Why research in Schools? · Web viewIn addition she is researching and establishing forums to disseminate findings such as the SEND Gateway and possibly academic journals such as

Research at New Bridge MAT

ANNUAL REPORT

Jane Dickson | Research Lead | 10th September 2018

Why research in Schools?− It is without question that high quality CPD can have a significant

impact on pupil learning as improving the quality of teachers and their support staff, the quality of teaching and learning subsequently improves. Indeed as the Sutton Trust (2011) reports ‘disadvantaged pupils gain 1.5 years’ worth of learning if taught by very effective teachers, compared to 0.5 years’ worth when taught by poorly performing teachers: that is one year’s worth of learning’. Unfortunately the majority of current CPD appears to be ineffective in transforming practice or improving student outcomes (Brown, 2015). There is a growing consensus that through engagement with research teachers improve their practice and hence attainment of pupils in a wide range of areas, not just academic but social and emotional well-being.

− Action Research in the classroom therefore is a powerful tool for improving teaching and learning as well as enhancing professional development.

VISION− Underpinning the research at the MAT is the desire to acquire a more

in-depth knowledge and understanding of how pupils actually learn.

− We work with a special group of students for whom mainstream education has failed by carrying out research into our own practice and identifying what works and doesn’t could massively impact upon educational opportunities for all children

− As professionals we need to adopt and embrace professional practices by keeping up to date with initiatives and questioning their impact. We need to develop a culture of professional excellence

− As a teaching school there is a need to play a lead role in both defining and disseminating effective practice across the MAT and beyond via quality research and focused CPD provision,

The role of the research leadThe role of research lead was created in April 2017. The role has evolved as having a number of discrete functions:

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1. Providing bespoke research for the CEO or directors of the MAT to support the MATs aspirations

2. Research into delivering and leading research.

3. Supporting colleagues carrying out their own research, providing additional research articles and advice on data collection and analysis.

4. Providing support to the training and development team in analysis of impact

5. Supporting bids for projects

REVIEW OF ACADEMIC YEAR 2017-18 Action Research

Following completion of on-line modules from AC Education colleagues from across the MAT decided to carry out research into areas of particular interest. At the initial meeting ideas were discussed. The researchers came from across the MAT and represented the full range of employees from apprentices to deputy heads of site.

Using the 5 minute research plan each group worked on their area of concern and research question.

Getting the question right was crucial at this stage as was sharing an awareness of research ethics.

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The MAT research lead (JDN) supported these projects through regular meetings, finding and sharing relevant research literature, discussing research techniques, strategies for research analysis; templates and support for writing up. In addition she is researching and establishing forums to disseminate findings such as the SEND Gateway and possibly academic journals such as NASEN’s Support for Learning. Discussions have been taking place with ResearchSEND based at Wolverhampton University re publishing in their new book, however the timeframe for this is quite tight.

The research lead has also developed links with local universities and regular attends research seminars, lectures and conferences.

Impact of the projects is assessed using my adaptation of Guskey’s five stage model:

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PROJECTS

AC Education Course

Projects Planned

Working with pupils with mental health difficulties

Why do they eat such things? (NC)

Use of mediation to manage stress (LP)

Developing strategies to improve well-being in a girls group (SW)

ADHD and Conduct Disorders

Developing calming strategies as starters in PE (JH)

Autism Perceptions of Play (AD and JD) – project potentially linked with Leeds University

Self-Harming Behaviour

What strategies can be used to reduce stress (KE and KR)

Impulsive Behaviour

The implementation of Sherborne to teach aspects of SEAL in particular relation to working with students with impulsive behaviour - (EC and SD)

New Bridge School and Learning Centre

Project Name: Developing resources/information to help reduce self- harming behaviours

Timing: October 2017 – March 2018

Research Lead/s KE/KR

Research Participants

Post 16 pupils at the Learning Centre

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Research Activity

Completed on-line module on self-harm summer 2017

Created an initial range of sensory resources. Trialed resources to assess impact in alleviating stress.

