Teaching Excellence ProjectHow effective is the collaborative practice between TA, teacher and pupils in raising the achievement of pupils with SEND.

How effective is the collaborative practice between TA, teacher and

pupils in raising the achievement of pupils with SEND

PupilEnglish Oct 2014

MathsOct 2014

GeographyOct 2014

EA 5b6c (Yr 8

APP)4a

MS 3a5c (Yr 8

APP)4b

BT 4c4a (Yr 8

APP)4b

BH 3c4c (Yr 8

APP)3c

ML 3b5c (Yr 8

APP)4a

Why did you ask that question/focus on that issue?

Closing the Gap for all pupils.

Working more effectively as a team and with TA in supportive role.

What did you do? We interviewed all pupils (all pupils listed above)

to gauge their feedback on Geography, enjoyment and support within lessons.

As a team we developed additional resources for our Development Unit of work. This milestone assessment was tailored to all pupils e.g. Ben Hamilton doesn’t know his number bonds past 10 so resources were adapted to suit all pupils.

Attended twilights on: SEN/ASD/Weak Literacy/Dyslexia (K/S/J) Working effectively with TAs (K/J)

Gathered data before and after the project Pupil voice after project

Development Milestone Assessment

I will be able to describe and explain the problems that people experience in the poorest areas of Brazil.

I will design a plan to help the poorest areas of Brazil selecting appropriate improvements.

What do I know about Development?

What would I like to know about Development?

What have I learnt about Development?

What do I know about Development? What have I learnt about Development?

Some of the worst conditions for people are found in the shanty towns and favelas on the edge of the city.

These are near the city or along main transport routes.

They tend to be unplanned and often the homes are built illegally. Houses are self-built using basic materials. Shanty towns have few services

Ariba is located on the outskirts of Sao Paulo in Brazil.

Brazil has a population of 200.4 million people. The population in Sao Paulo is 11 million.

Brazil is a country in South America and borders Peru, Bolivia, Columbia, Venezuela, Paraguay and Uruguay.

Road: this is the main road for the favela

Industrial land: some factories and units in place

Road: this is a secondary road and is a dirt track. It can easily get flooded in heavy rain

Housing: these are unplanned and tightly packed together

The passageways

are very narrow. This could cause a problem because….

There doesn’t appear to be any running water. This

could cause a problem

because….

The rubbish is lying

around. This could cause a problem because….

The homes are made from

basic material such as

cardboard and wood. This

could cause a problem

because….

RUBBISH TIP 50

metres

This is Ariba

in Brazil

Learning Objective: I will be able to describe and explain the problems that people experience in the poorest areas of Brazil.

Ariba is a relatively new favela on the outskirts of Sao Paulo.

Roads are largely not pavedand in winter turn to mud

The population of Aribais approximately 400 people

There are 60 shacks in Ariba.

Almost everyone that haswork, works in the informal sector

The large majority of the homes

are self-built with cheap or recycled materials

Poor transport andcommunication links

There are no proper drains or sewers so diseases are

common

60% of Ariba’s populationare unemployed

Public services like rubbishcollection do not come into

areas that pay no local taxes

Some families live in neatbungalows others less fortunate

are forced to live in crowded hostels

Most of the dwellings in Aribado not have running water or

sewerage systems

Many residents collect waterfrom stand pipes and often

share toilets or ‘holes in the ground’

Local entertainment oftencentres around the ‘shebeen’ –

illegal pub

There is no street lighting

There is not a school in Ariba

There are no health clinics in

Ariba

RUBBISH TIP

50 metr

es

The Brazilian Government has asked you to come up with a 2 - 3 year plan to improve Ariba and tackle some of the main problems of the favela e.g. poor sanitation (sewers, drains etc.)

To help you to make the improvements you’ve been given 200 FIP’s (Favela Improvement Points) for each year of improvements.

You MUST NOT overspend or you’ll upset the Brazilian Government and the whole project could be cancelled! The cost of improvements is shown on your Favela Improvements sheet.Decide on your improvements carefully and record your decisions on your planning sheet. You need to say what improvements you’re planning to make, what the cost of these improvements is going to be and why you decided to concentrate on these improvements in particular.

