Maximising Progress - Ensuring the Attainment of Pupils With SEN - Part 2 2004

Guidance

Curriculum andStandards

Guidance forSENCOs, schoolstrategy managersand inclusionmanagersStatus: Recommended

Date of issue: 01-2005

Ref: DfES 0105-2005 G

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Maximising progress:ensuring the attainmentof pupils with SEN

Promoting inclusion and tackling underperformance

Disclaimer

The Department for Education and SkilIs wishes to makeclear that the Department and its agents accept noresponsibility for the actual content of any materialssuggested as information sources in this document,whether these are in the form of printed publications oron a website.

In these materials icons, logos, software products andwebsites are used for contextual and practical reasons.Their use should not be interpreted as an endorsementof particular companies or their products.

The websites referred to in these materials existed at thetime of going to print. Tutors should check all websitereferences carefully to see if they have changed andsubstitute other references where appropriate.

Part 2: Approaches to learning and teaching in themainstream classroom

Promoting inclusion and tackling underperformance

Maximising progress: ensuring theattainment of pupils with SEN

The materials and how you might use themThese materials are designed to maximise the attainment of the growing number ofpupils with special educational needs and disability within mainstream secondaryschools who are working within national expectations but currently under-attaining.However, the guidance will also help you to reflect on the progress of all pupils inyour school identified as having SEN. The materials are intended to help SENCOsalign their work with other learning and teaching initiatives from the Strategy aimedat raising attainment for all pupils across the school. They aim to ensure thatSENCOs are fully conversant with the Strategy’s approaches to learning andteaching as part of whole-school improvement.

The SENCO is in a key position to identify the barriers to progress and challengesfaced by identified pupils and to guide the work of departments in addressingthese. Overall, the guidance consists of a file containing three booklets, a CD-ROMand a key messages leaflet.

Part 1: Using data: target setting and target gettingPart 2: Approaches to learning and teaching in the mainstream classroomPart 3: Managing the learning process for pupils with SEN

How to use these materials

Although these are guidance materials, you may wish to adapt them for trainingpurposes or as PowerPoint slides or handouts for CPD. Tasks and reflection boxescan also be adapted to create activities for training purposes. Some of the keyaspects of the three parts of the guidance will be available in the CD-ROMaccompanying the final pack of materials.

You might choose to work with the materials in the following ways.

Within the LEA• The three booklets could provide material for the equivalent of a whole day’s

training for SENCOs that could be jointly delivered within LEAs by SENadvisers, consultants and/or strategy managers. This would ensure consistencyof messages about approaches to teaching and learning and raising attainmentacross the school.

• All or part of the materials can be used for governors with responsibility forpupils with SEN. Governors will be better able to consider possibleunderperformance, value for money and the need for higher expectations formany pupils with SEN.

1 l Key Stage 3 National Strategy l Maximising progress: ensuring the attainment of pupils with SEN © Crown copyright 2005DfES 0105-2005 G

• Alternatively, the LEA SEN adviser and consultants may choose to work with a group of school SENCOs across a number of meetings if that best suits localcircumstances. ASTs (advanced skills teachers) might also be involved. Thiswould allow colleagues to establish and follow up the activities betweensessions in their own schools and would provide powerful opportunities to share good practice.

Within a school cluster

• The materials might be used by SENCOs and inclusion managers for a seriesof separate twilight sessions for a cluster of schools where subject leaders,SENCOs and inclusion managers are focusing on underperforming pupils, for example, a LIG collaborative.

Within your school

• The three booklets could contribute to a whole-school Inset day whereinclusion issues, targeting intervention or raising the attainment of particulargroups of pupils are a major feature. SENCOs could share in using thematerials, together with the school strategy manager and/or inclusion manager,to provide training for their colleagues across the school community. Eachbooklet would provide material for a session lasting approximately 75 minutesso that the materials could be used to provide three separate twilight sessions.

• The materials could be used by the SENCO with an SEN faculty or departmentas part of auditing, action planning and CPD.

NB: Although the materials are designed for SENCOs in mainstream secondaryschools, you may wish to invite and involve key staff from local special schoolsand LEA services who will have a specific contribution to make to discussion. This would work particularly well when schools or units are working together to include pupils.

2 l Key Stage 3 National Strategy l Maximising progress: ensuring the attainment of pupils with SEN © Crown copyright 2005DfES 0105-2005 G

Part 2: Approaches to learning andteaching in the mainstreamclassroom

ContentsIntroduction 3

1 Approaches to learning and teaching 5

2 Making best use of additional support within the classroom 21

3 Bridging learning from support interventions to learning in subject lessons 25

Introduction and rationale

‘Effective teaching for children with SEN shares most of the characteristics ofeffective learning for all children. But as schools become more inclusive, soteachers must be able to respond to a wider range of needs in the classroom.’

DfES Removing Barriers to Achievement 2004

One of the major barriers to achievement for pupils with SEN or a disability is beingrendered dependent on adults to help them learn. Many pupils with cognitive andlearning difficulties lack self-confidence. This results in an over-reliance on an adultto support them with their work. SENCOs should be alert to this because there is asignificant risk of ‘learned helplessness’. Pupils need opportunities to apply theirskills, working collaboratively with other pupils and independently. The developmentof these skills is likely to be a significant contribution to their future success. Tobecome increasingly independent learners, pupils with SEN will need:

• independent tasks that have been clearly explained and modelled for them;

• clear guidelines and well-defined parameters;

• time limits and updates;

• prompts, both verbal and visual;

• scaffolded support in pairs or small groups;

• adult guidance to try out learning with collaborative support before having a goon their own.

Scaffolds are structures that guide and support thinking. They focus on and promptfor one idea at a time, thus reducing demands on the pupil’s working memory.They are intended to give temporary support for pupils as they progress to workingindependently over time.

All pupils need to access a sequence that moves them from dependence on theteacher, through modelled, shared and guided group activities to a point wherethey are sufficiently skilled and confident to work independently on their own. TheStrategy promotes teaching that represents that move from dependence on theteacher to independent application in the following way.

3 l Key Stage 3 National Strategy l Maximising progress: ensuring the attainment of pupils with SEN © Crown copyright 2005Introduction and rationale DfES 0105-2005 G

From dependence to independence: key principles

4 l Key Stage 3 National Strategy l Maximising progress: ensuring the attainment of pupils with SEN © Crown copyright 2005Introduction and rationale DfES 0105-2005 G

Components Key principles

Starter This will usually introduce the lesson though a contextualising activity and/or someactivity to activate or check on previous learning. It may also support pupils to reviseand rehearse aspects of skills required for the specific text and task planned.

Modelling This is useful to demonstrate a new aspect or revise something that all pupilshave yet to master. The key point is that the teacher, as ‘expert’, does themodelling, explaining why choices are made aloud to pupils. In this way thethinking and decisions behind the work become explicit. The level of challengehere can be high because of the explanations that accompany the ‘doing’.

