www.optimus-education.com march 2015 gareth d morewood director of curriculum support &...

www.optimus-education.com www.gdmorewood.com

March 2015

Gareth D MorewoodDirector of Curriculum Support & Specialist Leader of Education, Priestnall School, Stockport; Honorary Research Fellow, University of Manchester; Associate Editor, Good Autism Practice Journal & Vice-Chair SENCo-Forum Advisory Group.



Under the new SEND arrangements good practice is still good practice

Keeping the focus on young people having an excellent opportunity in preparation for adulthood, irrespective of their starting point, specific educational needs or disability is vital

Focussing on outcomes and aspirations; not targets and statements of need

FROM September 2014 – a key message



The SENCo role is a strategic one working with the

senior leadership to review and refresh the SEND

provision and then with the classroom/subject

teacher to review its practice ensure every child

with SEND gets the personalised (and appropriate)

support that they need.



The role involves: overseeing day-to-day operation of school’s SEND provision; coordinating provision for children with SEND; liaising with designated teacher where a Looked after Child has SEND; advising on graduated approach to SEND Support; advising on use of delegated budget/other resources; liaising with parents/carers of children with SEND; links with other education settings and outside agencies; liaising with potential next providers of education; working with head and governors on Equality Act; and ensuring that SEND records are up to date.



‘The SENCo must be a qualified teacher working at the school. A newly appointed SENCo must be a qualified teacher and, where they have not previously been the SENCo at that or any other relevant school for a total period of twelve months, they must achieve a National Award in Special Educational Coordination within three years of appointment.’

(Code of Practice, 6.85)



‘The classroom teacher plays a central role constantly reviewing and monitoring progress and setting targets for the child.’

(Code of Practice, section 6.45-6.56)

Classroom and subject teachers are at the heart of the new SEND Support system, driving the movement around the four stages (assess, plan, do, review) of action with the support guidance of the SENCo and specialist staff.



The classroom teacher should:

Focus on outcomes for the child: be clear about the outcome wanted from any SEND supportBe responsible for meeting special educational needs: use the SENCo strategically to support the quality of teaching, evaluate the quality of support and contribute to school improvementHave high aspirations for every student: set clear progress targets for students and be clear about how the full range of resources are going to help reach themInvolve parents/carers and students in planning and reviewing progress: seek their views and provide regular updates on progress



a whole-school approach to improving the provision for, progress of, and outcomes for all our students including those with SEND

providing plenty of opportunity for high-quality training and CPD to ensure we develop our skills and capacity to meet the needs of all our students including those with SEND

ensuring young people and parents/carers are at the heart of decision-making – proper joint working & co-production

to monitor and evaluate effectively through evidence the impact of provision on the achievement of students with SEND as part of inclusive policy and practice



Much has been written about the ‘themes’ of the new Code…

For me it is important to understand key ‘whole school’ decisions…

I recently wrote about my key ‘top three’ in the reincarnated blog – SENCology:

1. An inclusive curriculum offer2. Leadership that values diversity and a truly inclusive ‘whole-

school approach’3. The education of staff, other adults and peers



Assess – Plan – Do – Review

Including new focus on mental health:

1. Communication and interaction 2. Cognition and learning 3. Social, mental and emotional health 4. Sensory and/or physical



Deploying additional adults to simply ‘answer’ the deficit in attainment is NOT the key…

‘Best Buys’ are what works well for you… Support Staff are essential as part of a whole-school

approach; not simply THE answer on its own…REMEMBER …

…effective support is essential for students with SEND and other vulnerable groups to make progress – additional adults form an important part of that support – when used effectively!



‘Velcroed’ support‘Helicopter’ support‘Bridge Builder’ support Class / year support Specialist support Subject-specific support



Workforce (all staff) Parents/carers Other agencies –

independent supporters/keyworkers etc.

