www.optimus-education.com www.gdmorewood.com March 2015 Gareth D Morewood Director of Curriculum Support & Specialist Leader of Education, Priestnall School, Stockport; Honorary Research Fellow, University of Manchester; Associate Editor, Good Autism Practice Journal & Vice-Chair SENCo-Forum Advisory Group. www.optimus-education.com www.gdmorewood.com Under

the new SEND arrangements good practice is still good practice Keeping the focus on young people having an excellent opportunity in preparation for adulthood, irrespective of their starting point, specific educational needs or disability is vital Focussing on outcomes and aspirations; not targets and statements of need FROM September 2014 a key message www.optimus-education.com www.gdmorewood.com The SENCo role is a strategic one working with the senior leadership to review and refresh the SEND provision and then with the classroom/subject

teacher to review its practice ensure every child with SEND gets the personalised (and appropriate) support that they need. www.optimus-education.com www.gdmorewood.com The role involves: overseeing day-to-day operation of schools SEND provision; coordinating provision for children with SEND; liaising with designated teacher where a Looked after Child has SEND; advising on graduated approach to SEND Support; advising on use of delegated budget/other resources;

liaising with parents/carers of children with SEND; links with other education settings and outside agencies; liaising with potential next providers of education; working with head and governors on Equality Act; and ensuring that SEND records are up to date. www.optimus-education.com www.gdmorewood.com The SENCo must be a qualified teacher working at the school. A newly appointed SENCo must be a qualified teacher and, where they have not previously been the SENCo at that or any other relevant school for a total period of twelve months, they must achieve a National Award in Special

Educational Coordination within three years of appointment. (Code of Practice, 6.85) www.optimus-education.com www.gdmorewood.com The classroom teacher plays a central role constantly reviewing and monitoring progress and setting targets for the child. (Code of Practice, section 6.45-6.56) Classroom and subject teachers are at the heart of the new SEND Support system, driving the movement around the four stages (assess, plan, do, review) of action with the support guidance of the

SENCo and specialist staff. www.optimus-education.com www.gdmorewood.com The classroom teacher should: Focus on outcomes for the child: be clear about the outcome wanted from any SEND support Be responsible for meeting special educational needs: use the SENCo strategically to support the quality of teaching, evaluate the quality of support and contribute to school improvement Have high aspirations for every student: set clear progress targets for students and be clear about how the full range of resources are going to help reach them Involve parents/carers and students in planning and reviewing

progress: seek their views and provide regular updates on progress www.optimus-education.com www.gdmorewood.com a whole-school approach to improving the provision for, progress of, and outcomes for all our students including those with SEND providing plenty of opportunity for high-quality training and CPD to ensure we develop our skills and capacity to meet the needs of all our students including those with SEND

ensuring young people and parents/carers are at the heart of decision-making proper joint working & co-production to monitor and evaluate effectively through evidence the impact of provision on the achievement of students with SEND as part of inclusive policy and practice www.optimus-education.com www.gdmorewood.com Much

has been written about the themes of the new Code For me it is important to understand key whole school decisions I recently wrote about my key top three in the reincarnated blog SENCology: 1. An inclusive curriculum offer 2. Leadership that values diversity and a truly inclusive wholeschool approach 3. The education of staff, other adults and peers www.optimus-education.com www.gdmorewood.com Assess Plan Do Review Including new focus on mental health:

1. Communication and interaction 2. Cognition and learning 3. Social, mental and emotional health 4. Sensory and/or physical www.optimus-education.com www.gdmorewood.com Deploying additional adults to simply answer the deficit in attainment is NOT the key Best Buys are what works well for you Support Staff are essential as part of a whole-school approach; not simply THE answer on its own REMEMBER

effective support is essential for students with SEND and other vulnerable groups to make progress additional adults form an important part of that support when used effectively! www.optimus-education.com www.gdmorewood.com Velcroed support Helicopter support Bridge Builder support Class / year support Specialist support Subject-specific support

www.optimus-education.com www.gdmorewood.com Workforce (all staff) Parents/carers Other agencies independent supporters/keyworkers etc. Dont forget Teaching Assistants CAN be invaluable Successful Classroom Partnerships: Making the most of teaching

assistants Gareth D Morewood 2013, Published by Optimus Education. ISBN 978-1-907927-38-6; Foreword by Professor Neil Humphrey. June 2013 www.optimus-education.com www.gdmorewood.com Transition & preparation for adulthood Priestnall School NEETS for 2013 & 2014 ZERO Multi-agency

working: accountability & impact Leadership & Governance Role of the SENCo Role of SEN Governor Schools self-evaluation of SEND provision & impact outcomes for young people www.optimus-education.com www.gdmorewood.com The

young people in our schools are very different now, than 15 years ago... Neo-natal survival rates and advances in medicine mean more children are surviving with complex needs and are now in our classes... Learning & Teaching is different now; it has to be ... so we have to evolve too Our schools need to respond to meet modern need www.optimus-education.com www.gdmorewood.com The modern generation of children and young people includes: rare chromosomal disorders

