title the green paper work at lsis – messages for iscs
TRANSCRIPT
The DfE commissioned LSIS to undertake a project to share effective practice in relation to the 7 themes
• Share outputs against the allocated themes
Effective leadership
Excellent teaching practice including work around ITT and CPD
Effective learning support
Getting the best from all staff
Identifying and tackling the cause of difficult behaviour
Planning for young people’s future
A broad curriculum offer
Cluster approach (GFE, ISP, Special School)• 2 cluster meetings, 1 peer visit
ISPs who took part• Orchard Hill College (Behaviour and Getting the best from
staff)• Doncaster College (Curriculum and Planning)• Sense College (Learning Support and Behaviour)• Glasshouse College (Teaching and Learning; Planning)• Northern Counties (Teaching and Learning; Planning)• National Star (Learning Support; Behaviour)• Exeter College for the deaf (Learning Support; Behaviour)• Linkage (Learning Support; Planning) • Portland College (Learning Support; Planning)• Beaumont College (Leadership: Curriculum)
(ACL) Adult and Community 1
(FE) College of Further Education 32
(LA )Local Authority (Including Connexions) 1
(ISP) Independent Specialist Provider 10
(SFC) Sixth Form College 2
(SS) Special School 8
(YOI) Young Offenders Institution 1
Total Number of Providers 55
There was a strong level of commitment to the project despite the punishing timescale
• 54 providers started, 53 completed• Representatives from all providers attended each of the
two cluster meetings (219 attendees in total)• All 53 providers delivered their outputs on time• 80 peer visits were undertaken (target was 54) with some
immediate change to practice as a result of visits
e.g. piloting of new curriculum models
Introduction of diary rooms to hear the learner voice
Trialling of a restorative justice model• 120 outputs against the themes, most of which are now
on the Excellence Gateway
New partnerships were formed as a result of cluster working
• NE LLDD network formed• 5 London providers will continue to work together• SW cluster will form a cross college Behaviour Forum• WM cluster will continue to work together with a focus on
‘Planning’• NW will use Linkedin as a forum for continued debate,
will undertake ‘staff swapping’, will deliver co/joint training
• YH will continue to meet focusing on co delivery and joint curriculum models
• Schools and Colleges working together to deliver training
Drilling down into the work of Drilling down into the work of Exeter College of the DeafExeter College of the Deaf
2 LSIS Outputs:
Output 1: Identifying & tackling the causes of difficult behaviour
Excellence Gateway has paper outlining our system for tracking student progress against 3 key behaviour indicators:
• Learning behaviour• Conduct behaviour• Emotional behaviour
Output 2: Effective Learning Support
• ERADE’S specialist college has a team of 34 CSWs & 4 Academy tutors supporting 40 deaf students in 3 partner mainstream FE colleges for the vocational element of their learning.
• Output: Survey of 10 deaf students• Focus : “How effective is the CSW Service in supporting
& empowering deaf students to become successful in their learning and to develop high aspirations.”
• Survey involved 2 filmed interviews & 8 paper based
Output 2 : Video Clips
On Excellence Gateway are video clips in BSL with voice over and subtitles of :
• CSW Manager describing the CSW support service• 2 deaf students giving feedback on the service• Analysis of the findings of the survey
Watch them here
Supporting Inclusive Learning &Challenging Low Outcomes
• ERADE adopts a social model to inclusion ensuring each student can be part of their community.
• ERADE is committed to challenging low outcomes for deaf learners
• Nationally, a high proportion of deaf learners drop out of FE & only 20% (cf to 30% hearing) achieve Level 3 outcomes
Key Support Features
3 key generic features of an effective support system:
(1)Knowing how the learner learns best
(2)Knowing what the learner needs to learn
(3)Offering appropriate support/interventions to ensure successful learning is taking place
Important to have high expectations of student’s achievement and well targeted support
Case Study: Student A(1)How does Student A Learn Best?
• In small groups• Delivery via BSL• Opportunity for 1:1 support/tuition• Kinaesthetic, visual learning• Use of clear simple English• Good acoustic environment• Participants (eg lecturers and peer group) deaf aware
(2) What Does Student A Need To Learn?
• Course requirements (vocational & core subjects)• WRL/Careers Guidance• Organisational skills/study skills• Social skills (eg interacting with peer group/hearing
awareness)• Independence skills//travel/time keeping• Positive Deaf Identity• Managing emotions & resilience• How to access support systems/benefits eg DEA/Access
to Work
(3) Learning Support/Interventions for Student A
• Trained , qualified CSWs communicating via BSL (min L3) and able to note- take
• Pre and post tutoring of lectures via specialist tutors and CSWs
• Tutors to monitor and support partnership placement (eg college inclusion plans) Tutors to have pastoral & academic role for caseload
• Half termly target reviews with students• Deaf awareness training for partnership tutors/lecturers
(3)Learning Support
• Partnership Agreements with FE Colleges monitored at high level (eg Assistant Principal) with QA systems
• Specialist teachers with good BSL skills to develop functional skills
• Access to specialist therapy team eg Clinical Psychologist & counsellors, student mentors
• Support by specialist speech& language therapists, Audiologist, OT, Physiotherapist etc
• Access to Deaf role models,BSLTutors,Deaf peer group• Close liaison with connexions/careers guidance
Workshop Activity: Objectives
• Identify student’s needs and appropriate interventions/support at your centre
• Share good practice with colleagues
• Identify further aspects of intervention/support which could be implemented at your centre