodGareth D Morewood

Director of Curriculum Support, Priestnall School, Director of Curriculum Support, Priestnall School, StockportStockport

2525thth February 2013 February 2013

What is going to happen?What is going to happen?• Give you a context where including Give you a context where including

young people with SEND has recorded young people with SEND has recorded some successsome success

• Highlight some of the work we do in Highlight some of the work we do in monitoring and benchmarking monitoring and benchmarking Teaching Assistant support & Teaching Assistant support & interventionsinterventions

• Challenge and offer ideas as to how Challenge and offer ideas as to how you can adapt your own provision to you can adapt your own provision to meet modern needs more effectivelymeet modern needs more effectively

Some points to discuss ...Some points to discuss ...

• Is it more effective to deploy Teaching Is it more effective to deploy Teaching Assistants subject-specific or student need-Assistants subject-specific or student need-specific? specific?

• Record keeping – not enough Teaching Record keeping – not enough Teaching Assistants record keep – should they?Assistants record keep – should they?

• Do you have n understanding how TAs Do you have n understanding how TAs impact on student progression to analyse impact on student progression to analyse whether strategies are effective?whether strategies are effective?

• Is it important to ensure that Teaching Is it important to ensure that Teaching Assistants are used most cost-effectivelyAssistants are used most cost-effectively? ?

BackgroundBackground• My own journeyMy own journey

• My current contextMy current context

• Ranges of needsRanges of needs

• Structure of Curriculum SupportStructure of Curriculum Support

• Provision & Access for Provision & Access for ALLALL

• Supporting vulnerable learners in Supporting vulnerable learners in mainstream schools & engaging mainstream schools & engaging parents/carersparents/carers

Does Every Child Does Every Child stillstill Matter?Matter?

• Being HealthyBeing Healthy

• Staying SafeStaying Safe

• Enjoying and AchievingEnjoying and Achieving

• Making a Positive ContributionMaking a Positive Contribution

• Economic WellbeingEconomic Wellbeing

Evidence from where…Evidence from where…

• Success of the young peopleSuccess of the young people

• Parent/carer feedbackParent/carer feedback

• Student’s own views and thoughtsStudent’s own views and thoughts

• Views of other professionalsViews of other professionals

• OFSTED – June 2011OFSTED – June 2011

• SEF and own monitoring and SEF and own monitoring and evaluationevaluation

Teachers’ Standards - 2012Teachers’ Standards - 2012

Two key strands of wider professional Two key strands of wider professional responsibilities:responsibilities:

• Develop effective professional Develop effective professional relationships with colleagues, knowing relationships with colleagues, knowing how and when to draw on advice and how and when to draw on advice and specialist supportspecialist support

• Deploy support staff effectivelyDeploy support staff effectively

‘‘One of the major barriers to One of the major barriers to achievement for pupils with SEND is achievement for pupils with SEND is being rendered dependent on adults to being rendered dependent on adults to help them learn. Many pupils with help them learn. Many pupils with cognitive and learning difficulties lack cognitive and learning difficulties lack self-confidence. This results in an over-self-confidence. This results in an over-reliance on an adult to support them reliance on an adult to support them with their work.’with their work.’

NS 2005: Maximising progress: ensuring the attainment of pupils with NS 2005: Maximising progress: ensuring the attainment of pupils with SENSEN

Ofsted’s view …Ofsted’s view …Ofsted 2004 – ‘Support by teaching assistants can be Ofsted 2004 – ‘Support by teaching assistants can be

vital, but the organisation of it can mean that vital, but the organisation of it can mean that students have insufficient opportunity to develop students have insufficient opportunity to develop their skill, understanding and independence’their skill, understanding and independence’

Ofsted 2006 – ‘teaching assistants provided valuable Ofsted 2006 – ‘teaching assistants provided valuable support and many were taking difficult roles’ support and many were taking difficult roles’

...however they recognised that pupils in ...however they recognised that pupils in mainstream schools, where teaching assistant mainstream schools, where teaching assistant support was the main type of SEN support, were support was the main type of SEN support, were less likely to make good academic progress than less likely to make good academic progress than those who had access to specialist teaching.those who had access to specialist teaching.