some who survived extreme prematurity or multiple disabilities at birth and those affected by prenatal drug and alcohol abuse These children have complex learning difficulties and disabilities (CLDD). They learn and respond differently to previous generations of children with profound and multiple / severe learning difficulties. www.optimus-education.com www.gdmorewood.com www.optimus-education.com www.gdmorewood.com www.optimus-education.com www.gdmorewood.com

www.optimus-education.com www.gdmorewood.com Ensure that all analysis/impact measures/data is done inclusively Change cultures of segregation in your settings start with analysis Ensure that the highest aspirations are for all Be clear about how targets will help students develop and prepare for the next stage of their education, or for adulthood Engage in metacognative approaches with students see Student Passports (for example)

www.optimus-education.com www.gdmorewood.com Using Metacognition with Student Passports Develop a new way of supporting students and teachers understanding Lots of different ideas, but our Student Passports have been hugely successful Based on high impact research; engages students in learning to learn - metacognative approaches and (most importantly?) www.optimus-education.com

www.gdmorewood.com Keeps the young person central to provision Essential as part of our student centred approach A useful tool to engage parents/carers www.optimus-education.com

www.gdmorewood.com Why do you do certain interventions? How do you know they are effective? What is the impact? Do they dovetail with whole-school provision? How to you track progress?

[Literacy and English judged by HMI as outstanding, 2013, & Case Study, Feb 2014] www.optimus-education.com www.gdmorewood.com Consider hidden disabilities What does that mean to you? How would you define a Hidden (or invisible) Disability?

Consider what this term means to you? How many young people do you work with? If childrens perceptions of people who are different from themselves are based on stereotypical thinking it is likely that they will retain this misinformation for the rest of their lives unless positive steps are taken to counter this learning. (Brown, 1998) www.optimus-education.com www.gdmorewood.com

So, what is a hidden disability? Hidden (or invisible) Disabilities is an umbrella term that captures a whole spectrum of hidden disabilities or challenges that are primarily neurological in nature Some people have difficulty understanding how a students disability can be so debilitating Educating peers and training staff is essential in meeting the needs of a rapidly growing cohort in our schools The

majority of impairments are not visible less than 8% of disabled people use wheelchairs. Disability in the United Kingdom 2012: Facts and Figures Papworth Trust www.optimus-education.com www.gdmorewood.com How many did you think of? ADHD Anxiety disorders Allergies Asperger Syndrome Attachment disorders Asthma

Autism Bipolar disorder Brain injuries Chronic fatigue syndrome Crohn's disease Depression Dyslexia Dyspraxia Epilepsy Food allergies Irritable Bowel Syndrome Lactose Intolerance Lupus

Migraines Multiple Sclerosis Psychiatric disabilities N.B. This is not an exhaustive list www.optimus-education.com www.gdmorewood.com The education of the peer group is an essential part of moving towards a truly inclusive

community Gareth D Morewood, 2011 www.optimus-education.com www.gdmorewood.com Considering Autism what research says Students with an ASC are around 8 times more likely to be permanently excluded from school than students without SEND (0.27% compared to 0.04%) (DCSF, 2009; 2010) Difficulties in social interaction and communication can increase the risk of and exposure to bullying and social isolation (NAS, 2006)

Typical cognitive profile and preferred learning style of students with an ASC can challenge professional assumptions about teaching and learning (Jordan, 2005) Preference for routine, predictability and low sensory stimulation is at odds with the noisy, bustling and often chaotic mainstream school environment meaning it can be a very stressful place for students with an ASC (Carrington & Graham, 2001) www.optimus-education.com www.gdmorewood.com

What do I need to know? Research has indicated that an autism friendly environment makes a significant difference to learning outcomes: physical environment social environment communication environment emotional environment Morewood, Humphrey & Symes, (2011) Mainstreaming autism: making it work. Good Autism Practice, 12, 62-68. www.optimus-education.com www.gdmorewood.com

Strategies to develop and use Remember to use visual supports as much a possible: BUNSEN BURNER TRY SQUARE www.optimus-education.com www.gdmorewood.com Reduce uncertainty in your lessons Pencil, Ruler & Rubber Tripod & Gauze

www.optimus-education.com www.gdmorewood.com Supporting emotional regulation is essential www.optimus-education.com www.gdmorewood.com There is a clear need to be pro-active with supportive systems NOT re-active with sanctions and punitive measures Strip each incident/situation back to the starting

points what can be done differently? How can provision evolve to minimise risks? www.optimus-education.com www.gdmorewood.com Leave home at 8:15 am Coach leaves at 9:00 am. Will not wait if late Be in school at 8:30 am

Arrive at Chester Zoo Register in the Nurture Room Dont forget to wear your trainers. Bring your pack lunch and a coat in case it rains. Coach returns to school for 3:15 pm

1) Sit down and wait for teachers instructions. 3) Its practical time. 2) Watch teachers demonstrations (very Hang up blazer and put on your apron. IMPORTANT). REMEMBER 1. To tell the teacher if you need to leave the office. class.