JDN create a diary template to record the frequency of use and impact. (ethics – use of initials in diary of users)

Use of resources by different pupils logged in the diary.

Continuous expansion and monitoring of resources to help alleviate self-harming behaviours

Photographic evidence of the resources created.

Findings summarized on academic style poster

Intended outcomes of the Research

Collacott (1998) suggested self- injurious behaviour was present in 17.4% of the population of adults with learning disabilities, and in 1.7% of that population the self-injurious behaviour occurred frequently and was severe. It is possible that self injurious behaviour occurs for a range of reason including stress.

Through creating a resource bank to alleviate different stressors can the level of such behaviours be reduced?

Impact of research strategy

Frequency of use of resources by individual pupils in self- managing stress and reducing previous self-injurious behaviours.

Staff requesting use of resources for pupils.

Discussion around thoughts going forward – Pastoral lead first point of contact for referral to resources. KE/KR manage/monitor resources and use. Issues at site level – funding. Issues at MAT level –disseminate findings/ need for monitor of resource use otherwise just vanish ie central person needed to coordinate. Ethics – diary does not need to contain any reason/rationale just use and impact. Looking to have project completed by September to disseminate.

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Evidence of outcomes

Evidence of impact – pupils using resources and avoiding self-harm behaviours (recorded in diary). Parents using resources at home.

Identified need to establish resource banks across the different sites of the MAT.

Impact:

The research into the sensory resources into reducing self-injurious behaviour had a marked impact upon the young people involved. Parents/carers supported the young people in using resources at home and have fed back their success and a reduction in self-injurious behaviours.


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Project Name: Impact of lack of sleep on well-being

Timing: Academic Year 2017 – 2018 (started in October 2017)

Research Lead/s – SW


Girls group at Learning Centre

Research Activity

Completed on-line module from AC Education

Met with research lead (JDN) and discussed concern around pupils using social media at night rather than sleeping

Initial questionnaire of girls use of social media at night and well being

Series of specific lessons round the importance of good night’s sleep

Girls’ use of Fitbit type gadget to monitor sleep patterns and show girls if their sleep is disturbed.

Repeat questionnaire and analysis of any changes in use of social media use at night

Repeat monitoring using Fitbit

Analysis of data from Fitbit.

(Need IT to sort out FITBIT to iPad transferral)

Disseminate findings

Intended outcomes of the research

A good night’s sleep is important for our mental health and well-being. Young people distracted by social media at night arrive in school tired and unable to concentrate. If following a series of targeted lessons and providing the means to physically monitor their sleep pattern will their behaviours change?

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Questionnaire findings

Analysis of fitbit data and correlation with behaviour analysis

Final evaluation judgement and recommendation for future Work Groups:

The research in mental health and sleep has resulted in a plan being presented to the CEO of the MAT to educate staff in mental health awareness. 27th June SW went to the safeguarding meeting and delivered her idea.

Impact Analysis:

The initial idea was to track 3 students, however there were technical issues around connecting to the trackers. Time to collate data was a second issue due to time constraints. On evaluation there needed to be greater understanding and empathy of mental health amongst staff. The project revealed a hurdle in that staff are struggling what to do with students with mental health problems. Consequently a plan has been submitted to incorporate training for staff around mental health and then return to the project once this has been completed.


Project Name: Does breakfast really have an impact on behaviour?


Research Lead/s – JG/LJ


Case Study of 3 post 16 pupils at the Learning Centre

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Research Activity


Met with research lead (JDN) and discussed concern around pupils behaviour and the impact of breakfast and readiness to work

Ethical issues: Gain parental consent for pupils to have breakfast

Pupil Questionnaire – how often eat breakfast?

Keep diaries and behaviour logs to monitor behaviour, relationships with staff and other pupils, readiness to learn

Pupil voice – how do the pupils feel?

Analysis of findings

Disseminate findings

Intended outcomes of the research

Research has shown that nearly a third (32%) of children in the UK regularly miss breakfast before school and this affects concentration and energy levels (EEF). Breakfast provision has a positive impact on attendance and concentration but its effect on attainment is not known.