Ofsted 2010 Ofsted 2010 –– Barriers to learning which were Barriers to learning which were observed by inspectors included lack of careful observed by inspectors included lack of careful preparation and poor deployment of adults to preparation and poor deployment of adults to support children and young people. Where support children and young people. Where additional adult support was provided in the additional adult support was provided in the classroom for individuals, this was sometimes a classroom for individuals, this was sometimes a barrier to including them successfully and barrier to including them successfully and enabling them to participate. In too many enabling them to participate. In too many examples seen during the review, when a child examples seen during the review, when a child or young person was supported closely by an or young person was supported closely by an adult, the adult focused on the completion of adult, the adult focused on the completion of the task rather than on the actual learning. the task rather than on the actual learning. Adults intervened too quickly, so preventing Adults intervened too quickly, so preventing children and young people from having time to children and young people from having time to think or to learn from their mistakes. think or to learn from their mistakes.

Research …Research …

• Howes (2003) found that teaching assistants’ Howes (2003) found that teaching assistants’ support in class increased the amount of time support in class increased the amount of time pupils spent on task but did not necessarily pupils spent on task but did not necessarily result in an increased rate of learning.result in an increased rate of learning.

• Blatchford, Bassett et al (2009) Blatchford, Bassett et al (2009) – ‘– ‘The more The more support pupils received, the less progress support pupils received, the less progress they made, even after controlling for other they made, even after controlling for other factors that might be expected to explain the factors that might be expected to explain the relationship such as pupils’ prior attainment, relationship such as pupils’ prior attainment, SEN status and income deprivation’.SEN status and income deprivation’.

Considering the Pupil Considering the Pupil Premium …Premium …

• Additional adults to simply ‘answer’ the Additional adults to simply ‘answer’ the deficit in attainment is NOT the key …deficit in attainment is NOT the key …

• ‘‘Best Buys’ are what works well for you Best Buys’ are what works well for you ……

• Support Staff are essential as part of a Support Staff are essential as part of a whole-school approach; not simply THE whole-school approach; not simply THE answer on its own …answer on its own …

Best Best Buys…Buys…

Overview of value for money

Cost per pupil

Effe

ct S

ize

(mon

ths

gain

)

£00

10

£1000

Feedback

Meta-cognition

Peer tutoring EY intervention

1-1 tutoringHomework

ICTPhonicsParental

involvement

Sports

Summer schools

After school

Individualised learning

Learning styles

ArtsPerformance

pay

Teaching assistants

Smaller classes

Ability grouping

Promising

May be worth it

Notworth it

REMEMBER … REMEMBER … effective support is effective support is essential for students with essential for students with SEND and other vulnerable SEND and other vulnerable groups to make progress – groups to make progress – additional adults form an additional adults form an important part of that important part of that support – when used support – when used effectively.effectively.

Is it more effective to deploy Teaching Is it more effective to deploy Teaching Assistants subject-specific or student need-Assistants subject-specific or student need-specific? specific?

• Consider your settings – what have Consider your settings – what have you done/tried?you done/tried?

• What are the pros & cons?What are the pros & cons?

• Think back to research by Lorenz Think back to research by Lorenz (1998)...(1998)...

Lorenz, S. (1998) Effective in-class support: management of Lorenz, S. (1998) Effective in-class support: management of support staff in mainstream and special schools, David Fulton support staff in mainstream and special schools, David Fulton

PublishersPublishers

Old-Fashioned TA styles? Old-Fashioned TA styles? Do they still have a place?Do they still have a place?• How many different ‘types’ of TA How many different ‘types’ of TA

support can you think of?support can you think of?

• Are they all ‘good practice’?Are they all ‘good practice’?

• If not what do they still occur?If not what do they still occur?

• Think about training and managing Think about training and managing performance – then you can match TA performance – then you can match TA skills to different support models ...skills to different support models ...

Guess the TA style ...Guess the TA style ...

• How many different models can you How many different models can you think of?think of?

• Lets see some in action ...Lets see some in action ...

Record keeping – not enough Teaching Record keeping – not enough Teaching Assistants record keep – should they?Assistants record keep – should they?

• Your thoughts?Your thoughts?

• What do you do in your schools?What do you do in your schools?

• Why are records important?Why are records important?

• Joint planning and record keeping Joint planning and record keeping always generates debate ....always generates debate ....

• So here is what we do ... [and why]So here is what we do ... [and why]

How do you know how TAs impact on How do you know how TAs impact on student progress and analyse whether student progress and analyse whether strategies are effective?strategies are effective?