Shared work This is useful when pupils need to be taught or reminded of something they do notfully grasp. Pupils are invited to contribute to shared work which allows for adifferentiated approach through targeted questioning appropriate to need.Questions need to be planned and shared work is an ideal opportunity to pursuewhy, tell me more about … and how do you know questions that make thethinking and learning clear to all. Pupils are required to explain their reasoning justas the teacher has done during the modelled session. Talk partners are one way ofallowing pupils to rehearse their ideas before offering them to the wider audience.

Guided work This is an essential element in addressing individual needs in a small groupcontext. Objectives can be adapted from those being addressed by the rest ofthe class. Guided sessions are an ideal way to personalise learning and can beused to catch pupils up or to push them on. Groupings are not permanent aspupils will be grouped according to a particular curricular learning need, notability. The additional attention from a teacher in a small group is overwhelminglypopular with pupils.

Independent work This is useful when a task (linked to the lesson objectives) has sufficient challengeto reinforce or provide the next step, unsupported. Pupils can also work in pairsor groups on the task and may be supported by reference to prompts or‘scaffolds’ (independent means without teacher/adult support, not just pupilsworking alone).

Plenary This is useful at various stages throughout the episodes of a lesson as a meansof allowing pupils to review progress and reflect on their learning. The final plenaryis used to find out what next steps in teaching are required for the whole classand for individuals and groups within it. Like the shared session, the plenaryprovides an opportunity to assess specific pupils through their feedback andresponse to questions. This helps the teacher to decide who might benefit fromsome specific guided work in future lessons. It also gives pupils greater clarityabout the next steps in their learning.

Reflection

• How much evidence do you see of the use of the principles outlined above inlessons in your school?

• To what extent are pupils with SEN or disability helped to work independentlythrough a process with features similar to those described here?

5 l Key Stage 3 National Strategy l Maximising progress: ensuring the attainment of pupils with SEN © Crown copyright 2005Unit 1: Approaches to learning and teaching DfES 0105-2005 G

1 Approaches to learning andteaching

Whole-class interactive teaching has been identified by researchers as being mosteffective in raising learning attainment. At classroom level the characteristics ofeffective teachers include:

• taking responsibility for ordering activities during the lesson for pupils(structuring the learning and teaching);

• giving pupils some responsibility for their work and independence duringlessons;

• maintaining a high level of interaction with the whole class;

• providing ample, challenging work;

• maintaining very high levels of pupil involvement in tasks;

• creating a positive atmosphere in the classroom;

• giving high levels of realistic praise and encouragement;

• using a variety of approaches, strategies and techniques to engage pupils.

What do good inclusive teachers do?Inclusive teachers believe that all pupils in all classes have an entitlement toeffective teaching that raises their learning attainment.

They plan lessons carefully so that all pupils:

• are able to participate;

• can access the key learning at their own level;

• take some new learning away with them.

In successful lessons, pupils are made aware of:

• what is to be learned;

• how this fits in with what they already know;

• what the next steps in their learning will be;

• where the learning is going over time.

During lessons, inclusive teachers:

• secure quality access to the key points of the learning for all;

• scaffold the involvement of pupils;

• hold all pupils into key learning.

Reflection

• How successfully do you feel pupils with SEN are included in the learning atyour school in the ways listed above?

• Is one department more successful than others?

• Think of one subject colleague who is particularly successful in including andengaging pupils with SEN. What are the key features of the planning, teachingand assessment that facilitate this?

In order to achieve this level of inclusion within subject classes, teachers need toconsider the design of their lessons in meeting the individual needs of the learnerswithin it.

Designing lessons

Teachers have responsibility for designing learning so that all pupils, including thosewith SEN:

• are clear what they will be learning, what they will need to do and what thecriteria are for knowing when they have acheived this;

• have relevant personal targets which they own and are working towards in thelesson;

• have links made to learning elsewhere in the curriculum or in interventiongroups, helping pupils to transfer their knowledge and understanding indifferent contexts;

• are actively involved and engaged in the lesson, lesson starters andintroductory activities that are fun, create links with prior knowledge andunderstanding and relate new learning to the ‘big picture’ in a range ofstrategies used in different episodes across lessons which promote a feeling ofsuccess;

• have their learning personalised through scaffolding and structured prompts sothat they can access key learning at their own level;

• have frequent opportunities for purposeful interaction, ‘talk for learning’,through use of talk partners or structured small group tasks with supportivepeers where pupils are encouraged to ask questions to clarify understanding;

• reflect openly together with others during lesson plenaries on what they havelearned and how this fits with what is coming next;

• are able to succeed at their own level.

Clearly, identification of pupils’ needs will support the effective design of lessons topersonalise the learning and ensure progress for pupils with SEN. SENCOs canhelp teachers with specific information about individual pupils’ learning needs.


See Pedagogy andPractice: Teaching andlearning in secondary

schools Unit 1 (DfES 0424-2004 G).

Considerations for lesson design


Learning objectives and intended outcomes

How has the teacher modified these, where

necessary, for some pupils?

Pedagogic approaches

What teaching models hasthe teacher selected thatmeet the needs of pupils

with SEN?

Learning and teachingstrategies and

techniques

Has the teacher selected arange of strategies and

pedagogic approaches tosuit the learning objectivesand needs of the pupils?

Conditions for learning –climate for learning andclassroom organisation

How has the teacher takenthese factors into

consideration whendesigning an inclusive

lesson?

Lesson design

Holding pupils into learningInclusive teachers recognise that pupils learn in different ways, at different speedsand may need to be taught how to learn. SENCOs might support this in thefollowing ways.

Before the lessonSet up some pre-teachingYou can:

• deploy a teaching assistant with a group of pupils to pre-teach a concept,support reading of a text or to discuss key information before it is taught to thewhole class in the lesson;

• set a specific homework task with work to do that will be reinforced in whole-class teaching in the next lesson.

During the lessonTarget the support of other adults within the lesson episodesFor example, you can:

• develop with a teacher a short-term plan to show what the additional adults arerequired to do and which pupils they should focus on;

• include key information to be secured, specific language support via keyvocabulary, phrases or sentence structures that support answers;

• give guidance on which groups to support at specific stages of the lesson;

• share assessment criteria for particular learning outcomes that relate to pupils’targets;

• ensure that TAs reinforce and build on key learning and skills in other lessons.

Task 1

Set clear expectations and learning outcomes for individual pupilsFor example, you can:

• ask teachers to refer explicitly to learning objectives at key moments throughthe use of mini-plenaries so that pupils are regularly reminded of the purposeand point of what they are doing;

• ensure that learning objectives are visible in the classroom for reference;

• ask teachers to support pupils to think and talk about how they are learning,not just what they are learning.