Don’t forget Teaching Assistants CAN be invaluable Successful Classroom Partnerships:

Making the most of teaching assistants

© Gareth D Morewood 2013, Published by Optimus Education. ISBN 978-1-907927-38-6; Foreword by Professor Neil Humphrey. June 2013



Transition & preparation for adulthood…

Priestnall School NEETS for 2013 & 2014 – ZERO

Multi-agency working: accountability & impact… Leadership & Governance…

Role of the SENCo Role of SEN Governor School’s self-evaluation of SEND – provision & impact –

outcomes for young people



The young people in our schools are very different now, than 15 years ago...

Neo-natal survival rates and advances in medicine mean more children are surviving with complex needs and are now in our classes...

Learning & Teaching is different now; it has to be ... so we have to evolve too…

Our schools need to respond to meet ‘modern need’…



The modern generation of children and young people includes:

rare chromosomal disorders some who survived extreme prematurity or multiple

disabilities at birth and those affected by prenatal drug and alcohol abuse

These children have complex learning difficulties and disabilities(CLDD). They learn and respond differently to previous generationsof children with profound and multiple / severe learning difficulties.



Ensure that all analysis/impact measures/data is done inclusively…

Change cultures of segregation in your settings – start with analysis…

Ensure that the highest aspirations are for all… Be clear about how targets will help students develop

and prepare for the next stage of their education, or for adulthood…

Engage in metacognative approaches with students – see Student Passports (for example)



Using Metacognition with Student PassportsDevelop a new way of supporting students and teacher’s understandingLots of different ideas, but our Student Passports have been hugely successfulBased on ‘high impact’ research; engages students in ‘learning to learn’ - metacognative approaches … and (most importantly?)…



Keeps the young person central to provision

Essential as part of our student centred approach

A useful tool to engage parents/carers



Why do you do certain interventions?

How do you know they are effective?

What is the impact?

Do they dovetail with whole-school provision?

How to you track progress?

[Literacy and English judged by HMI as ‘outstanding’, 2013, & Case Study, Feb 2014]


What does that mean to you? How would you define a Hidden (or ‘invisible) Disability? Consider what this term means to you? How many young people do you work with?

‘If children’s perceptions of people who are different from themselves are based on stereotypical thinking it is likely that they will retain this misinformation for the rest of their lives unless positive steps are taken to counter this learning.’

(Brown, 1998)

Consider ‘hidden disabilities’ …


Hidden (or ‘invisible’) Disabilities is an umbrella term that captures a whole spectrum of hidden disabilities or challenges that are primarily neurological in nature Some people have difficulty understanding how a student’s disability can be so debilitating Educating peers and training staff is essential in meeting the needs of a rapidly growing cohort in our schoolsThe majority of impairments are not visible – less than 8% of disabled people use wheelchairs.

Disability in the United Kingdom 2012: Facts and Figures Papworth Trust

So, what is a ‘hidden disability’?


ADHD Anxiety disorders Allergies Asperger Syndrome Attachment disorders Asthma Autism Bipolar disorder Brain injuries Chronic fatigue syndrome Crohn's disease

Depression Dyslexia Dyspraxia Epilepsy Food allergies Irritable Bowel Syndrome Lactose Intolerance Lupus Migraines Multiple Sclerosis Psychiatric disabilities

How many did you think of?

N.B. This is not an exhaustive list



‘The education of the peer group is an essential part of

moving towards a truly inclusive community’

Gareth D Morewood, 2011


Students with an ASC are around 8 times more likely to be permanently excluded from school than students without SEND (0.27% compared to 0.04%) (DCSF, 2009; 2010)

Difficulties in social interaction and communication can increase the risk of and exposure to bullying and social isolation (NAS, 2006)

Typical cognitive profile and preferred learning style of students with an ASC can challenge professional assumptions about teaching and learning (Jordan, 2005)

Preference for routine, predictability and low sensory stimulation is at odds with the noisy, bustling and often chaotic mainstream school environment – meaning it can be a very stressful place for students with an ASC (Carrington & Graham, 2001)

Considering Autism – what research says…


Research has indicated that an ‘autism friendly’ environment makes a significant difference to learning outcomes:

physical environment social environment communication environment emotional environment

Morewood, Humphrey & Symes, (2011) Mainstreaming autism: making it work. Good Autism Practice, 12, 62-68.