4) Dont forget to put on your safety glasses when using the machines. 5) Use equipment safely and carefully. 6) Put equipment away neatly. 2. If you feel angry or stressed go to blue chair

in Mr Morewoods office. 1. Arrive to lesson. Sit down and write down Date, Title and Objective. 4. Remember to record (write up) your results when doing your experiments. 2. Listen and watch the teachers demonstration.

5. If instructed to wear safety goggles keep them on at all times. 3. If you have a comment or question put your hand up. REMEMBER To tell a teacher if you need to leave the classroom. If you are feeling stressed or angry go to blue chair in Mr

Morewoods office. Positive texts, letters, e-mails, phone calls Empower the under-dog arm parents/carers with positives A real re-focus on positive engagements also supports elements of the new Code: Preparation for adulthood Engagement with parents/carers Supporting young people in their decision-making & Provides clear evidence of areas of success

www.optimus-education.com www.gdmorewood.com understanding Keep parents/carers informed Make sure they know who to contact and how Provide honest communication no long-term benefit in providing anything but the truth Listen to parents/carers give them time Try to avoid uncertainty/misinterpretation MOREWOOD, G. D., & BOND, C. (2012) Understanding Parental confidence

in an inclusive high school: a pilot survey. Support for Learning, Vol. 27 No.2, p53-58 Wiley Blackwell Publishing. www.optimus-education.com www.gdmorewood.com www.optimus-education.com www.gdmorewood.com Remember the law trumps all Ensure you know absolute information: Irwin Mitchell Factsheets & Template letters

IPSEA on-line training Douglas Silas Brown Jacobson Always be absolutely open and transparent engage parents/carers positively and pro-actively Keep the young person central to everything Remain resolute and solution-focussed Read SENCology for an on-going account! www.optimus-education.com www.gdmorewood.com No

amount of extra support will make up for gaps in the quality of teaching The ability to be flexible, identify SEND and adapt learning & teaching to different needs are core parts of the Teachers Standards (2012) The quality of teaching for students with SEND should be a key part of the schools appraisal and professional development arrangements www.optimus-education.com www.gdmorewood.com Inclusive quality-first teaching Personalised approached to

targeting support & interventions Must be part of a whole-school approach MOREWOOD, G. D. (2012) Is the Inclusive SENCo still a possibility? A personal perspective. Support for Learning, Vol. 27 No.2, p73-76, Wiley-Blackwell Publishing. www.optimus-education.com www.gdmorewood.com SEND for Classroom Teachers: Preparing for quality first, inclusive teaching Gareth D Morewood 2014, Published by Optimus Education.

Foreword by Professor Des Hewitt It aint what you do its the way that you do it So how do you spend to get results? Or, what does the evidence say is a good investment or a poor investment for your students? It aint what you spend but the way that you spend it what works for one, may not for others! www.optimus-education.com

www.gdmorewood.com Quoted from Prof Steve Higgins Learning isnt always the same ... www.optimus-education.com www.gdmorewood.com Insanity: doing the same thing over and over again and expecting different results. Albert Einstein (?) Trainee Educational

Psychologists Speech and Language Therapist Postgraduate student placements Drama therapist www.optimus-education.com www.gdmorewood.com RESILIENCE RISK www.optimus-education.com www.gdmorewood.com

Not understanding or being understood can be very frustrating and can lead to outbursts and challenging behaviour Evidence suggests that many students with a history of presenting behavioural challenges experience underlying Speech and Language difficulties or hidden SEND Develop positive inclusive teaching strategies as a wholeschool approach DO NOT just react to presenting behaviour. www.optimus-education.com www.gdmorewood.com Work in partnership proper co-production takes time not overnight!

Ensure that the young person is central to everything proper engagement not lip-service! Ensure documentation and information is easy to understand and clear no need for complex policies! Get a good understanding of the law! Work on developing a solution-focussed mind-set driven by positive outcomes for all www.optimus-education.com www.gdmorewood.com

A lead professional An advocate and knowledge/information manager A commissioner and broker A resource manager A partnership manager A quality assurer Cheminais in Morewood, G. D A facilitator (2008) the 21st Century SENCo www.gdmorewood.com A solution assembler

www.optimus-education.com www.gdmorewood.com www.optimus-education.com www.gdmorewood.com Above all remember to be adaptable, innovative, empathetic, and ... open minded.

Remember that not one strategy fits all but strategies for one may well benefit others think about the individual www.optimus-education.com www.gdmorewood.com Being Healthy Staying Safe Enjoying and Achieving Making a Positive Contribution Economic Wellbeing www.optimus-education.com

www.gdmorewood.com Gareth D Morewood Director of Curriculum Support & Specialist Leader of Education, Priestnall School, Stockport Honorary Research Fellow, University of Manchester www.gdmorewood.com @gdmorewood www.optimus-education.com @OptimusSEND www.optimus-education.com www.gdmorewood.com

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