By providing breakfast at the Learning Centre will learning behaviour improve

Final evaluation judgement and recommendation for future Work Groups

Project postponed due to family bereavement and long term absences due to illness

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Project Name: How effective is the 4-7-8 breathing technique for self regulation of stress for pupils with SEND?


Research Lead/s – LPN


KS4 Pupils on the Luminus Pathway

Research Activity


Met with research lead (JDN) and discussed project around using meditation to help pupils self regulate when stressed

LPN Introduced 5 minute mediation practise (4-7-8 breathing) every morning for 6 weeks.

Created diary to record use of meditation and impact

Pupils record use of strategy on a chart during 6 week period. TA to support use in class time.

Pupils continue to record use of technique and comment on effectiveness.


Mental health problems are increasing among young people (Caspi et al, 2000) with rates of anxiety disorders in children and young people are increasing (Foa et al, 2005)

Emotion regulation is a broad construct which generally refers to the ability to recognize and manage emotions adaptively’

Mediation is a potentially promising method for enhancing adolescents’ emotion regulation and well-being.

This study explores the use of 5 minute mediation practise (4-7-8

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breathing) every morning for 6 weeks to support the development of emotional self regulation skills.

The intended outcome is the pupils will have reduced levels of anxiety and hence be in a better place to achieve their desired destination.


Pupils using the technique in school and at home

Pupil logs of use and effectiveness

‘While doing this breathing in the morning, has really helped me clam down these last few day. I only use this breathing technique in the morning, before I got to my first lesson or maybe when i come back from school.’

‘Honestly the breathing technique has helped me to feel more calm and relaxed. I have delivered this breathing to my class before.’

‘ Part of this breathing is supposed to help people to feel ready and relaxed before they start there day.’

‘Before I started doing this breathing technique, I used to get stressed a lot.’

‘Since I started the breathing technique everything has felt really relaxed.’


See Poster

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Project Name: How can young people with SEND be supported leaving care to improve their outcomes?

Timing: December 2017 – May 2019

Research Lead/s LHN MLE


Post 16 pupils at Learning Centre

Research Activity

Completed online modules summer 2017 via AC Education on ‘Supporting Young People Leaving Care’

Initial meeting to set objectives for the project and develop project plan and timelines.

JDN provided statistics nationally and locally as background as

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proportion in care and outcomes (NEETS etc). Analysis of national and local data.

Read articles in British Journal of Social Work re attachment and transition

Research to ascertain the legal requirements around young people leaving care. Identify what should be in place and create a proforma to what should be followed.

Record in a diary events experienced for case study pupils – to ascertain the reality of the experiences.

Use pupil voice activities to find pupil perceptions of LAC review/PEP meetings

Analysis of data (JDN to support)


Research shows that young people who have had a background in care are more likely than their peers to have poor social outcomes in later life.

The Children (Leaving Care) Act (2000) set out the key duties of local authorities for their care leavers. The act also set out expectations for improved planning and personal support for care leavers. Yet care leavers do not always get the support they need. They do not feel properly involved in their care leaving plans or know what they are entitled to, such as support with education and training. The intended outcome of this project is to establish how these pupils can be better supported to achieve their preferred destinations.

Impact of the Research Strategy

Understanding of the issues faced by care leavers

Knowledge of the key duties of the LA and how to support SEND pupils in accessing their rights

Better understanding of the views of pupils


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Journal entries of experiences

Pupil opinions following LAC reviews and EHC review meetings

Reduced anxiety and improved behaviour

Final evaluation judgement and recommendation for future Research

This programme of work is ongoing for a second year

Three Action Research projects were completed at Hollinwood Academy.

Project Name: To what extent does Sherborne enhance emotional self-regulation amongst pupils with SEN?

Timing: September 2017 – March 2018

Research Lead/s ECL. SDS


KS1 at HWA


The Sherborne Developmental Movement (SDM) is a form of therapeutic intervention that seeks to engage pupils in interactive learning through movement and dance. SDM encourages concentrated and continuous movements which challenge emotions, aid with sensory input, communication and physical development.