What do I need to know?


Remember to use visual supports as much a possible:

Strategies to develop and use…

BUNSEN BURNER

TRY SQUARE



Tripod & Gauze

Pencil, Ruler & Rubber

Reduce uncertainty in your lessons…



Supporting emotional regulation is essential…



There is a clear need to be pro-active with supportive systems…

NOT re-active with sanctions and punitive measures…

Strip each incident/situation back to the starting points – what can be done differently?

How can provision evolve to minimise risks?

Be in school at 8:30 am

Register in the Nurture Room

Coach leaves at 9:00 am. Will

not wait if late

Don’t forget to wear your trainers. Bring your pack lunch and a coat in case it rains.Leave home at

8:15 am

Arrive at Chester Zoo

Coach returns to school for

3:15 pm

http://www.google.com/imgres?imgurl=http://www.priestnall.stockport.sch.uk/user/59/19079.jpg&imgrefurl=http://www.priestnall.stockport.sch.uk/index.phtml?d=28752&usg=__tl1s6iiB1T465fdaQyZYEfItUhk=&h=299&w=448&sz=32&hl=en&start=2&zoom=1&tbnid=tR4Q-uT9Gx1bBM:&tbnh=85&tbnw=127&ei=kdeoT870LIj34QSF_u3NAg&prev=/search?q=Priestnall+school&um=1&hl=en&safe=strict&sa=N&sout=1&complete=0&tbm=isch&um=1&itbs=1

http://www.google.com/imgres?imgurl=http://www.optimus-education.com/sites/optimus-education.com/files/styles/user_thumbnail/public/people-photos/gareth_morewood_photo.jpg&imgrefurl=http://www.optimus-education.com/people/gareth-d-morewood&usg=__fVH6Fw1jCgvAVbsJokWQZQGrPg8=&h=90&w=90&sz=2&hl=en&start=1&zoom=1&tbnid=oLaYunnHyC2I5M:&tbnh=78&tbnw=78&ei=yteoT6XqG4nP4QTGorzKCA&prev=/search?q=gareth+morewood&um=1&hl=en&safe=strict&sout=1&complete=0&tbm=isch&um=1&itbs=1

http://www.google.com/imgres?imgurl=http://www.eagle-coaches.co.uk/graphics/coaches-photo7.jpg&imgrefurl=http://www.eagle-coaches.co.uk/&usg=__IRIEmOfGWVcoyrPH6jzI4QKz0C0=&h=523&w=733&sz=123&hl=en&start=3&zoom=1&tbnid=C0L84yaK948npM:&tbnh=101&tbnw=141&ei=HNioT-auLNLY4QSph6HQCQ&prev=/search?q=coach&um=1&hl=en&safe=strict&sout=1&complete=0&tbm=isch&um=1&itbs=1

http://www.google.com/imgres?imgurl=http://www.lacostetraineruk.biz/images/Lacoste_Mens_Trainers_In_Green_White-2011.JPG&imgrefurl=http://www.lacostetraineruk.biz/lacoste-trainer-2012-c-4.html&usg=__lhjWAtlpf1tfKgWK06SaWvJP184=&h=600&w=900&sz=111&hl=en&start=3&zoom=1&tbnid=J_KNB7NIpM-8cM:&tbnh=97&tbnw=146&ei=eNioT_zMLaak4ATwl_SzCQ&prev=/search?q=trainers&um=1&hl=en&safe=strict&sout=1&complete=0&tbm=isch&um=1&itbs=1

http://www.google.com/imgres?imgurl=http://i.telegraph.co.uk/multimedia/archive/01437/silver-car_1437865c.jpg&imgrefurl=http://www.telegraph.co.uk/motoring/news/5734809/Silver-is-the-favourite-used-car-colour.html&usg=__0p0CHHhXtXRkiPBxdrlxhbHmEJc=&h=287&w=460&sz=19&hl=en&start=8&zoom=1&tbnid=jMvD-gSX8Om6TM:&tbnh=80&tbnw=128&ei=rtmoT7viMs_V4QSkwLCWCQ&prev=/search?q=silver+car&um=1&hl=en&safe=strict&sout=1&complete=0&tbm=isch&um=1&itbs=1