Actively engage all pupils For example, you can:

• remind teachers to set the context for each lesson’s learning within the ‘bigpicture’ of the whole scheme of work (this could be represented as a visualmap on the wall or interactive whiteboard);

• ensure resources and materials enable pupils to join in at their level of challenge(rather than work that keeps them busy but is unchallenging);

• provide modified tasks;

• ensure that additional adults provide support by scaffolding learning so thatpupils can complete tasks, for example, writing, thinking or speaking frames,sentence starters or prompt cards that remind pupils of what to do if unsure.

Use specific strategies and techniquesFor example, you can:

• suggest talk partners or classroom ‘buddies’;

• help teachers to pitch questions appropriately using Bloom’s taxonomy topromote thinking;

• suggest varying activities so that pupils are able to work in their preferredlearning styles;

• consider where and how pupils with SEN should be grouped and seated forspecific learning purposes.

After the lessonYou can:

• provide opportunities for over-learning. Some pupils will need to repeat orsecure the learning they received in the lesson. This can be done through notesin pupils’ diaries, homework clubs and/or extra classes.

Holding pupils into learning

Observe one or two lessons for a lower-attaining pupil with SEN whose progress in a core subject is slower than expected and who is currently under-performing.Discuss with the teacher and subject leader the features that you feel could help‘hold the pupil into the learning’.


Structuring learning

Although not all pupils with SEN or disabilities are low-attaining, some pupils withSEN will be among the group of low-attaining pupils who may benefit from lessonsthat are structured into a number of shorter episodes. Each of these episodes willneed distinct outcomes shared with the pupils and may require a mini-plenary.Teachers will need to deploy a range of different pedagogic approaches andteaching strategies that address the type of objective and match the maturity of thepupils in order to meet learning needs.


See Pedagogy andPractice Key messages

(DfES 0125-2003).

Pedagogic approach Suited to learning objectives concerned with:

Information processing acquiring knowledge, concepts and understanding (know that, understandwhy or how), e.g. inductive thinking, concept attainment, scientific enquiryand cognitive growth.

Social developing creativity, personal growth (explore, refine strategies to),exploring attitudes, values and perspectives on problems and complexissues (develop, be aware of), e.g. role-play, group investigation and socialenquiry.

Changing behaviours acquiring new skills, learning procedures, applying ideas and developingknowledge (be able to, how to), e.g. direct teaching, mastery learning,social learning and simulation.

Constructing learning sequences – scaffolding the learning

Learning objectives for pupils with SEN must be both age appropriate andconceptually relevant. SENCOs might support the learning design by consideringthe objectives relevant to the year group and subject and then tracking back theconcept to an earlier level that will be appropriate for the pupil while ensuring thatthe context remains relevant to secondary-aged pupils and their interests. ForEnglish and mathematics, the Primary National Strategy Frameworks will help withthis process.

There is some divergence in research evidence about the most effective ways toteach pupils who make slower progress. One body of evidence describes impactfrom direct and structured learning, broken down into small sections that needcareful teaching, practice and feedback. This does support many learners but itcan risk assumptions about hierarchy in learning that may not be relevant to thedifferent ways in which individual pupils learn. Pupils find it hard to transfer andgeneralise their learning to other contexts beyond the one in which the learningtook place.

Other research suggests approaches that aim to transform the learning so thatpupils are able to make connections. Pupils need to know that not all learning islinear or predictable. They need to be able to understand relationships, similarityand difference. When learning is layered into smaller manageable objectives, manypupils with SEN need support to make part or whole relationships explicit in orderto sustain meaning.

Sometimes pupils will need to be helped to ‘unlearn’ where misconceptions areblocking progress. This can be done through modelling by the teacher that makesexplicit the thinking, mind-changing, selecting and rejecting, and decision-makingthat is part of the complexity of learning.

Lifting performance

Lower-attaining pupils benefit particularly by being shown what they are aiming foras it is easier, then, to see where the steps in learning link with other work as partof a ‘big picture’. Level descriptors within the National Curriculum (and GCSE gradecriteria) match with an expected increase in pupils’ ability to move from basicdescription to higher levels of thinking. Bloom’s taxonomy describes a hierarchy ofthinking levels similar to the one below, which is derived from it. It can be used tosupport planning and teachers’ use of questioning to develop the skills of pupilswith SEN.


Cognitive What pupils need to do Links to thinkingobjective

Knowledge define, recall, describe, label, identify, match

Comprehension explain, translate, illustrate, summarise, extend

Application apply to a new context, demonstrate, predict, employ, solve, use

Analysis analyse, infer, relate, support, break down, differentiate, explore

Synthesis design, create, compose, reorganise, combine

Evaluation assess, evaluate, appraise, defend, justify

Pupils are more likely to retain information if it isneeded for a task or linked to other relevantinformation. Do your questions in this area allowpupils to link aspects of knowledge necessary for thetask?

Comprehension questions require pupils to processthe knowledge they already have in order to giveanswers. They demand a higher level of thinking andinformation processing than above.

Questions in this area require pupils to use theirexisting knowledge and understanding to make senseof a new context. They demand more complexthinking. Pupils are more likely to be able to applyknowledge to a new context if it is not too differentand if the teacher helps them to make the links.

These questions require pupils to break down whatthey know and re-assemble it to help them solve anew problem. They are linked to more abstract,conceptual thought which is central to the process ofenquiry.

Synthesis questions demand that pupils select fromand combine available knowledge to respond tounfamiliar situations or to solve new problems. Thereis likely to be great diversity in pupils’ responses.

Pupils are expected to use their knowledge to formjudgements and defend the positions they take up.These questions demand very complex thinking andreasoning.

See Unit 7 ‘Questioning’in Teaching and learning

in secondary schools(DfES 0430-2004 G).

Task 2

Task 3

Planning sequences of questioning to lift performance

Work with a colleague on planning a teaching episode which exploits a range ofquestioning and prompts to lift the performance of a pupil with SEN within onesubject class. Use the grid on the previous page to structure your questions.

Structuring the learning – putting it all together

Using the grid below, help plan and then observe a lesson that includes one ormore pupils with SEN (it may be useful to focus on a lesson where you support orco-teach on a regular basis).


Lesson title Time

Objectives and learning outcomes

• What learning objectives do you plan to meet and what specific learning outcomesare you looking for?

Developing skills

• How will you plan to develop literacy and numeracy and to support recall?

Questioning

• How will questioning be used to support and extend pupils’ thinking?

Assessment

• How will you plan to provide pupils with feedback about what they need to do toimprove and how can you involve pupils in self- and peer-assessment?

Vocabulary

• How will you introduce key words?

Resources

• What is needed for this lesson to help support pupils in working independently when appropriate?

Episode 1: starter

• What will this include: will it focus on literacy or numeracy?

Episode 2: introduction

• How will you share your objectives and learning outcomes with pupils?

Further episodes

• How will you plan to revisit key learning and how will you divide activities across the remaining episodes?

Final episode: plenary

• How will you involve pupils in assessing and understanding what they have learned?

