Effective SEN intervention.or how to get through the day…..

The City of London Academy

Early intervention Literacy.

• 20% UK pupils identified with SEN• Corresponding move away from special

schools to mainstream.• Education system increasingly struggles to

cope.• SEN provision “not fit for purpose” (Commons Select Committee 2006)

An SEN intervention model Key Objectives

• An early intervention intensive literacy & numeracy programmes

• A clear and progressive LSA support programme.

• An SEN faculty planning tool.

CoLA model

• Provide a model of SEN base literacy and numeracy lessons from Yr 7 – 9.

• Replace IEPs with working records of intervention and pupil progress.

• Provide a clear and progressive programme for LSAs’.

• Offer a model of Provision Mapping.

IEPs

Literacy Programme

• Identify in Year 7 (or earlier!)• NfER Group Reading Online assessment• Same day analysis • Set into 4 ability groupings • Daily 1 hour group

Literacy Programme

• Ruth Miskin’s ReadWrite Inc.

• synthetic phonics • Dedicated/trained dyslexia teacher + 1 experienced LSA

Literacy Programme

• Additional 1:1 LSA support using Intervention Booklet resources

• Regular assessment (in line with school 5 assessment times)

• Expectation of reduction of programme as year progresses for some pupils

• Regular link with home.

Intervention Booklets;

• time limited• clear link to assessment starting

point • progressive • linked to P Scales/NC levels

(English and Maths)• linked to resources• ideal for tracking the effectiveness

of SEN intervention • a clear and progressive route for

LSAs, almost a SoW, without the need of constant input from SENCo or SEN teachers

• a working record of support

Progress?

E v id e nc e !

Literacy Programme progressYr 7 cohort 2006

• 57 pupils (32% of cohort) scored below 85 ss (11 at or below 70 and 20 between 71-80)•26 remained within Yr 7 Literacy programme for all three terms• 16 of these improved their Reading age by at least 16 month and 5 by 24 months (ie twice the time on the programme) • 13 pupils had low reading and spelling skills and were recommended for continued support in the Yr 8 programme • 44 of original 57 (77% of grp) improved and left programme before or in June

Progress into Yr 8 Literacy Programme

• Original 57 pupils in Yr7 RML programme reduced to 13 in Yr 8 for Autumn term 2007

• 6 Tutor based Groups withdrawn from MFL – 5 Literacy lessons over fortnight.

• 3 subsequently returned to MFL due to French spoken within family – alternative provision arranged with LSA support

Numeracy Programme

• SEN runs Catch Up programme for Year 8 and 9 pupils performing below NC 3A.

• SoW based upon Level Up Maths (Heinemann).• SEN Teacher led; with support and some teaching

from experienced LSAs.• Maths Faculty initial assessment.• Regular assessments in SEN • Expectation of progress to 3C and return to

mainstream lessons.

Numeracy Programme progress

2007/08• 19 Yr 8 pupils below NC level 3C• 5 achieved NC 3A within Autumn term and returned to mainstream. (6 Yr 9 below NC level 3A Catch up SATs booster maths lessons from LSA)2008/09• 17 Yr 8 pupils below NC 3A• By ½ term70% improved 1 sublevel, 40% by at least 3 sublevels and 6 achieve

3A• 21 Yr 9 began SEN Maths in Sept 2008 – assessed as below 3A due to higher

order maths skills required.• 6 improved by at least 2 sub levels by Nov, 2 of whom achieved 3A and

returned to mainstream

Provision Mapping

a) link intervention with attainment tracking

c) fulfil budgeting analyses ie value for money