http://www.google.com/imgres?imgurl=http://images.sodahead.com/polls/001793249/2731605622_ChesterZooLogo_answer_4_xlarge.jpeg&imgrefurl=http://www.sodahead.com/fun/which-theme-park-is-the-best/question-1793249/&usg=__oWBvHkAQvNpGo1FMgI2Xo-vKSM4=&h=350&w=247&sz=11&hl=en&start=27&zoom=1&tbnid=2qaPcNrVGjmUOM:&tbnh=120&tbnw=85&ei=BdqoT_e6JaiM4gTPo_S0Bw&prev=/search?q=chester+zoo&start=20&um=1&hl=en&safe=strict&sa=N&sout=1&complete=0&tbm=isch&um=1&itbs=1

http://www.google.com/imgres?imgurl=http://www.eagle-coaches.co.uk/graphics/coaches-photo7.jpg&imgrefurl=http://www.eagle-coaches.co.uk/&usg=__IRIEmOfGWVcoyrPH6jzI4QKz0C0=&h=523&w=733&sz=123&hl=en&start=3&zoom=1&tbnid=C0L84yaK948npM:&tbnh=101&tbnw=141&ei=tdqoT5DXAq_U4QTQz9G2CQ&prev=/search?q=coach&um=1&hl=en&safe=strict&sout=1&complete=0&tbm=isch&um=1&itbs=1

http://www.google.com/imgres?imgurl=http://stacysrandomthoughts.com/http://stacysrandomthoughts.com/wp-content/2011/08/lunchbox.jpg&imgrefurl=http://stacysrandomthoughts.com/2011/08/school-lunch-what-are-you-packing/&usg=__-4jb-yCsBo7k4jgqsV9QZunV0fI=&h=1296&w=1344&sz=144&hl=en&start=1&zoom=1&tbnid=URQBD3Ov85TRIM:&tbnh=145&tbnw=150&ei=c9uoT9aXE4nf4QTXqJy3CQ&prev=/search?q=pack+lunch&um=1&hl=en&safe=strict&sa=G&sout=1&complete=0&tbm=isch&um=1&itbs=1

http://www.google.com/imgres?imgurl=http://www.raincoat-supplier.com/uploadfile/product/women-s-raincoats/purple-Women--s-Raincoat-1270088992-0.jpg&imgrefurl=http://www.raincoat-supplier.com/purple-Women-s-Raincoat-90.html&usg=__W_rNDAgmFUzE_ko1Z2iUe623MLA=&h=399&w=306&sz=23&hl=en&start=17&zoom=1&tbnid=TEHNxrLxOYAL9M:&tbnh=124&tbnw=95&ei=HhqpT4HrHcv44QTV2-W6CQ&prev=/search?q=purple+rain+coat&um=1&hl=en&safe=strict&sout=1&complete=0&tbm=isch&um=1&itbs=1

1) Sit down and wait for teachers instructions.

2) Watch teachers demonstrations (very IMPORTANT).

3) Its practical time. Hang up blazer and put on your apron.

4) Don’t forget to put on your safety glasses when using the machines.

5) Use equipment safely and carefully.

6) Put equipment away neatly.

office.