The initial aim of the research is the establish Sherborne (SDM) can be implemented within the KS1 SEAL programme to help pupils to self-regulate their emotions. Following SDM’s implementation within the SEAL programme the impact upon the pupil’s ability to learn and to listen to oneself through moving,

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thinking and feeling will be analysed.

Impact of the Research Strategy

Sherborne is being delivered to the ks1 group. Progress through the programme is being recorded via video and photographs. Scales of engagement and developmental movement are being used to measure the impact of the intervention.


100% of students participated in the Christmas Nativity performance and displayed no signs of impulsive behaviour whilst during the rehearsals or the actual performance which was a new experience for all students. SDM was the primary vehicle for the Nativity to be taught.

One highlighted student has had a reduction in negative behaviour in the Sherborne lessons by 70% following a specific tailored made programme of SDM provision. This has seen an impact in self-regulation during times outside of the SDM session when used to distract from moving into crisis

Final evaluation judgement and recommendation for future Research

This project is currently being written up for dissemination

Hollinwood Academy

Project Name: Unstructured time in school – is this social or anti-social time? Perceptions of KS3 pupils with ASC.

Unstructured periods such as breaks and mealtimes are often

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dreaded by students with ASC because of their difficulties imagining things they could do and lack of social awareness distances them from games and conversations of others (Roth, 2010 p220).

Timing: October 2017 – March 2018

Research Lead/s ADN/JDN


KS3/4 pupils at HWA

Research Activity

1. Completed on-line module on Autism (ADN) – summer 2017

2. Pupils asked to draw pictures of their perceptions of play (ADN).

(Ethical guidelines of pupils rights not to participate and withdraw at any time explained an followed)

3. Pupils asked to describe their picture – notes added to drawings (ADN).

3. Visual analysis techniques researched (JDN)

4. Reading around the significance of social time and play for children (JDN; ADN)

5. Analysis of drawings and pupil comments (JDN; ADN)

6. Findings summarised on academic style poster


Improved knowledge and understanding of concept of play from perspective of pupils with ASC

Instigate strategies to overcome potentially disabling barriers to play (sensory/emotional)

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Impact of research strategy

This project was initially inspired by contact with the Centre for Disability Studies at the University of Leeds. They were looking for children’s drawings of play to illustrate academic research.

Having completed the on-line module and having a personal interest in ASC ADN approached a number of students to ascertain initial interest in participating in the project.

Interest in the perceptions of these pupils was aroused when looking at their drawings. Fuelling a desire to better understand what they were portraying the pupils were then asked to describe what was happening in their drawings. This lead to a fascinating insight into their perceptions of what play ought to be about and the realities they experienced.

To facilitate analysis of the drawings research is currently being carried out into visual analysis techniques.

There is a possibility this research may lead to a collaborative journal article with Leeds University, depending on ethical approval.


A3 Drawings completed

Pupil annotations completed

Research into visual analysis techniques – enhanced understanding of interpretation of visual data

Visual analysis currently being undertaken

The research into perceptions of play has resulted in a follow up proposed project to identify the difference in using Ipads rather than computers on the social interactions of ASC pupils.

Poster completed

Contact with Leeds University to be followed up for potential journal article

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Project Name: Why do they eat things they shouldn’t and not those they should?


Research Lead/s – NCY

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HOLLINWOOD KS1

Research Activity

Completed on-line module from AC Education: Supporting Pupils with Mental Health Difficulties

Met with research lead (JDN) and discussed concern around pupils eating unsuitable objects(Pica)

Designed initial phase of research to establish the precise nature of the problem. Monitor over 3 week period what is being eaten.

JDN provided additional research resources: http://www.autism.org.uk/about/behaviour/challenging-behaviour/pica.aspx

Strategies suggested to be trialled until Jan 2018

Feedback meeting with JDN (January 2018)

Meeting with Educational Psychologist – change of focus to sensory issues not pica

Analysis of findings with JDN (March 2018)

Establish contacts with autism research groups to disseminate findings

Produce resources to be shared on the SEND gateway.