Learning Objective: I will be able to describe and explain the problems that people experience in the poorest areas of Brazil.

You will be given a map of Ariba.

On your map you need to locate the features of your favela e.g. houses, roads, dirt tracks etc.

Try to show as many of your improvements as possible and try to explain why you spent the money in the way that you did. Use PEE to help structure your explanations.

Learning Objective: I will be able to describe and explain the problems that people experience in the poorest areas of Brazil.

Lower Ability Map of Ariba

Lower Ability Map of Ariba

Lower Ability Map of Ariba

BH is able to manage number bonds from 1 –

10.This is

differentiated to enable him to

make independent

decisions

Lower Ability Improvement Points

Other targeted pupils such as BT

can manage larger number bonds, but

would find too much information overwhelming. This document

enables independent

decisions using controlled variables

Middle Ability Improvement Points

Most pupils are expected to access the higher ability

choice. The blanks provide opportunities for pupils to develop

their thinking and to negotiate ‘points’ e.g. the cost of

agricultural land for cooperative

vegetable/crop production

Higher Ability Improvement Points

Firstly an issue I identified was that there was nowhere for residents to meet and socialise. Therefore I have chosen to build a community centre (25 points) in the favela. I decided to locate the community centre in the middle of Ariba because this is a central location and accessible to all people. This means that residents will be able to meet and make decisions about further improvements to the favela. I also noticed there were no facilities to provide children and adults with an education in the favela, therefore I plan to equip this building as a school (25 points). To save money it will be staffed by better-educated volunteers to begin with. This means that the centre can be used to educate children in the basics such as numeracy and life skills for example communicating with others.

In later years, it will be possible to use the centre for other things such as family planning clinic, health centre, nursery.

Remember to use PEE:• Point• Evidence/example• Explanation

Learning Objective: I will design a plan to help the poorest areas of Brazil selecting appropriate improvements.

Firstly an issue I identified was that there was nowhere for residents to meet and socialise. Therefore I have chosen to build a community centre (25 points) in the favela. I decided to locate the community centre in the middle of Ariba because this is a central location and accessible to all people. This means that residents will be able to meet and make decisions about further improvements to the favela. I also noticed there were no facilities to provide children and adults with an education in the favela, therefore I plan to equip this building as a school (25 points). To save money it will be staffed by better-educated volunteers to begin with. This means that the centre can be used to educate children in the basics such as numeracy and life skills for example communicating with others.

In later years, it will be possible to use the centre for other things such as family planning clinic, health centre, nursery.

Remember to use PEE:• Point• Evidence/example• Explanation

Think about using connectives to structure your work

Connectives for Evidence

For exampleAn example is

Connectives to Explain because as this means since due to

Opening Connectives Firstly Secondly Thirdly Finally Next Then After than Eventually In addition Moreover

Learning Objective: I will design a plan to help the poorest areas of Brazil selecting appropriate improvements.

Firstly an issue I identified was that there was nowhere for residents to meet and socialise. Therefore I have chosen to build a community centre (25 points) in the favela. I decided to locate the community centre in the middle of Ariba because this is a central location and accessible to all people. This means that residents will be able to meet and make decisions about further improvements to the favela. I also noticed there were no facilities to provide children and adults with an education in the favela, therefore I plan to equip this building as a school (25 points). To save money it will be staffed by better-educated volunteers to begin with.This means that the centre can be used to educate children in the basics such as numeracy and life skills for example communicating with others.

In later years, it will be possible to use the centre for other things such as family planning clinic, health centre, nursery.

Think about using connectives to structure your work

Connectives for Evidence

For exampleAn example is

Connectives to Explain because as this means since due to

Opening Connectives Firstly Secondly Thirdly Finally Next Then After than Eventually In addition Moreover

Learning Objective: I will design a plan to help the poorest areas of Brazil selecting appropriate improvements.

Firstly an issue I identified was that there was nowhere for residents to meet and socialise. Therefore I have chosen to build a community centre (25 points) in the favela. I decided to locate the community centre in the middle of Ariba because this is a central location and accessible to all people. This means that residents will be able to meet and make decisions about further improvements to the favela. I also noticed there were no facilities to provide children and adults with an education in the favela, therefore I plan to equip this building as a school (25 points). To save money it will be staffed by better-educated volunteers to begin with. This means that the centre can be used to educate children in the basics such as numeracy and life skills for example communicating with others.