REMEMBER

1. To tell the teacher if you need to leave the class.

2. If you feel angry or stressed go to blue chair in Mr Morewood’s office.

http://www.google.com/imgres?imgurl=http://www.heathertonchristiancollege.com/images/wood.jpg&imgrefurl=http://www.heathertonchristiancollege.com/college-facilities.html&usg=__Cd_kpnPwAR6h2gvub5zDUwCdxQE=&h=299&w=448&sz=83&hl=en&start=2&zoom=1&tbnid=g7m8JFRsrZnHaM:&tbnh=85&tbnw=127&ei=uTvHT4v7Dqqu0QWbofi1Dw&prev=/search?q=wood+tech+classroom&um=1&hl=en&safe=strict&biw=884&bih=537&sout=1&complete=0&tbm=isch&um=1&itbs=1

http://www.google.com/imgres?imgurl=http://static.guim.co.uk/sys-images/Guardian/About/General/2011/6/10/1307726136280/Teacher-David-Elton-at-Ma-007.jpg&imgrefurl=http://www.guardian.co.uk/education/2011/jun/14/james-dyson-design-technology-teaching&usg=__I8i2FcLoVaiLFnvGZYIEttYLiLU=&h=276&w=460&sz=35&hl=en&start=7&zoom=1&tbnid=KTE4ftj0T4-HNM:&tbnh=77&tbnw=128&ei=YzzHT96IHMS80QXwmbiIDw&prev=/search?q=wood+resistant+technology+teacher&um=1&hl=en&safe=strict&biw=884&bih=537&sout=1&complete=0&tbm=isch&um=1&itbs=1

http://www.google.com/imgres?imgurl=http://2.imimg.com/data2/NN/ET/MY-2090532085/apron-250x250.jpg&imgrefurl=http://trade.indiamart.com/details.mp?offer=2090532085&usg=__ydEDo60PDSTWGHe-4k_XJ-cO0pA=&h=250&w=250&sz=11&hl=en&start=4&zoom=1&tbnid=o5QCeRlozrR3MM:&tbnh=111&tbnw=111&ei=9T3HT8_dE-zZ0QXGp6C5Dw&prev=/search?q=safety+apron&um=1&hl=en&safe=strict&biw=884&bih=537&sout=1&complete=0&tbm=isch&um=1&itbs=1

http://www.google.com/imgres?imgurl=http://img.en.china.cn/0/0,0,308,67387,532,532,00ba1cdf.jpg&imgrefurl=http://sysbel.en.china.cn/selling-leads/img_1120991781_1.html&usg=__1RBXe0PRdS9CpcjJdYWExYtmsU4=&h=532&w=532&sz=24&hl=en&start=8&zoom=1&tbnid=F6BzWRkZtsfKJM:&tbnh=132&tbnw=132&ei=xD7HT6SWB8Kf0QW9_uGJDw&prev=/search?q=technology+safety+glasses&um=1&hl=en&safe=strict&biw=884&bih=537&sout=1&complete=0&tbm=isch&um=1&itbs=1

http://www.google.com/imgres?imgurl=http://hackmanhattan.com/wp-content/uploads/2012/01/brass_milling.jpg&imgrefurl=http://hackmanhattan.com/&usg=__G6uxdwQAWt3rk4AXUDzEFEroio8=&h=1024&w=765&sz=416&hl=en&start=18&zoom=1&tbnid=4djckOq-LK76WM:&tbnh=150&tbnw=112&ei=UpvIT_2aL7CN0wW1heC4AQ&prev=/search?q=belt+sander+demonstration&um=1&hl=en&safe=strict&biw=884&bih=537&sout=1&complete=0&tbm=isch&um=1&itbs=1

http://www.google.com/imgres?imgurl=http://dir.coolclips.com/Industry/Trades/Tools_A_to_P/Hammers/hitting_thumb_with_hammer_CoolClips_hand0215.jpg&imgrefurl=http://dir.coolclips.com/Industry/Trades/Tools_A_to_P/Hammers/hitting_thumb_with_hammer_hand0215.html&usg=___Ll6XmdMx-7H3yGyNUJLoHMax4E=&h=377&w=375&sz=65&hl=en&start=1&zoom=1&tbnid=ySa7aBvb89ebQM:&tbnh=122&tbnw=121&ei=1JvIT_TrCYq_0QWhgvHHAQ&prev=/search?q=hitting+thumb+with+hammer&um=1&hl=en&safe=strict&biw=884&bih=537&sout=1&complete=0&tbm=isch&um=1&itbs=1