What strategies do you need to consider to review learning with the pupils withSEN to aid recall and to help them transfer their learning into new contexts?

Learning styles: helping to remove barriers to learning

A potential barrier to learning can arise from the mismatch between pupils’preferred learning styles and the learning opportunities presented to them withinclassrooms. Many teachers feel frustrated by pupils who fail to engage, make littleprogress or appear to opt out, or by other pupils who becomes restless anddisruptive in their lessons, particularly when other teachers report the same pupilsto be ‘well motivated’ in their lessons. Through an understanding of learning styles,teachers can exploit and work to pupils’ strengths and build the capacity to learn.However, it is important that pupils work towards developing a range ofapproaches and are trained in the ground rules of each learning style, as advancedlearners need to select from and employ a full range of approaches to differenttypes of learning.

To accommodate the preferred learning styles of pupils with SEN, teachers needsupport from the SENCO to:

• have a clear understanding of what these are;

• know how to create a match between the nature of the learning and thelearning style of the pupil;

• provide learning opportunities on a regular basis that address the full range oflearning styles within the class;

• take account of pupils who have one main style, ensure that they can accessthe learning but encourage them to develop learning within other styles;

• provide some degree of choice of activity.

Reflection

• How much do you know about the preferred learning styles of the pupils withSEN for whom you are responsible?

• How could you find out more and how might you share this information withsubject leaders and other colleagues?


Pupil’s learning need Possible solutionsas identified

Advice from SENCO Subject teacher, in lessons

Sam is able, but has great difficulty in sitting still and concentrating.

Satinder has great difficulty in remembering, retaining and recalling information.

Shofi has impaired hearing.

Task 4 Enhancing learning

What practical advice can a SENCO give so that teachers can enhance learningand overcome barriers to learning?

Add three of your pupils with SEN to the following chart.

Discuss possible solutions with colleagues.


Card sorts, sequencing, interactivewhiteboard. Changes of activity andtimer. Remind and ensure that Sam isaware of his short-term targets.

Use prompts for key points and askSatinder to draw and develop his ownmemory maps and to talk them throughwith a partner or TA. Involving Satinderin physical tasks may also help prompthis memory.

Check classroom acoustics andposition as you talk to/work with theclass – use computer or OHP facingthe class. Give Shofi a clear and activerole during group work.

Increase kinaesthetic learningactivities. Consider length,activity and organisation ofpupils of each lesson episode.

Devise a visual concept mapshowing links as the topic buildsup and refer to it to aid recall ineach lesson.

Ensure that he is seated so thathe is able to hear and see yourface during whole-classteaching. Ensure that he isincluded in groupwork and fullyengaged in activity. Ensure thatyou follow advice from theteacher of hearing impaired.

Assessment for learning: a whole-schoolapproachMany schools have chosen to develop areas of their work on assessment forlearning as part of their whole-school improvement. When assessment for learningis well-established in a classroom, pupils are:

• actively involved in their own learning;

• able to judge the success of their work and understand targets forimprovement;

• able to take responsibility for their own progress.

If AfL is not a strong feature of classroom practice, pupils are less likely to developthe skills necessary to take charge of their own learning. If pupils do not readily talkabout their learning and rarely take responsibility for their own progress, this canlead to disengagement with the learning process and sometimes to poor behaviourand low-level disruption in class.

Assessment for learning: a definition

‘The process of seeking and interpreting evidence for use by learners and theirteachers to decide where the learners are in their learning, where they need to goand how best to get there.’

from AFL Whole-school training materials (DfES 0043-2004)

The ten principles that underpin assessment for learning dictate that it:

• is part of effective planning;

• focuses on how pupils learn;

• is central to classroom practice;

• is a key professional skill;

• is sensitive and constructive;

• fosters motivation;

• promotes understanding of goals and criteria;

• helps learners know how to improve;

• develops the capacity for self- and peer-assessment;

• recognises all educational achievement.

The Assessment Reform Group 2002


See Assessment forLearning (AfL) folder

‘Whole-school trainingmaterials’

(DfES 0043-2004).


Key characteristics of Teaching strategies supportive to pupils, including those assessment for learning with SEN

Sharing learning objectives with pupils

Helping pupils know and recognise the standards for which they are aiming

Involving pupils in peer- and self-assessment

Providing feedback that leads pupils to recognise their next steps and how to take them

Promoting confidence that every pupil can improve

Involving both teacher and pupil in reviewing and reflecting on assessment information

• Share learning objectives at the beginning of lessons and atvarious points throughout, in language that the pupils understand.

• Use the objectives as the basis for targeted questioning during thelesson and in plenaries.

• Relate the learning to the ‘big picture’ of the topic.

• Show pupils work that has met criteria and explain why.

• Model what the work should look and sound like.

• Explain what you are looking for using clear success criteria andrelate this to the learning objectives.

• Ensure that there are clear expectations about the pupils’presentation of work.

• Provide displays that show ‘work in progress’ as well as finished pieces.

• Have prompts for success criteria on posters or in the back ofbooks e.g. ‘to get a level 5 I need to …’.

• Give pupils opportunities to talk about what they have learned and what they have found difficult with reference to the learning objectives.

• Encourage pupils to discuss their work together focusing on howto improve.

• Ask pupils to explain their thinking and reasoning.

• Give time for pupils to reflect on their learning together.

• Give value via positive and specific oral feedback.

• In marking, relate to the success criteria: identify what the pupilhas done well, what needs to be done to improve it and how thisshould be done.

• Identify next steps in learning.

• To boost confidence, identify the small steps so that pupils cansee their progress for themselves.

• Develop an ethos of support and encouragement among the class.

• Reflect with pupils on their work and the learning processesinvolved.

• Reward efforts to contribute and think about what learning hasbeen gained in the lesson.

Strategies to support assessment for learning

Task 5 Classroom strategies for AfL

Identify two pupils with SEN whom you know well and highlight two or threestrategies you would emphasise or add to those suggested on page 15. Selectthose that you feel would make a significant difference to the success of the pupils’ learning. In which lessons might this have a particularly powerful effect?

Reflection

If your school is developing AfL as a whole-school commitment, reflect on how thisis supporting the learning of pupils with SEN.

The importance of oral feedback: a learning dialogue

Oral feedback, offered both formally and informally, is particularly crucial to buildingthe self-esteem of learners with SEN and those with a disability. Pupils need toknow that they are partners in their own learning and jointly responsible for theirown achievements.

Oral feedback is likely to be the most regular and interactive form of feedback thatpupils experience in the secondary classroom. The quality of teachers’ responsesto pupils at various points in the teaching and learning can be a powerful force inmotivating and moving pupils on. Engaging in a learning dialogue with pupils withSEN will enable teachers and the SENCO to improve learning and teachingbecause of the additional information they stand to gain about:

• the attitudinal, environmental or learning barriers met by the pupil in lessonsacross the curriculum;

• what the pupils feel helps or hinders their access to learning;

• pupils’ views of their own learning strengths and weakness;

• gaps in knowledge, misconceptions and misunderstandings;

• pupils’ ownership and understanding of their learning targets.

