High Impact SEN Strategies In The Classroom

Jo Tweedale Nicole Rossage

Class TeachersClass teachers are responsible and accountable for the

progress and development of ALL the pupils in their class

Support should be planned and reviewed by the class teacher in collaboration with parents, SENCo, and, where appropriate, the pupil themselves.

High quality teaching, personalised for individual pupils, is the first step in responding to pupils who have or may have SEN.

Class teachers, supported by the Heads of Faculty, should make regular assessments of progress for all pupils. Where pupils are falling behind or making inadequate progress given their age and starting point they should be given extra support via the department.

Class Teachers

Where pupils continue to make inadequate progress, despite high-quality teaching targeted at their areas of weakness, the class teacher, working with the SENCo, should assess whether the child has a significant learning difficulty. Where this is the case, then there should be agreement about the SEN support that is required to support the child.

Where a child continues to make little or no progress, despite well-founded support that is matched to the child’s area of need, the school should consider involving specialists, including those from outside agencies.

Teachers should set high expectations for every pupil and aim to teach them the full curriculum, whatever their prior attainment.

Where a school begins to make special educational provision for a child, they must inform the child’s parent or carer that such provision is being made.

Support For Children With SEN Special educational provision is provision that is additional to or

different from that made generally for others of the same age. This means provision that goes beyond the differentiated approaches normally provided as part of high quality, personalised teaching.

Where a SEN is identified, schools should put appropriate evidence-based interventions in place. There should be a regular review of the progress made and adaptations to the support provided as required.

Plans for the use of support should relate to a clear set of expected outcomes, which should include stretching and relevant academic and developmental targets.

Support For Children With SEN Once a potential special educational need is identified, four types of action should be

taken to put effective support in place – this is the graduated approach called SEN Support

Assess Plan Action (do) Review

Where a pupil is receiving SEN support, schools should meet parents at least termly to set clear goals, discuss the activities and support that will help achieve them, review progress and identify the responsibilities of the parent, the pupil and the school.

Provision made for pupils with SEN should be accurately recorded and kept up to date. Ofsted will expect to see evidence of the support that is in place for pupils and the impact of that support on their progress.

What could an APAR look like?

The 4 Areas Of Special Educational Needs

SEN and provision can be considered as falling under four broad areas:

Communication and interaction Cognition and learning Social, mental and emotional health Sensory and/or physical

Behavioural difficulties do not necessarily mean that a child has a SEN and should not automatically lead to a pupil being

registered as having SEN.

Ormiston Venture Academy Pyramid Of Support

All intervention

will be tracked

High Quality Personalised Learning

In pairs, discuss what does high quality personalised learning look like in classrooms.

Share with another pair

High Quality Personalised Learning: Some Examples

An additional personalised tool bag In-depth pen profiles Specific furniture to meet he pupils need

Reflect and write down where you feel you are in first quality personalised learning

in the classroom.What are your next steps?

Sample Pen ProfileArea of Difficulty Benefit from Other Downs Syndrome

language and learning difficulties relate to this.

Hypotonia and hyper mobile joints

Glue ear and has grommets (left ear).

Wears glasses. Easily distracted,

attention span short, limited short term memory, finds problem solving activities difficult.

Difficulty empathising feelings of others.

Literacy Numeracy

High level of differentiation. Visual learner. Overlearning for all areas of the curriculum. Needs to sit so that her RIGHT ear is toward the teacher. Visual cues. Encourage to slow down speech as it can become difficult to

understand when she speaks quickly – using gestures Simple signing to assist communication. Heavy lines on paper to assist with writing on the line. Mind mapping. Use of key board for extended writing tasks. LCWC. Using whiteboard to try spellings. Needs hand outs of work from white board. Key words for specific topics. Targeted spelling correction. Daily reading. Accelerated reader programme. Lexia programme. Minimal instructions. Pen grip. Concentration aid (TA will have). Sequencing activities. Picture clues. Reminders to stay on topic in discussion work Access to social and emotional literacy. See additional information from Sensory support which can

be found in Shared area > statemented students > Chloe 1-1 device to engage in learning.

Supported break and lunch. Need to leave lesson early as

she has difficulty with stairs and crowds.

Make eye contact when speaking to.

Hand sign to slow speech down. ………is to follow instruction in

the dining room or remain in the dining room for the whole of lunch.

Staff should be aware that ……..microphone on her hearing aid is only effective to a range of 1.5 metres

Staff should not stand in front of a window and talk to …….as this will cast the speaker’s face in shadow, and make lip reading more difficult.

 

Everyday, Every lesson …

SEN is the responsibility of ALL teaching and non-teaching staff.

Reflect and write down where are you in terms of whole school

personalisation and ownership by all members of teaching and non-

teaching staff?