• This is very important but often This is very important but often ‘overlooked’ ...‘overlooked’ ...

• A rigorous system of professional A rigorous system of professional development and impact analysis must development and impact analysis must be part of whole school systemsbe part of whole school systems

• It is simply not good enough ‘not to It is simply not good enough ‘not to know’; how can you know and what know’; how can you know and what evidence do you need?evidence do you need?

• We have established a ‘Development We have established a ‘Development Record’ for our staffRecord’ for our staff

• This allows for a focus on their skills This allows for a focus on their skills and aspirations, but also highlights and aspirations, but also highlights areas of development and trainingareas of development and training

• Providing high quality training supports Providing high quality training supports each member of staff in their personal each member of staff in their personal skill developmentskill development

• When you identify an area for When you identify an area for development you need to offer development you need to offer something in support something in support

Daily Record SheetsDaily Record Sheets

• Joint planning – impossible??Joint planning – impossible??

• How can you gauge progress and How can you gauge progress and successful interventions??successful interventions??

• This is what we do ...This is what we do ...

• Make sure there is a positive system Make sure there is a positive system linked into these outcomes – some linked into these outcomes – some ideas ...ideas ...

Positive messages – Positive messages – postcards...postcards...• Simple, yet so effectiveSimple, yet so effective

• Either send with student's knowledge Either send with student's knowledge or withoutor without

• Write the comment and leave for Write the comment and leave for address to be added lateraddress to be added later

• Lots available a increasingly cheap Lots available a increasingly cheap rates from – rates from – www.vistaprint.co.uk

Positive messages – Positive messages – letters...letters...

• Don’t forget the impact of a positive Don’t forget the impact of a positive letter or even e-mailletter or even e-mail

• How do you feel when you receive a How do you feel when you receive a letter in the post?letter in the post?

• Not to mention a positive oneNot to mention a positive one

• Don’t forget the obvious...Don’t forget the obvious...

Positive messages – texts...Positive messages – texts...

www.teachers2parents.co.ukwww.teachers2parents.co.uk

Used purely for positive Used purely for positive messages about progress and/or messages about progress and/or achievement, the trial has seen achievement, the trial has seen extremely positive feedback extremely positive feedback from all involved.from all involved.

Our trial was for a specific purpose, Our trial was for a specific purpose, providing positive messages home providing positive messages home for vulnerable learners, all messages for vulnerable learners, all messages were individual and personalised.were individual and personalised.

For example: For example:

‘‘George did an amazing piece of work on George did an amazing piece of work on Escher in Art today, ask him about it when he Escher in Art today, ask him about it when he gets home. Well done George, Mr Morewood.’gets home. Well done George, Mr Morewood.’

Other possible uses of ‘text-home’ systems Other possible uses of ‘text-home’ systems could be ...could be ...• Reporting Test/Assessment ResultsReporting Test/Assessment Results

• Praising students Praising students

• Notification of poor behaviour Notification of poor behaviour

• Reporting Punctuality Reporting Punctuality

• Reminding of coursework deadlines/follow ups Reminding of coursework deadlines/follow ups

• HomeworkHomework

• Exam DatesExam Dates

• DetentionsDetentions

• Incorrect UniformIncorrect Uniform

• EquipmentEquipment

• Reminders (parents evening, open evenings, after school Reminders (parents evening, open evenings, after school classes)classes)

• Etc...Etc...

Anything positive is Anything positive is helpful...helpful...• Any positive contact is immensely Any positive contact is immensely

powerfulpowerful

• Often schools get into negative spirals Often schools get into negative spirals

• Establish one or two positive Establish one or two positive mechanisms [some at relatively low mechanisms [some at relatively low cost] and see what the impact iscost] and see what the impact is

• Never forget how you feel when you Never forget how you feel when you are praisedare praised

How can support be most How can support be most effective?effective?

• Each school/setting is different, but one Each school/setting is different, but one thing is for certain we are all accountable thing is for certain we are all accountable to balance resources against outcomesto balance resources against outcomes

• Evidence is important, as discussed, but Evidence is important, as discussed, but also provisionalso provision

• See Morewood (2011) Restructuring in See Morewood (2011) Restructuring in light of budget restraints article & new light of budget restraints article & new revised versionsrevised versions

Consider some of the points – can you Consider some of the points – can you restructure and be more effective?restructure and be more effective?