The following chart shows some of the advantages and possible pitfalls to beavoided. Pupils with SEN and disability may be particularly susceptible tocomments from a teacher about their difficulties as these give strong messagesthat can impact on self-esteem. Creating a learning culture where public commentsto the whole-class focus on the necessity of mistakes and challenge as a vital partof new learning will allow all pupils to admit difficulties.


Specific and POSITIVEFor example, ‘Excellent, you used exactly thesame measure to test both circuits.’

Non-specific and POSITIVEFor example, ‘Well done, but can you develop itfurther?’

Specific and NEGATIVEFor example, ‘I don’t think you have done thatcalculation correctly.’

Non-specific and NEGATIVEFor example, ‘You are not making the most of thisopportunity.’

Task 6

Advantages of oral feedback But (possible difficulties and pitfalls)

Immediate and specific to context – teachers Teachers must consider what they say carefully and are able to deal with misconceptions as note its effect on individual pupilsthey occur

Allows for an exchange of ideas and Pupils may not take oral feedback seriously, may encourages independent thinking. not listen or act on it‘Why might we not agree with what Sam says?’

Ongoing and continuous part of lesson Unplanned responses may be random

Planned plenary moments can structure learning Talk is ephemeral and may not be valued as an and refer to, or reflect on, objectives indicator of successful learning

Some pupils may not be able to internalise or retain oral feedback

Can encourage, stimulate and enthuse Some pupils may feel exposed and react negatively to public feedback

Can be personalised with gesture and facial Certain individuals can dominate talk and feedback expression to enhance feedback – some pupils may need more supported ’thinking

time’

Motivating to pupils Fast-paced feedback is not suited to all pupils

Time for individual feedback within lessons is limited

The most constructive and helpful oral feedback is that which is both positive andspecific so that pupils feel affirmed and are also clear about what is a positive stepin their learning. Pupils with SEN may need a more regular personalised learningdialogue with an academic mentor, tutor or learning support assistant to help themkeep on track. The impact and value for pupils of the ‘significant other’ adultcannot be overestimated.

Giving specific and positive oral feedback

You can use the grid below to give further examples of feedback that might help or hinder the learning of one of your pupils.


Reflection

• How can you support teachers in understanding the impact of positive andspecific oral feedback on the self-esteem of learners with SEN?

• What suggestions might you have for those teachers working with pupils whofind it difficult to cope with positive comments?

Written feedback By far the most frequently used method of monitoring progress towards targets isthrough marking pupils’ work. Written tasks, alongside oral questioning andopportunities for reflection and feedback, should encourage most pupils to developand show understanding of what they have learned. Teachers may need toconsider alternative methods for pupils to show what they know in some cases.

Written feedback should focus on the learning objectives and the planned learningoutcomes so that the criteria by which the work will be marked are transparent andthe purpose shared with pupils and parents. It is crucial that pupils understandthese expectations. Teachers can use:

WALT: ‘We are learning to …’

WILF: ‘What I’m looking for …’

TIBs: ‘This is because …’

to help pupils organise their thinking in order to develop this understanding of thefocus for learning within the lesson.

Written feedback should identify what has been done well and what still needsimprovement, through an indication to pupils of what the next steps towards thetarget might be.

Opportunities should be planned for pupils to respond and to follow up commentsas part of the overall learning process. ‘Next steps’ for some pupils will need to besupported through careful scaffolding and guided teaching.

Requiring pupils to think for themselves in response to comments and encouragingopportunities for peer and self-assessment in marking to set, clear and agreedcriteria will encourage critical self-reflection and greater independence.

Peer and self-assessment

There are many practical strategies tried and tested by teachers to promote thedevelopment of peer and self-assessment. However, pupils with SEN do notalways have their voice heard. Their views are not always considered or developedas effectively as they might be to enhance learning independence. Teachers, pupilsand parents all need to believe that the process of self-assessment can supportlearning. It is important that pupils are not left to their own devices and that thetechniques are guided and modelled by teachers. Self-assessment will need to bedeveloped with pupils over time and works best within a commitment to develop aconsistent and systematic whole-school approach.


It has been found to be most effective when:

• pupils are made aware of the learning objectives and expected learningoutcomes that are then reflected upon and reviewed within the lesson;

• pupils are central in the process of identifying what they have achieved andwhat they could improve.

Techniques could include:

• showing pupils how assessment criteria have been met in examples, fromanonymous pupils, through text marking and annotation on OHTs or awhiteboard;

• asking pupils to review another example against set criteria in pairs;

• following class work, providing pupils with a model answer and asking them toassess themselves against it.

Pupils with SEN may need help in identifying gaps in their performance. Thisrequires the development of an open classroom ethos so that pupils can admit toworries about their work, rather than develop avoidance strategies to mask it.

Here are some examples of classroom strategies that promote the development ofself-assessment which can be used to support pupils with SEN.

Traffic lightsPupils can indicate directly on their work (with coloured pens or stickers) the extentto which they feel they have achieved the learning objective of the task and howsecure they feel with their learning.

• Green – achieved, confident

• Amber – some progress, elements of progress, some uncertainty

• Red – not achieved, confused

Thumbs upThis is a quick strategy for gauging pupil response. Pupils hold their thumbs toindicate their perception of achievement and understanding.

• up (‘great’; ‘got it’; ‘doing well’)

• sideways (‘think I’m OK’; ‘not sure’; ‘think I’ve got it’; ‘might need checking’)

• down (‘struggling with this’; ‘unclear’; ‘need help’)

Generic prompts for self-assessmentThis helps to develop pupils’ skill in regularly reviewing their own work and that ofothers. Teachers can display and use the prompt questions below.

• What areas of your work do you think could be improved and why?

• What did you find hardest and where can you get help?

Learning logPupils are asked to review their own progress in relation to targets.

• What we did in (… subject …) this week.

• What I have found out or learned this week.

• What do I need to focus on next week (next steps in learning)?

• What have I done well this week?

For pupils with SEN the learning log might take the form of a diary shared withparents.


Task 7 Strategies to develop self-assessment

Choose one of the ideas described above and try them out with a pupil with SEN in a class you typically support.

Reflection

How might aspects of Assessment for learning help pupils with SEN who appear to be ‘learned helpless’ or very dependent on adults for their learning within class?

Reflection: action to improve learning

Reflect on tasks you have done and decide on one action that you intend to take to improve learning for pupils with SEN. Add this into the grid at the back of the booklet.


2 Making best use of additionalsupport within the classroom

Using teaching assistants to support pupils’learningTeaching assistants have a vital role to play in supporting pupils’ access,engagement and independence in a whole range of lessons. Schools will havearrangements in place to manage the deployment of teaching assistants and tosupport their CPD. (See Part 3 and the section on Managing additional interventionand support for the role of the SENCO in these materials.) In some schools thereare two sorts of teaching assistants, although TAs are being increasingly employedon similar contracts and job descriptions.