In later years, it will be possible to use the centre for other things such as family planning clinic, health centre, nursery.

Think about using connectives to structure your work

Connectives for Evidence

For exampleAn example is

Connectives to Explain because as this means since due to

Opening Connectives Firstly Secondly Thirdly Finally Next Then After than Eventually In addition Moreover

Learning Objective: I will design a plan to help the poorest areas of Brazil selecting appropriate improvements.

Firstly an issue I identified was that there was nowhere for residents to meet and socialise. Therefore I have chosen to build a community centre (25 points) in the favela. I decided to locate the community centre in the middle of Ariba because this is a central location and accessible to all people. This means that residents will be able to meet and make decisions about further improvements to the favela. I also noticed there were no facilities to provide children and adults with an education in the favela, therefore I plan to equip this building as a school (25 points). To save money it will be staffed by better-educated volunteers to begin with. This means that the centre can be used to educate children in the basics such as numeracy and life skills for example communicating with others.

In later years, it will be possible to use the centre for other things such as family planning clinic, health centre, nursery.

Think about using connectives to structure your work

Opening Connectives Firstly Secondly Thirdly Finally Next Then After than Eventually In addition Moreover

Connectives for Evidence

For exampleAn example is

Connectives to Explain because as this means since due to

Learning Objective: I will design a plan to help the poorest areas of Brazil selecting appropriate improvements.

Firstly an issue I identified was that there was nowhere for residents to meet and socialise. Therefore I have chosen to build a community centre (25 points) in the favela. I decided to locate the community centre in the middle of Ariba because this is a central location and accessible to all people. This means that residents will be able to meet and make decisions about further improvements to the favela. I also noticed there were no facilities to provide children and adults with an education in the favela, therefore I plan to equip this building as a school (25 points). To save money it will be staffed by better-educated volunteers to begin with.This means that the centre can be used to educate children in the basics such as numeracy and life skills for example communicating with others.

In later years, it will be possible to use the centre for other things such as family planning clinic, health centre, nursery.

Think about using connectives to structure your work

Connectives for Evidence

For exampleAn example is

Connectives to Explain because as this means since due to

Opening Connectives Firstly Secondly Thirdly Finally Next Then After than Eventually In addition Moreover

Learning Objective: I will design a plan to help the poorest areas of Brazil selecting appropriate improvements.

Firstly an issue I identified was that there was nowhere for residents to meet and socialise. Therefore I have chosen to build a community centre (25 points) in the favela. I decided to locate the community centre in the middle of Ariba because this is a central location and accessible to all people. This means that residents will be able to meet and make decisions about further improvements to the favela. I also noticed there were no facilities to provide children and adults with an education in the favela, therefore I plan to equip this building as a school (25 points). To save money it will be staffed by better-educated volunteers to begin with.This means that the centre can be used to educate children in the basics such as numeracy and life skills for example communicating with others.

In later years, it will be possible to use the centre for other things such as family planning clinic, health centre, nursery.

Think about using connectives to structure your work

Connectives for Evidence

For exampleAn example is

Connectives to Explain because as this means since due to

Opening Connectives Firstly Secondly Thirdly Finally Next Then After than Eventually In addition Moreover

Learning Objective: I will design a plan to help the poorest areas of Brazil selecting appropriate improvements.

How can you make your Ariba presentation successful?Level 3 Level 4 Level 5 Level 6 Level 7

Quality of

drawing/plan

Incomplete plan with some

improvements identified.

Completed plan and some idea

of the improvements.

Complete and well-drawn plan giving a clear

idea of the improvements.

Completed and well-drawn plan

giving a very clear idea of the improvements.

Completed and well-drawn plan

giving an accurate idea of

the improvements.

Quality of

explanatio

n

Some labels showing the

improvements.  

Basic reasons for the

improvements given

Labels showing improvements.

 Describes why

the improvements were chosen.

Detailed labels showing the

improvements.  

Begins to explain the

improvements that have been

chosen

Accurate labels showing the

improvements.  