http://www.google.com/imgres?imgurl=http://www.popularmechanics.com/cm/popularmechanics/images/8c/pegboard-470-0508.jpg&imgrefurl=http://www.popularmechanics.com/home/how-to-plans/woodworking/4261542&usg=__KJBmEeaCJ1GdkxUDNr45g4ukf1U=&h=470&w=470&sz=54&hl=en&start=4&zoom=1&tbnid=EpW6b6HDYOFo2M:&tbnh=129&tbnw=129&ei=jJ7IT6uQFoKZ0QW74Ky8AQ&prev=/search?q=hang+tools+up&um=1&hl=en&safe=strict&biw=884&bih=537&sout=1&complete=0&tbm=isch&um=1&itbs=1

http://www.google.com/imgres?imgurl=http://www.home-storage-ideas.com/wp-content/uploads/2012/03/Tool-Cabinet.jpg&imgrefurl=http://www.home-storage-ideas.com/&usg=__A5HeAb1X6w9cqPvcf1Sh8m8VOU4=&h=512&w=678&sz=108&hl=en&start=4&zoom=1&tbnid=UnEx5836kEc_KM:&tbnh=105&tbnw=139&ei=vJ7IT8KoOK-S0QXjwa2lAQ&prev=/search?q=neat+tools+cupboard&um=1&hl=en&safe=strict&biw=884&bih=537&sout=1&complete=0&tbm=isch&um=1&itbs=1

1. Arrive to lesson. Sit down and write down Date, Title and Objective.

2. Listen and watch the teachers demonstration.

3. If you have a comment or question put your hand up.

4. Remember to record (write up) your results when doing your experiments.

5. If instructed to wear safety goggles keep them on at all times.

REMEMBER•To tell a teacher if you need to

leave the classroom.

•If you are feeling stressed or angry go to blue chair in Mr

Morewood’s office.

http://www.google.com/imgres?imgurl=http://scienceduo.com/717%20Science%20lab.JPG&imgrefurl=http://scienceduo.com/Japan22.htm&usg=__owyw3lT1pKzjfYBppywiHmmL7B0=&h=422&w=563&sz=101&hl=en&start=37&zoom=1&tbnid=78UEPmHVoX0qUM:&tbnh=100&tbnw=133&ei=ug2-T_LVIKWx0AWL9Mwy&prev=/search?q=science+classroom&start=20&um=1&hl=en&safe=strict&sa=N&biw=884&bih=537&sout=1&complete=0&tbm=isch&um=1&itbs=1

http://www.google.com/imgres?imgurl=http://cache1.asset-cache.net/xc/80407249.jpg?v=1&c=IWSAsset&k=2&d=879A7008EBFF0E9D350E302770AEABE4FFD8766FFC8472A4D4AEF56C6B4E2455E30A760B0D811297&imgrefurl=http://www.thinkstockphotos.com/image/stock-photo-science-teacher-doing-experiment-for-class/80407249&usg=__JG7L7ojOol2HeUUuPp3twsqaDso=&h=338&w=506&sz=29&hl=en&start=9&zoom=1&tbnid=H1WGSKS8dP5IXM:&tbnh=88&tbnw=131&ei=sQ--T_rGF5C00QXWsLgi&prev=/search?q=science+teacher+doing+an+experiment&um=1&hl=en&safe=strict&sa=X&biw=884&bih=537&sout=1&complete=0&tbm=isch&um=1&itbs=1

http://www.google.com/imgres?imgurl=http://blogs.longwood.edu/morrisea/files/2011/07/ASKING.png&imgrefurl=http://blogs.longwood.edu/483sum11/page/2/&usg=__83PQnEW4EABHTRf7s26Wb8LVumw=&h=200&w=200&sz=5&hl=en&start=20&zoom=1&tbnid=dub2mxngQnra5M:&tbnh=104&tbnw=104&ei=QhC-T8ufHYaM0AXwoJBA&prev=/search?q=student+asking+a+question&um=1&hl=en&safe=strict&biw=884&bih=537&sout=1&complete=0&tbm=isch&um=1&itbs=1