• General teaching assistants

Teaching assistants are often allocated to subject departments to give generalsupport to teachers and pupils within the subject, for example, in Englishlessons. These assistants are valued colleagues and usually attend departmentmeetings and training. TAs often also run and teach intervention programmessuch as Literacy progress units or Reading challenge both inside and outsidethe class teaching time.

• Learning support assistants

LSAs were originally funded to support named pupils either individually (forthose pupils who need support to minimise a disability or those with moresevere learning needs) or in small groups. Sources of funding came from theSEN budget for support to pupils with learning needs who required ‘additionalor different’ intervention. In addition, funding has been available from the EthnicMinority Achievement Grant (EMAG) to support underperforming minority ethnicpupils.

• Learning mentors

Schools within Excellence in Cities zones have additional support in the form ofa number of learning mentors who support pupils with behaviour problems orthose who are otherwise disengaged. They are sometimes available to supportpupils’ learning within classrooms, although they also have a wider remit insupporting families.

Increasingly, schools have worked to pool and manage this support to ensurethat all teaching assistants are part of a team to support pupils’ learning as partof a whole-school approach to tackling underperformance. Some schools haveappointed Inclusion managers whose responsibility is to draw this supporttogether to tackle underperformance of all identified groups in a range of ways.However, it may be possible that individual assistants or mentors are managedseparately by a subject leader, SENCO or EMA coordinator.

21 l Key Stage 3 National Strategy l Maximising progress: ensuring the attainment of pupils with SEN © Crown copyright 2005Unit 2: Making best use of additional support within the classroom DfES 0105-2005 G

For full list of Key Stage 3interventions see theIntervention toolkit(DfES 0178-2003).

Task 8

Clearly the role of additional adults is more effective when they are involved inthe thinking and planning about how individual pupils can be involved andengaged in the lesson. At the very least, the supporting adult will need to knowthe learning objectives, the expected learning outcome and the task andactivities planned for the pupils in the lesson.

The deployment of teaching assistants

At your school identify the following and discuss.

• Who deploys and manages the team of teaching assistants at your school?

• Do they have different titles and roles?

• Do they have different line managers according to their role?

• Are all of them employed on a similar basis or contract?

• Do they all work within classrooms with groups of pupils?

• Do they all contribute to intervention for pupils outside the classroom?

• Who monitors the impact of their work with individuals or groups of pupils?

Other adults in the classroom

You may be fortunate enough to have a range of adults supporting learning inclassrooms in your school and in extra curricular activities. Crucially, the success ofany additional support will depend on good communication and workingrelationships between the following personnel.

• Senior managers (for example, Inclusion and/or Key Stage 3 Strategymanagers)

• SENCO

• Subject leaders

• Class teachers

• Specialist support teachers

• Teaching assistants

• Learning mentors

• Therapists

• Subject technicians (as in science, ICT, MFL and/or practical subjects)

Effective additional adult support is:

• aimed at increasing pupils’ inclusion in the learning of the peer group (andshould not result in isolating them further);

• common practice within the class where the teacher and TAs commonly workwith a small group of pupils as part of lesson design;

• discreet so that pupils are not overwhelmed or embarrassed;

• selective – used at particular times for specific purposes within the lesson,linked to learning and withdrawn for some of the time;

• focused on maximising pupils’ independence through engaging them andbuilding confidence;


• planned wherever possible – the teacher and additional adult will at least haveshared planning or discussed the lesson and their roles beforehand;

• informed – delivered by adults who understand the pupils’ individual needs,know pupils’ targets, the learning objectives and learning outcomes expected,and how to help the pupils achieve them;

• skilled – trained adults who have a good understanding of the subject andteaching and learning strategies employed;

• alert to the class teacher’s agreed ‘ground rules’ (for example, for talk in theclassroom);

• able to contribute towards the assessment for learning of particular pupilsthrough observation and feedback to the teacher and pupil;

• not about encouraging a dependency culture (as in ‘I’m waiting for my helper’).

Roles for additional adults supporting lessons

Additional adults in the classroom are not required to spend the entire lesson ‘gluedto the sides’ of identified pupils. In fact, this runs counter to the need to encouragepupils to support each other within the inclusive classroom and to be asindependent with their learning as possible. Once acquired, ‘learned helplessness’is very difficult to overcome and can be a very real handicap. Additional adults havea wider role and range of responsibility and should be viewed by the pupils asequally skilled as the teacher. A skilled teaching assistant will be able to ‘step into ateacher’s shoes’ if a classroom incident requires this.

Before the lesson

• Going through the shared text extract in advance of the lesson.

• Rehearsing skills, sequences, prompts that will be called upon during thelesson.

During the lessonAt the front

• Working collaboratively as a ‘double act’ with the teacher.

• Jointly modelling speaking and listening pair tasks.

• Scribing on the board or flipchart.

• Setting timer on interactive whiteboard.

• Signing.

From the sidelines

• Using an observation checklist linked to criteria, targets for participation, orassessment of progress.

• Using visual prompts as reminders of work or behaviour.

• Note mistakes and misconceptions.

Sitting alongside

• Helping pupils to use equipment, learning resources or visual/tactile aids.

• Accessing the lesson: checking that provided equipment facilitates the pupils’learning; scribing on individual whiteboard; rehearsing language; clarifyingconcepts.

• Reinforcing teaching concepts and drawing attention to relevant features.


Task 9

• Checking that pupils have interpreted instructions and are clear about nextsteps.

• Encourage participation using questions and prompts suggested by theteacher.

• Rehearsing answers to ‘think’ or ‘explain’ questions for plenary sessions andsupporting pupil or group in feeding back to the rest of the class.

• Helping make links between skills learned in intervention groups (for example,Learning Challenge) outside the classroom to the learning within it.

• Reminding pupils of targets and helping them to assess their own work andthat of their peers.

In targeted intervention groups, in and out of the lesson

• Leading a guided group with a specific focus for a small group of pupils withinthe lesson.

• Working on materials to consolidate pupils’ understanding of key skills or pointsin targeted intervention groups outside the lesson.

• Helping pupils to relate to and transfer skills and knowledge from one lessoncontext to another.

• Coaching pupils in the skills needed for cooperative group work by describing,modelling and praising.

Mapping additional support

Map all the additional adults available to support pupils in different ways within your school. Note the following.

• Which classes and subjects do they support on a regular timetabled basis?

• Which intervention groups do they teach or support outside the classroom?

Map this against the pupils with SEN in classes and in intervention groups in theschool. Does a coherent picture emerge?

Reflection

Reflect on tasks you have done and consider one action that you intend to take to enhance the support given by additional adults in mainstream classrooms. Add this into the grid at the back of this booklet.