To develop strategies to engage young children with sensory issues

Summary of quantitative feedback

Detailed log of foods eaten to identify scale of the issue

Impact log of proposed strategies


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Monitoring logs of pica

Logs of impact of different strategies to reduce pica

Evaluation of effectiveness of different strategies

Improved knowledge/understanding of engaging pupils with sensory issues


NC found the issue was not in fact pica but around engagement. She developed a regular routine using pictures and symbols to try to engage the pupil and a simple rewards system. After persevering with the same strategy over two terms she began to see improvement in engagement. The eating of inappropriate objects reduced as engagement improved. There were a number of small but highly significant breakthrough such as the pupil started to recognize his picture and name and choosing between two options. By the summer term the pupil was able to engage in activities such as painting without eating the paint.

Originally a number of projects were planned for Spring Brook however due to changes in staff roles in the summer 2017 a number had to withdraw. This exemplifies the impact at the third level of Guskey’s model on the participation in research. LE and SP had planned research on dyslexia and SEMH and CTE had planned to work with MCN from Hollinwood around mindfulness.

Project Name: Can music settle the behaviour of an ADHD child when over-excited?

Timing: Academic Year 2017 – 2018

Research Lead/s – JHN


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KS3 at Spring Brook

Research Activity

Completed on-line module from AC Education: ADHD

Met with research lead (JDN) and discussed concern ADHD pupils after unstructured time and the potential benefits of using music as a calming strategy

Measure for 2 weeks without intervention. Run with music for 4 lessons during the beginning of the lesson as pupils are entering, changing and warming up. Use different rhythms of music during these different aspects of the lesson.

Trialled use of music during 4 lessons. Noticeable impact.

Discuss with JDN how to quantify and capture –TA tally chart; measure time on task; time taken to settle.

JH to write up notes from initial observations and keep reflective diary. Also discussed incorporating pupil voice to gauge pupil perceptions.

Articles sent to JHS re music/noise and ADHD and link to website

Feedback meeting with JDN (March 2018)

Currently writing up project

Intended outcomes of the Work Group

JH interest in ADHD and impact of music on behaviour


Pre music data


Monitoring data/TA tally charts

Pupil voice – video clips

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Evaluation of effectiveness of music

Improved knowledge/understanding of engaging pupils with ADHD


JH forwarded poster template to complete (June 2018)

Write up and sharing

Initially I planned for the researchers to write up in the style of academic posters. I created a template which I emailed to each group. Following discussions with the research lead from The Bridge in London in June 2018, I realized my colleagues needed a lot of support in this area.

One project however has resulted in an action plan for mental health training and the poster style was inappropriate.

Due to the demands during the summer term such as cross curricular themed weeks a number of researchers have asked to complete their findings for September. This reflects one of the institutional barriers to the research process in that all participants met, carried out research and planned in their own time.

Conclusion:

This was a very ambitious project to start with research across the MAT whilst having a considerable teaching commitment. I found there was an overlap in issues between different research groups. In retrospect I would have delivered specific sessions on research methods, data analysis and presenting data. However due to the size of the MAT and commitments of the researchers it would have been difficult for all to attend at the same time. I provided a large amount of research materials and again in hindsight feel time should have been devoted to help potential researchers be more self-sufficient.

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Other Projects:REPORT FOR THE DIRECTOR OF EQUALITIES AND DIVERSITY

Disproportionality in SEN: An analysis of national, local and MAT data of prevalence of different SEN labels.

CRESST: ANALYSIS OF IMPACT OF RESTORATIVE JUSTICE TRAINING AT HOLLINWOOD ACADEMY.

There is a paucity of data from special schools regarding conflict in schools.

