1

Classroom management and partnerships

Partnerships with outside agencies

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Learning outcomes

You will:

know the range of outside agencies most likely to be involved with your pupils

understand the basic principles of collaboration with outside agencies within the Every Child Matters framework, and

know where to seek further assistance or advice on SEN and disability.

3

Activity 1

Learning outcomes

You will:

know the range of outside agencies most likely to be involved with your pupils, and

understand your roles and responsibilities as teachers.

4

Every Child Matters: the five outcomes

Being healthy

Staying safe

Enjoying and achieving

Making a positive contribution

Achieving economic well-being.

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The key to putting the five outcomes into action

Collaboration between local authority children’s services

Involving therapists and CAMHS workers

Outside agencies and voluntary groups may support pupils.

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Activity 2

Learning outcome

You will gain a basic knowledge of the national service framework (NSF) and the responsibilities of local authorities.

7

Children’s NSF: key points

Introduced to address variations in standards of care

Services to be delivered around the needs of children and families

Standards drawn up to ensure that all children’s services are coordinated and effective

Performance measures set and progress to be measured over agreed timescale.

8

Inclusion and achievement

“National research has shown that settings that develop inclusive cultures, policies and practices also raise achievement and the Department of Education and Lifelong Learning considers good equalities and educational inclusion practice to be the key to school improvement.”

Educational inclusion and equalities policy, 2003

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Key messages

ECM outcomes more likely to be met if agencies work in partnership with schools

All teachers should be in close touch with SENCOs or inclusion managers

Take time to learn about how to remove barriers for individuals to improve the education of all pupils.

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Activity 3

Learning outcomes

You will understand that:

a comprehensive approach is likely to work best, and

modern therapy of all kinds considers the individual’s environment, including out-of-school environment, alongside the difficulties that an individual presents.

11

Daniel’s profile

Has DCD and ADHD

At age seven, his movement ABC score (a standardised test for movement) was below the 5th percentile – in the lowest five per cent of pupils of the same age

At age 12, his ABC score was the same but much had changed.

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Daniel: some questions

Who contributed to the therapy?

Where did it take place?

What was its substance?

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Feedback from the film

What did you find useful?

What could you use in your school educational setting?

How could you use the information/knowledge?

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Daniel: key points

One-to-one therapy has no apparent advantages over lower-cost group activities

The film illustrates how teachers and coaches can contribute to therapy

Parents, carers and peers can also help.

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Learning outcome

You will understand the basic principles of collaboration with outside agencies.

Activity 4

16

Ray: a year 6 pupil

Finds concentration difficult and can be disruptive. Often complains of a headache and sits apart

Reading is two years behind and progress is slow despite extra help

Does not like contributing to oral work in class

Enjoys painting.

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The SENCO calls a meeting of everyone involved.Which professionals did the SENCO contact after the meeting?

Ray: a year 6 pupil (continued…)

His mother and teacher have noticed that, sometimes Ray does not seem to hear them

He sometimes stays away from school.

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Ray’s story: 2

The meeting, with Ray’s agreement, decided on a referral to the school’s EP and the EWS

The EP observes Ray in class and suggests to the teacher Ray gets help with his oral communication

The EWO talked to Ray and his mother. Ray said he found it hard to understand lessons. His mother works in the evenings and cannot keep an eye on him all the time.

What suggestions for further referral did the EP and the EWO make?

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Ray’s story: 3

The EP referred Ray to a paediatrician to check out his headaches and asked for a hearing test

Ray agreed to the EWO’s suggestion to attend a good local arts centre that works with children but does not always go

The paediatrician found no obvious cause for the headaches although tension in class could contribute to them

The hearing test confirmed Ray has normal hearing.

Who did the EWO and the paediatrician bring in next?

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Ray’s story: 4

The EWO contacted an arts outreach officer. Ray expressed interest in some of the activities on offer and attended the first one

The paediatrician asked the speech and language therapy service to assess Ray, who was found to have a significant receptive language impairment that affects his ability to process oral language.

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Ray’s story: 5

The SLT could:

explain the effects of Ray’s impairment on his learning

offer strategies to support him in class and to improve his communication

commit to attending regular meetings and monitoring Ray’s progress

advise on strategies and curriculum modification

model strategies, if appropriate, and

work directly with Ray, if appropriate.

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Ray’s story: 5 (continued…)

The teacher could:

agree strategies to support Ray

collaborate on curriculum modification and setting appropriate objectives for Ray

try to attend meetings with the therapist

ensure other adults working in class understand what should be done, and

work with others on Ray’s social involvement, particularly at breaks and lunchtimes.

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A happy ending

Everyone played their part

Ray became more confident in class

He began to enjoy lessons and learn

He is taking up activities and producing some fine pieces of artwork

Both he and his mother say that he is much happier in school and that his results are improving.

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Activity 5

Learning outcomes

You will:

gain insight of a school system for inclusion in action, and

be aware of the roles of all concerned.

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Activity 6

Learning outcomes

You will:

reflect on key learning points from the session, and

identify key points of action for you to consolidate and apply your learning.