3 Bridging learning from supportinterventions to learning in subjectlessons

A recent scoping study reviewed the national and international research literaturefor effective teaching strategies and approaches under the four areas of needoutlined in the 2001 SEN Code of Practice.

• Communication and interaction

• Cognition and learning

• Behavioural, emotional and social development

• Sensory and/or physical

While there is far less research evidence for pupils at secondary stage comparedwith primary, the key findings suggested that a combination of strategies producesmore powerful effects than a single strategy. There was considerable overlapbetween the area of need, teaching approach and strategy and a growingawareness that a combination of approaches was more effective than a belief thatone model of learning justifies a single model of teaching.

The majority of pupils with SEN benefit from mainstream education if they also havethe additional support of targeted intervention. All pupils need opportunities to workwith others in small and large groups. All pupils also need to develop the skills ofworking independently and these skills become increasingly important to futuresuccess as pupils move up the school.

Collaborative working is known to enhance achievement because working andtalking with others as they work encourages higher-level thinking as it encouragespupils to ‘think aloud’ about their own learning. There is clear evidence that lower-attaining pupils learn more effectively in mixed-ability settings becauseworking together develops communication skills and social skills such asadaptability, tolerance, and turn-taking. However, many pupils (and not just thosewith SEN) need support to develop these skills through establishing group ‘groundrules’ and through modelling and guidance from the teacher.

It is desirable that most learning for pupils with SEN and those with a disabilitytakes place in the social context of the mainstream classroom. Whether or not towithdraw pupils from the classroom environment can be the cause of controversyand debate. This is particularly the case at secondary level where teachingtimetables and subject schemes of work or exam syllabuses are a majororganisational factor. Pupils, teachers and parents may have views on ‘entitlement’that will need to be considered.

However, there are times when the learning needs of pupils demand a differentlearning environment. Both withdrawal and in-class support have learning andorganisational advantages and disadvantages. In a small-group context outside theclassroom, there is some evidence that pupils are able to concentrate moreeffectively, cover more ground and make good progress. Within-class supportallows more opportunities for learning to be reinforced as it is less detached fromthe curriculum.

25 l Key Stage 3 National Strategy l Maximising progress: ensuring the attainment of pupils with SEN © Crown copyright 2005Unit 3: Bridging learning from support interventions to learning in subject lessons DfES 0105-2005 G

Targeted support in order to improve the attainment of a range of pupils’ learningneeds should be provided through your school’s intervention plan. This shouldintegrate and include provision for all groups of under-performing pupils within theschool and it is likely that this will include gifted and talented pupils, those learningEnglish as an additional language, mobile or minority ethnic pupils, groups of under-attaining boys (or girls) as well as those with SEN. The provision and scale ofintervention provision will vary from school to school according to the pupil population.A wide variety of materials to support pupils is currently available in schools.

The intervention toolkit


Target group Brief description Resources

Summer schools

Curriculumcontinuity

Literacy progressunits

Springboard 7

Critical teachingunits in English

Critical teachingunits in mathematics

Reading Challenge

Pupils needing to acceleratetheir progress from level 3 tolevel 4 at the start of Year 7(or later in Key Stage 3)

Year 7 pupils

Year 7 pupils at level 3 andneeding to make swiftprogress to level 4

Year 7 pupils at level 3 andneeding to make swiftprogress to level 4 inmathematics

Year 7 pupils at level 3 andneeding to make swiftprogress to level 4 English

Year 7 pupils at level 3 andneeding to make swiftprogress to level 4 mathematics

Weak level 3 readers in Year 7 and level 3 or 4readers in Year 8

Making links:guidance forsummer schools andYear 7 supportprogramme(DfES 0244-2002).

Curriculum continuity(DfES 0116-2004 G).

Key Stage 3 Literacyprogress unitsLevel 2 foundationunits

Springboard 7(DfES 0049-2001).

Targeting level 4 inYear 7: English(DfES 0103-2003,0104-2003, 0105-2003).

Targeting level 4 inYear 7: mathematics(DfES 0085-2003,0142-2003, 0291-2003).

Reading Challenge:Handbook for schoolorganisers(DfES 0293-2003).

Summer schools provide a substantial sequence ofsessions giving continuous support in literacy and/ornumeracy for targeted pupils. They introduce pupils totheir new school and accelerate their progress fromlevel 3 to level 4.

The purpose of this guidance is to help schoolsconsider what more they can do to ensure curriculumcontinuity between the primary and secondarycurriculum, so that pupils new to secondary schoolsget off to a flying start.

Six units: Spelling (0475/2001); Phonics (0477/2001);Writing organisation (0473/2001); Information retrieval(0474/2001); Reading between the lines (0476/2001);Sentences (0066-2003). The units are designed foruse with small groups of six to seven pupils as anintensive short-term programme. Level 2 foundationunits: Phonics (available on Key Stage 3 website);Handwriting and presentation (DfES 0223-2004);Running reading records (available on Key Stage 3website). These foundation units are aimed at thosepupils working within level 2 on entry to Year 7. Theyprovide progression into the Literacy progress units ormay be combined with them.

Fifteen units of work arranged in topics which aredesigned to be used in the autumn and spring terms.Not all pupils will need to experience all the units.They may be used for whole-class teaching or withsmall groups.

Three units of 12 lessons: Preparing for the progresstests; Narrative writing; Reading for meaning andinformation. These units add to but do not replace theLiteracy progress units. The lessons are planned andresourced so they may be taught to whole classes.

Units of level 3 to 4 lessons and 12 consolidationlessons. The lessons may be used for whole-classteaching or with small groups. The consolidationlessons may be used during the year as a key lessonat the end of a topic or for revision.

A flexible scheme based on one-to-one coaching ofpupils. Materials consist of: information for schoolorganisers; support pack for coaches; photocopiableresources and video showing the programme inoperation.


Target group Brief description Resources

Writing Challenge

MathematicsChallenge

Learning Challenge

Scienceintervention

Year 9 boosterlessons

Academic orlearning mentors

Access and engagementand Grammarfor writing

Weak level 3 writers in Year 7and level 3 or 4 writers inYear 8

Weak level 3 pupils in Year 7

Pupils needing to acceleratetheir progress, particularlythose with poor learning,thinking and study skills

Year 8 and 9 pupils needingto move from level 4 to level 5

Year 9 pupils needingadditional support to helpthem achieve levels 5 and 6in Year 9 national tests

Any under-achieving pupils

Pupils learning English as anadditional language. Year 7and 8 pupils working at levels3 and 4 who need additionalsupport with academicEnglish

Writing Challenge:Handbook for schoolorganisers(DfES 0314-2003).

MathematicsChallenge:Handbook for schoolorganiser (DfES 0200-2003).

The LearningChallenge(DfES 0393-2003).

Science interventionmaterials(DfES 0077-2004).

Year 9 booster kits:English,mathematics andscience(DfES 0712-2002;0015-2002; 0017-2002).