What are your next steps?

Visual timetable Eye level Easy to refer to Use to prepare pupils + staff

Model thinking Model out loud “I do, we do, you do” Chance to talk through task for pupils The little steps needed, broken down Do before an independent/ group task

Resources On pyramids/cards Sentence starters Conjunctions Targeted high frequency words Reading rulers

Poor working memory (WM) ADHD Provides visual sequence Visual prompts help focus Spld (dyslexia/ dyspraxia) Supports processing through clear steps/ sequences

ASDConsistent approach provides visual sequences reducing anxiety.

Poor W/M or SpLDScaffolding tasks helps processing through sequencing and rehearsal helps understanding.ASDProvides oral sequence, possible social story for task.

All Students Receive First Quality, Personalised Learning Experiences

Whiteboard Coloured whiteboard background to Appropriate overlays and coloured resources

Link with interventions

“Ask me cards” prompts adults to remind them about what pupil is doing in intervention.

Displays Working walls Key vocabulary Examples Refer to regularly

Visual stress.Eases visual demand hence scaffolding memory.

Poor WM/SpLD.Supports self learning and over learning.

Poor WM/SpLD, ASD,ADHD.Visual prompts to support processing helps self learning and scaffolds memory.

Task cards/ mats simple; visual; laminated; teach how to use them; in resource boxes Cue cards Task cards

5 point plan (Reading)1. Title/ headings (find; highlight)2. Visual information/cues (what do they tell me?3. Read question/ instructions (think about what to do)4. Highlight task and key words/ phrases 5. Skim /scan

Poor working memory (WM) Chunks taskProvides visual sequence

Spld (dyslexia/ dyspraxiaSupports processing through clear steps/ sequences

Poor WMChunks taskProvides visual sequence

ASDProvides visual sequenceSocial story for task

Wave 1 Additional Scaffolding Within The Classroom And Intervention

ADHDVisual prompts help focus

ASD Consistent approachGives sense of controlProvides visual sequence

Dictionary Personal spelling list 1:1 device: dictionary.com Spelling booklet Keywords Show typed; adult; child written forms

Check cards shows how they are feeling/ coping red/green on either side.

Whiteboards – pupils use for notes/ ideas/ drawing symbols for recall/ questions Additional time and quieter environment for SEND children for tests

Poor WM/ SpldProvides visual promptSupports overlearning

Poor WM; Spld; ASD; ADHD; confidenceProvides a way to show how they are feeling/ copingLow confidence

Poor WM; Spld; ASD; ADHD; Helps listening skillsFocuses attentionSupports processing

Wave 1 Additional Scaffolding Within The Classroom And Intervention

Some Tips For Staff

Consistency Assess start and end point to show progress Have resources ready pupils, must know how why

what they are doing

These may run separately or in conjunction with each other, either in class or as additional intervention

Wave 1 Interventions

Success CentreFor pupils 2 years or more below chronological age in literacy. Focusing on Lexia, reading, handwriting and

phonics

LexiaSpld; poor phonic/ spelling knowledge – helps recall word recognition and embed

knowledge.Independent; 20 minutes; 3 x week.

Specific resources provided. Monitor progress weekly (use graphs)

If stuck for over 4 times – give work sheet; Over 8 times – give 1:1 tuition.

Speech and language programme

Aimed at pupils with literacy difficulties and speech

difficulties

Literacy interventionWithdrawal groups twice per

week and in class groups using the Talisman reading

scheme.

TitanTravel and independence training. Specific focus on vulnerable and low ability pupils. With a focus mainly

on Wave 2 pupils

Tools for lifeProgramme designed for ASD

pupils to promote independent learning and

coping strategies in the learning environment.

Community readingPupils guided to this activity where a below chronological

reading age is identified.

Digital catch upSpecifically aimed at gaps in phonological understanding and runs for 6 week blocks

3. Reflect on the interventions you have in place. What are your next steps?

This includes all students with an EHC plan or statement

An EHC plan or current statement of education need is applied if the pupils cannot make progress within Wave 1 or if they have education and health care complexities.

Wave 2

.

All the named intervention in Wave 1, plus:

1 to 1 support with more than one key worker to reduce single adult dependency. TA support to build on skills in group scenarios Educational psychologist to offer guidance and support for additional strategies. CSSS - Visually Impaired: guidance support, touch typing lessons CSSS - Hearing Impaired: guidance support. Alternative curriculum for communication and mobility: with CSSS , providing cane and

symbol cane training. Access Through Technology E-Learning. New Pathways/ Options East. SSSfN - Short Stay School for Norfolk. Careers guidance LDA

Statutory statementing assessment procedure is commenced if a pupil needs to be Wave 2.

Wave 2 Intervention