Positive texts, letters, e-mails, ‘phone calls … Empower the under-dog – arm parents/carers with

positives A real re-focus on positive engagements also supports

elements of the new Code: Preparation for adulthood Engagement with parents/carers Supporting young people in their decision-making & understanding Provides clear evidence of areas of success



Keep parents/carers informedMake sure they know who to contact and howProvide honest communication – no long-term benefit

in providing anything but the truthListen to parents/carers – give them timeTry to avoid uncertainty/misinterpretation

MOREWOOD, G. D., & BOND, C. (2012) Understanding Parental confidence in an inclusive high school: a pilot survey. Support for Learning, Vol. 27 No.2, p53-58 Wiley Blackwell Publishing.



Remember the law trumps all …Ensure you know ‘absolute’ information:

Irwin Mitchell Factsheets & Template letters IPSEA – on-line training Douglas SilasBrown Jacobson

Always be absolutely open and transparent – engage parents/carers positively and pro-actively

Keep the young person central to everythingRemain resolute and solution-focussedRead SENCology for an on-going account!



No amount of extra support will make up for gaps in the quality of teaching…

The ability to be flexible, identify SEND and adapt learning & teaching to different needs are core parts of the Teacher’s Standards (2012)…

The quality of teaching for students with SEND should be a key part of the school’s appraisal and professional development arrangements…



Inclusive quality-first teaching Personalised approached to

targeting support & interventions Must be part of a ‘whole-school

approach’

MOREWOOD, G. D. (2012) Is the ‘Inclusive SENCo’ still a possibility? A personal perspective. Support for Learning, Vol. 27 No.2, p73-76, Wiley-Blackwell Publishing.

SEND for Classroom Teachers:Preparing for quality first, inclusive teaching

© Gareth D Morewood 2014, Published by Optimus Education. Foreword by Professor Des Hewitt



It ain’t what you do it’s the way that you do it…

So how do you spend to ‘get results’?

Or, what does the evidence say is a good investment or a poor investment for your students?

It ain’t what you spend but the way that you spend it… what works for one, may not for others! Quoted from Prof Steve

Higgins



Learning isn’t always the same ...



‘Insanity: doing the same thing over and over again and expecting different results.’

Albert Einstein (?)

Trainee Educational Psychologists Speech and Language Therapist Postgraduate student placements Drama therapist



RISK

RESILIENCE


Not understanding or being understood can be very frustrating and can lead to outbursts and challenging

behaviour…

Evidence suggests that many students with a history of presenting behavioural challenges experience underlying Speech

and Language difficulties or hidden SEND…

Develop positive inclusive teaching strategies as a whole-school approach – DO NOT just ‘react’ to presenting behaviour.



Work in partnership – proper co-production takes time – not overnight!

Ensure that the young person is central to everything – proper engagement not ‘lip-service’!

Ensure documentation and information is easy to understand and clear – no need for complex policies!

Get a good understanding of the law!Work on developing a ‘solution-focussed’ mind-set

driven by positive outcomes for all…



A lead professional An advocate and knowledge/information manager A commissioner and broker A resource manager A partnership manager A quality assurer A facilitator A solution assembler

Cheminais in Morewood, G. D (2008) the 21st Century SENCo

www.gdmorewood.com



Above all – remember to be…

adaptable, innovative, empathetic,and ... open minded.

Remember that not one strategy fits all … but strategies for one may well benefit others … think about the individual …



Being Healthy Staying Safe Enjoying and Achieving Making a Positive Contribution Economic Wellbeing



Gareth D MorewoodDirector of Curriculum Support & Specialist Leader of

Education, Priestnall School, StockportHonorary Research Fellow, University of Manchester

www.gdmorewood.com @gdmorewood

www.optimus-education.com @OptimusSEND

www.optimus-education.com march 2015 gareth d morewood director of curriculum support &...

Documents

send provision

send liaising

progress slide

send links

new send support system

quality of support

senco role

support guidance