Access andengagement at KeyStage 3(DfES 0645-2002).Grammar for writing:supporting pupilslearning EAL(DfES 0581-2002).

A flexible scheme based on one-to-one coaching ofpupils. Materials consist of: information for schoolorganisers; support pack for coaches; photocopiableresources; and video showing the programme inoperation.

A flexible scheme which is based on one-to-onecoaching of pupils. Materials consist of: support fordiagnosing difficulties, coaching units, support forcoaches and those managing the programme.

Focused support for individual pupils based on one-to-one coaching. Five topics: organising yourself;working on your own; working with others; homeworkand working in different subjects.

A set of 10-minute class activities to focus on the keyscientific ideas. The suite includes loop games,dominoes, sentence and explanation builders, short,focused teaching sequences, four mini-boosterlessons and teacher’s notes. The materials can beused at any time and with whole classes or smallgroups.

Booster kits for English, mathematics and scienceconsist of advice on organisation, booster lessonplans and resources, leaflets for pupils and parents.

Mentors provide one-to-one support forunderachieving pupils. Mentoring is academic ratherthan pastoral. It may involve: reviewing performanceand setting targets; discussion, tuition and coachingsupport; coordination of support. A range of guidancematerials can be found at ‘learning mentors’ in theSchool Improvement and Excellence section of theStandards Site (www.standards.dfes.gov.uk/sie/eic/eiclearningmentors/Guidance/).

Access and engagement is a set of subject-specificbooklets designed for subject teachers when workingwith pupils learning EAL.Grammar for writing: supporting pupils learning EALis designed to be used by EMA teachers and/orEnglish teachers with guided groups of pupils tosupport them in writing more formally.

Task 10

Targeted intervention and making the linksWhat we expect pupils with SEN to learn depends on the key learning objectivesfor individual lessons within the curriculum for each year group, as well as themedium-term objectives set out in their targets within curricular areas or inindividual education plans (IEPs).

Any targeted intervention provided outside the classroom must focus on teachingand reinforcing the skills that are required for pupils to participate more effectivelywithin lessons. It will be important that all adults working with the pupils are clearabout what is expected and that the learning that has taken place is communicatedto all those who teach the pupil. Teachers can then start to make links and draw onwhat the pupil has learned and should know, or be able to do, so that pupils beginto transfer their learning from one context to another.

The major issue for the pupils making good progress in targeted interventionoutside the classroom has been the lack of opportunity to apply what they know totheir learning in classrooms. This is a result of pupils’ poor generalisation andtransfer skills but also because staff who teach pupils in different subjects do notalways know what pupils have been taught in interventions and do not make apoint of using and applying this within the class.

Making learning links

Track and shadow the targeted intervention provided for two or three pupils (these might be pupils receiving the same or different interventions). Follow andobserve the pupils into a couple of core subject lessons and help them make thelinks to what has been learned outside the lesson. Consider the following.

• How do additional adults in the classroom usually help pupils with SEN to linktheir learning?

• How are pupils helped to make the links when there is no additional supportfrom adults?

• What systems, devices, or prompts might be used to communicate to teachers what pupils are learning in interventions outside the subjectclassroom?

• What are the implications for improvement?


•

Maximising learning from literacy progress units

One inner-city girls’ school is seeing clear evidence from early identification ofpupils’ literacy needs in Year 7. Conversion rates for pupils across the three yearsof Key Stage 3 are now well above the national average for pupils entering at levels3 and 4 in English.

A member of the English department leads the teaching of pupils in small groupsand is timetabled accordingly. Level 3 pupils are withdrawn from a range of lessonsfor 20 minutes at either the start or end of lessons. Two years ago there wasconsiderable resistance to this from other subject leaders. However, the SMTreinforced and supported the need for improved literacy skills in raising attainmentin subjects across the curriculum.

The pupils have become very proficient at quickly moving from lesson tointervention group and back again with the least disruption to teachers and theirpeers. ‘Buddies’ are assigned to pupils so they can quickly fill them in on anymissed learning. All staff and parents are kept informed about which units thepupils are working on. An A4 sheet gives an outline of what pupils have learnedand staff are asked to prompt and call upon this knowledge from pupils in theirlessons (lower-attaining pupils are carefully assessed and targeted by the Englishteacher and not all pupils do all units). English is taught to mixed-ability classes andchallenging texts are used. High expectations are set and teachers feel that thetargeted intervention of LPUs enables lower-attaining pupils to access the lessonsmore successfully.

Two years on, the whole school has now been able to gauge the benefits to pupilsof this intervention work across Year 7 and resistance has disappeared. Attainmentis rising in subjects across the school. This year the whole school has a currentfocus on improving writing. All departments have decided on a particular text-type,vital to writing in their subject, and have identified opportunities within schemes ofwork to teach these specifically. The Key Stage 3 English ‘teaching sequence forwriting’ is being used in all departments across the school. The literacy coordinatoris also an assistant headteacher so the focus is kept central to other developmentsfor school improvement by the senior leadership team.

Reflection

In your school:

• Are interventions designed to support the pupils’ learning inside and outsidethe classroom?

• Is this well-coordinated so that learning starts to join up for the pupils?

• What are the systems for communicating the focus and success in learning inthe intervention group to all who teach the pupil in subject classrooms?

• Are links made so that the pupil is helped to transfer learning from one contextto another in order that learning can be meaningfully transferred andgeneralised?

• What is the SENCO’s role in this?


Case study

Next stepsThis booklet has set out some of the challenges for approaches to learning andteaching for pupils with SEN and disability included in the mainstream secondaryclassrooms at your school.

The following space is for you to consider actions you will take as a result of someof the tasks and reflections you have engaged with thoughout the booklet.

The implications for the SENCO’s management role are considered in the bookletincluded in the pack with this guidance entitled Part 3: Managing the learningprocess for pupils with SEN.


Three actions I Whom do I need to What is the timeline How will we know intend to take involve? for implementing that we have been

this? successful?

Copies of this document may be available from:

DfES Publications Tel: 0845 60 222 60Fax: 0845 60 333 60Textphone: 0845 60 555 60e-mail: [email protected]

Ref: DfES 0105-2005 G

© Crown copyright 2005

Produced by the Department for Education and Skills

www.dfes.gov.uk

If this is not available in hard copy it can be downloaded from:

www.standards.dfes.gov.uk

The content of this publication may be reproducedfree of charge by schools and local educationauthorities provided that the material isacknowledged as Crown copyright, the publicationtitle is specified, it is reproduced accurately and notused in a misleading context. Anyone else wishingto reuse part or all of the content of this publicationshould apply to HMSO for a core licence.

The permission to reproduce Crown copyrightprotected material does not extend to anymaterial in this publication which is identifiedas being the copyright of a third party.

Applications to reproduce the material from thispublication should be addressed to:

HMSO, The Licensing Division, St Clements House,2–16 Colegate, Norwich NR3 1BQFax: 01603 723000 e-mail: [email protected]

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