Fully explains the

improvements that have been chosen and the implications of

these.

Accurate labels justifying the

improvements.  

Fully explains the

improvements that have been chosen and the implications of these on the

sustainability of Ariba.

Choosingthe

right improvements

Some improvements

will help to improve life in

the area but not all.

Suggested improvements are connected with some of

the main problems

identified in Ariba.

Suggested improvements

are clearly linked with most

of the main problems

identified in Ariba. Sensible choices made

Suggested improvements deal with all of

the main problems which

are affecting Ariba.

Good choices made

Suggested improvements

which are targeted to the main problems affecting Ariba.

Excellent choices made

What have you learned? E.g. about your practice.

K - Hard to differentiate for ALL pupils e.g. David, Ben and Mateusz. Needs are more complex that I realised.

S - Nice to see pupils come out of their shell e.g. Ben T. Unlocking potential of all pupils by providing them with confidence. Ben T trusts the teacher more and is more willing to have open conversations e.g. confident now to say that he doesn’t understand. 

J - Nice to be included and to have a department working with you instead of having to adapt resources for pupils.

Feedback from TA“As a TA who works with the SEN pupils in class, we often have to adapt work for the SEN Children so they can access the curriculum. When the Geography department approached me to take part in their TEP project, I knew it would be good for the Children, Geography Department and SEN department. I have worked as a TA for the last fifteen years, so having the opportunity to give advice on differentiation and being involved in the planning of lessons was a very positive experience.Furthermore, I now go into every lesson knowing that all the work is at the correct level. There is nothing more satisfying then seeing student’s fulfil their true potential, as they are now able to access the work. I now have regular meetings with the Geography department where we plan assessments and see how we can adapt the work for students.”

What have you learned about pupil’s learning? Written work

Pupils like structure to organise written work, e.g. boxes Connectives help pupils to describe and explain their ideas Purpose of writing is made clearer to pupils by asking them

to locate their work around something more visual Visual materials

The importance of tailored support, e.g. Ben H had a number line to support him with number bonds

Pupils liked having a mind map to record and organise their ideas

Reducing/simplifying large pieces of writing helped pupils understand the text

Combination of key terms and accompanying pictures help pupils visualise key concepts

Pupil English Oct

2014

English end of Yr9

MathsOct

2014

Maths end of

Yr 9

GeogOct

2014

Geog end of

Yr9

EA 5b 5a6c (Yr 8

APP) 7c 4a5b (MG

6a)

MS 3a 4b5c (Yr 8

APP) 4a 4b4b (MG

4c)

BT 4c 4a4a (Yr 8

APP) 3c 4b4b (MG

4a)

BH 3c 3c4c (Yr 8

APP) 2b 3c3c (MG

3c)

ML 3b 4b5c (Yr 8

APP 5a 4a5c (MG

5c)

How effective is the collaborative practice between TA, teacher and pupils in raising the achievement of pupils with SEND.

Pupil English Oct

2014

English end of Yr9

MathsOct

2014

Maths end of

Yr 9

GeogOct

2014

Geog end of

Yr9

EA 5b 5a6c (Yr 8

APP) 7c 4a5b (MG

6a)

MS 3a 4b5c (Yr 8

APP) 4a 4b4b (MG

4c)

BT 4c 4a4a (Yr 8

APP) 3c 4b4b (MG

4a)

BH 3c 3c4c (Yr 8

APP) 2b 3c3c (MG

3c)

ML 3b 4b5c (Yr 8

APP 5a 4a5c (MG

5c)

How effective is the collaborative practice between TA, teacher and pupils in raising the achievement of pupils with SEND

EA was unable to manage independently

or to consider the criteria. Implications for

KS4

Whilst MS and BH did not improve their assessment level from the

baseline, they were far more independent in their decision

making and subsequent written explanations

ML thrived on this assessment, enabling him to develop his thinking and writing, improving his levels and

achieving MG

Do teachers know and understand the range of complex needs of all pupils? 

Implications for future e.g. new GCSEs how will pupils cope if no foundation paper

How will departments/teachers provide support for pupils whist still providing them with the skills to equip them for the future?

What implications might this have for your department and the school?