Part 1: Staff perspectives: used conflict questionnaire to create a sense of where the academy is currently. Staff then asked to complete flipchart exercise to ascertain what perceived as working well with dealing with conflict and not working well. Introduction of restorative approaches. Volunteers to pilot restorative scripts in school. (Use of classic change curve philosophy).

Data collated from the initial questionnaire (into excel document) and the staff post-it comments (collated in word). Disseminated back to CRESST and Head of site (Jaina).

DIRECTOR OF MATHS: LOUISE NEEDHAMSupported in bid to the Laurel Trust for Maths research project

REPORT ON THE MOTIVATING STUDENTS TO LEARN CPD AT NEW BRIDGE MAT

This course was delivered by JDN and JRI

The ‘Motivating Students to Learn CPD course was a short course aimed to improve student engagement and motivation through using strategies based on the principles of John Keller’s ARCS Model of Motivational Design.

According to the ARCS Model of Motivational Design Theories, there are four steps for promoting and sustaining motivation in the learning process: Attention, Relevance, Confidence, and

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Satisfaction (ARCS). Each session focused on one of these different elements as well as linking to broader theoretical underpinnings of pedagogy such as Vygotsky’s Zone of Proximal Development and Dual Coding. The course involved high levels of participant involvement in practical tasks exemplifying activities and in discussing their understanding crucial pedagogical strategies such as differentiation and scaffolding.

The first course ran from September –November 2017. The first cohort of participants comprised colleagues from New Bridge School and Hollinwood Academy.

The impact of any CPD can be evaluated using Guskey’s five stage impact analysis approach. The diagram below shows an adapted version of this model of impact analysis to evaluate the impact of the Motivating Students to Learn CPD.

Impact at Level 1 can be evidenced through the participation of colleagues during the sessions through participating in a number of practical activities, sharing ideas and lively discussions. One colleague after the first session reported to have been re-enthused by the initial session and shared the success of starting the lesson with a surprise element which aroused pupil interest. Following each session colleagues were asked to experiment with different ideas and feedback the following week. Sharing their experiences

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and the enthusiasm for their successes further evidences the impact at level 1.

Impact at Levels 2, 4 and 5 can be evidenced through the feedback from the follow up session in November 2017 (summarised below).

Hollinwood Academy

Teacher –APN

At the end of the course was interested in using more repletion in her lessons and increasing the relevance of tasks to the children’s lives linking learning to real life experiences. She also wanted to develop the social aspects of learning through for example encouraging turn taking.

Strategies implemented following the ARCS CPD

Use of surprise activities such as ‘what’s in the box?’ to arouse interest at the start of the lesson.

Linked learning to real life experiences to maintain interest and make the earning relevant through the use of concrete manipulatives in maths and the use of plastic foods during the history topic on rationing.

Increased repetition to overcome issues around poor working knowledge


Improved engagement in lessons from the start

Curiosity aroused at the start of the lessons

Increased engagement and positive experiences in maths. Use of concrete materials improved understanding of place value and exchanging in subtraction.

Increased engagement throughout each lesson.

Increased levels of independent learning

Teacher –MCN

At the end of the course was interested in incorporating more real objects/resources in lessons to enhance pupil engagement. He was interested in developing pre-tutoring strategies via homework and lessons prior to a new topic.

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Use of use of sensory/activity areas based on future topics such as recycling and 3D shapes to spark interest.

Homework tasks for child and parent/carer around future topics


The sensory/ activity areas sparked interest and stimulated questions from the pupils. The sensory experience of physically touching objects aroused interest and curiosity.

For the topic based on the local area and recycling pupils had a background knowledge so were more willing to contribute and became a subject they were interested in as it related to their real life experiences.

The physical/active tasks completed with their parents/carers about their own life had a positive impact on motivation and engagement in class.

Teacher –ZRE

At the end of the course was interested in incorporating more repetition in tasks to aid understanding. She was interested in developing strategies to accommodate different learning styles. To facilitate this she was intending to implement pupil voice surveys.


Super starters to engage arouse curiosity at the start of lessons

Use of stepped PowerPoint slides to scaffold tasks

Improve pupil feedback


Super starters in form of riddles engaged pupils instantly and encouraged team work.