• Brace yourself for a rapid summary ....Brace yourself for a rapid summary ....• Schools need to develop 21Schools need to develop 21stst Century Century

models of supportmodels of support• We MUST consider the ‘modern child’; We MUST consider the ‘modern child’;

old fashioned systems do not meet old fashioned systems do not meet current needcurrent need

• Provision cannot be made when Provision cannot be made when required, with lengthy systems and required, with lengthy systems and ‘out-of-date’ process‘out-of-date’ process

What is ‘effective support’?What is ‘effective support’?

• Let us consider our respective schools …Let us consider our respective schools …

• What does ‘effective support’ look like?What does ‘effective support’ look like?

• Consider developing these ideas within Consider developing these ideas within your own teams/faculties/departments …your own teams/faculties/departments …

Partnerships are key...Partnerships are key...• Vulnerable young people cannot be Vulnerable young people cannot be

included in isolationincluded in isolation

• Partnerships between home and school, Partnerships between home and school, in addition to specialist in addition to specialist advice/interventions secures a stronger, advice/interventions secures a stronger, triangulated approachtriangulated approach

• Joined up thinking, and advocating for Joined up thinking, and advocating for strong partnerships are key elements of strong partnerships are key elements of the 21the 21stst Century skill-set Century skill-set

Using technologyUsing technology

• Text-to-speech software; reducing Text-to-speech software; reducing the reliance on TA support for access the reliance on TA support for access arrangementsarrangements

• Text-home systems for positive Text-home systems for positive reinforcementreinforcement

• Further screening software Further screening software developments and testingdevelopments and testing

Nurture GroupNurture Group

• Supporting vulnerable young people Supporting vulnerable young people develop skills before going to develop skills before going to mainstream lessonsmainstream lessons

• Creating a therapeutic milieu – Creating a therapeutic milieu –

support, structure, repetition support, structure, repetition

and consistent expectationsand consistent expectations

Understanding Understanding themselves ...themselves ...• Peer support and ‘Notions of Self’Peer support and ‘Notions of Self’

• This makes good inclusive sense: it This makes good inclusive sense: it reduces the need for Teaching reduces the need for Teaching Assistants in ‘outdated roles’, allows Assistants in ‘outdated roles’, allows for more creative working for more creative working arrangements and also educates arrangements and also educates peers and others in the communitypeers and others in the community

Reducing dependency …Reducing dependency …• Differentiate the learning objectives, if appropriateDifferentiate the learning objectives, if appropriate

• Brief the teaching assistant on what students are to learn, as Brief the teaching assistant on what students are to learn, as well as the task they have to completewell as the task they have to complete

• Modify/adjust aspects of the lesson to promote independence Modify/adjust aspects of the lesson to promote independence rather than using support from the teaching assistantrather than using support from the teaching assistant

• Find opportunities for students to work with other adults or Find opportunities for students to work with other adults or peerspeers

• Ask the teaching assistant to model a task, answer students’ Ask the teaching assistant to model a task, answer students’ questions, then move away to allow them to work questions, then move away to allow them to work independentlyindependently

• Model ways of encouraging students to be more independentModel ways of encouraging students to be more independent

‘‘Parenthood is the passing of a baton, Parenthood is the passing of a baton, followed by a lifelong disagreement as followed by a lifelong disagreement as

to who dropped it.’  to who dropped it.’ 

Robert BraultRobert Brault

When we are When we are in loco parentis in loco parentis at school, at school,

ensuring you monitor and benchmark ensuring you monitor and benchmark Teaching Assistants’ impact on progression Teaching Assistants’ impact on progression

will reduce the risks associated with you will reduce the risks associated with you being blamed for ‘dropping the baton’ ... being blamed for ‘dropping the baton’ ...

Good luck!Good luck!

Consider 3 things ‘to do’ …Consider 3 things ‘to do’ …

• Write down three things you are Write down three things you are going to do or explore further …going to do or explore further …

• Try and do something tomorrow … Try and do something tomorrow … then another next week …then another next week …

• How will you measure impact and How will you measure impact and report back to colleagues?report back to colleagues?

Thanks for listening...Thanks for listening...

Gareth D MorewoodGareth D MorewoodDirector of Curriculum Support Director of Curriculum Support

[SENCo][SENCo]

Priestnall SchoolPriestnall School

StockportStockport

www.gdmorewood.com