Teacher –HLN

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At the end of the course was interested in breaking down lessons into activities that aid a range of learning styles.


Break down targets into more achievable chunks

Use of photos

I can do/I need help symbols

Incorporate more self-assessment


(to be evaluated January2108).

New Bridge School

Teacher –AFR

At the end of the course was interested in developing surprise elements at the start of the lesson to arouse curiosity and increase the use of physical objects in lessons and introduce competitive elements


Surprise starters ‘what’s in the box’

Use of physical tasks to enhance map skills

Scaffolded tasks


Starters aroused curiosity in the tasks.

Pupils motivation and engagement in kinaesthetic tasks

Pupils became competitive as they gained confidence in their work

Teacher –MTN

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At the end of the course was interested in improving assessment techniques. He was wanting to create a more consistent and equitable way of acknowledging success.


Creating e-portfolios

Use videos and photos of pupils performances to show progress over time

Create a routine around using photos to evidence pupil progression over time


(To be evaluated January 2018)

Teacher –SMS

At the end of the course was interested in introducing additional learning styles, being sensitive to reducing support and to develop a more creative curriculum.


Implement a creative curriculum through topic work

Use Boxall profiles to evaluate strategies


SMS know needs to look at how to evaluate progress using Boxall.

Teacher –VHN

At the end of the course was interested in building solid knowledge and confidence for his GCSE students to improve outcomes at GCSE. He is pursuing this throughout the academic year with a research project (supported by JDN) which will follow a case study of a y10 pupil who lacked confidence and exhibited low self-esteem in maths at the start of the academic year. The aim is to establish strategies which can re-engage and motivate those struggling with confidence in maths.


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Starters ‘Hide in the box’ – usually a shape

Discussion on a mathematical statement

Using small steps through breaking down the learning objective


Pupils show curiosity and imagination in starter tasks

Use of smaller steps has lead to increased success in solving problems independently

Discussions have resulted in greater team work, have polished use of mathematical vocabulary, improved listening and speaking skills.

The course was adapted slightly for the second cohort which ran from November 2017 to January 2018. This second cohort included colleagues from Hollinwood Academy, The Learning Centre, New Bridge School and Spring Brook Academy.

The evidence provided by colleagues in both cohorts during the course suggest improved motivation and engagement by students. It is too early to assess the impact at Level 4 as the implementation of strategies need to become embedded in practice.

An important element of effective CPD is sharing good practice. It is the intention of the research lead to create a ‘tool box’ of resources and strategies to be shared via the new ‘Blue Sky’ VLE.

TRAINING COURSES:Completed 3 day course on implementing Lesson Study at Sheffield Hallam University (dates to be confirmed) (Day one attended 19th October, 2017). Portfolio for accreditation submitted.

Attended launch of Oldham Research Network on 16th October at Newman College Oldham

Attended Research SEND Saturday 18th November at Sheffield Hallam University

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Attended Research SEND Saturday 23rd June at Wolverhampton University

MISCELLANEOUS ACTIVITIESVisited Prof Angharad Becket, Leeds University re autism and play project – potential joint journal article.

Emailed Michael Fielding (IoE) and Brahm Norwich re developing pupil voice in SEN settings

LESSONS LEARNED:Initial plan was too ambitious.

A clear schedule of meetings for staff needs to be included in the school calendar at the start of the year.

Staff need time to carry out the research.

References:

Brown, Chris (2015) Introduction to Leading the Use of Research and Evidence in Schools.

Hendrick, Carl and MacPherson, Robin (2017) What does this look like in the classroom?

The Sutton Trust (2011) Improving the Impact of Teachers on Pupil Achievement in the UK: Interim findings. Online. www.suttontrust.com/research archive/improving-impact-teachers-pupil-achievement-uk-interim-findings/

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Documents

Why research in Schools? · Web viewIn addition she is researching and establishing forums to disseminate findings such as the SEND Gateway and possibly academic journals such as