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BEST TA PRACTICE AT NPCS?. Raising Achievement for students below Level 3. WHICH STUDENTS? . SEN and EAL students below level 3 in bottom set English.
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BEST TA PRACTICE AT NPCS? Raising Achievement for students below Level 3
WHICH STUDENTS? SEN and EAL students below level 3 in bottom set English. Student A) EAL/SEN. Gypsy Roma. Child Protection Register. Older sister at school similar EAL/SEN needs. Achievement raised by 2 fine levels in Y8. Student B) EAL. Ethnic Romanian. Family trauma in Romania with father dying and promoting move to UK. Achievement raised by 4 fine levels in Y8.
HOW DOES NPCS MAKE BEST USE OF TAS IN THIS ACHIEVEMENT? As part of a “Two-pronged” strategy. What are the two prongs? • Withdrawal groups run by HLTAs or EAL teachers. • Partnership Teaching provided in bottom set English mainstream classes. This provides our students with a double helping of co-ordinated, continuous literacy support….
FIRST PRONG: EAL & SEN WITHDRAWAL GROUPS • SEN groups: SEN withdrawal: 3 hours per week throughout the year or until the students achieve Level 3. • Run alongside their mainstream English classes - bottom sets with Partnership Teaching provision. • Maximum 6 students per group. • Emphasis on teaching phonics, extending vocabulary and building on grammar. Also includes programmes of reading comprehension and age-appropriate drama texts for variety and to build on speaking & listening; teamwork study/co-operation skills. • Large SEAL (Social and Emotional Aspects of Learning) element– many students need support to build up their skills in working with others; listening; taking turns; anger management, etc. in order to make academic progress. EAL: Occasionally students are spotted during “Induction 1” as having SEN needs and moved “across” to SEN withdrawal at this stage. The slower pace, smaller groups, repetition, emphasis on visual and kinaesthetic learning styles suits their needs. Student A) above was placed on this support route through years 7 and 8.
FIRST PRONG EAL & SEN WITHDRAWAL GROUPS • EAL groups: new EAL arrivals progress through 3 levels of induction in English. • Induction 1: 10 hours per week of “survival” English. Here, previously educated students start to “transfer” their literacy skills into English. (Language of the curriculum). • Induction 2: 5 hours per week now focussing on Reading and Writing in English. (Language of the curriculum). • Induction 3: 3 hours per week - now shifting the focus to English grammar. (Language of the curriculum). Student B) above has progressed fully through this series of Induction Groups prior to Partnership Teaching in Y8.
SECOND PRONG: PARTNERSHIP TEACHING • Teacher and HLTA share lesson planning and prep, resources, delivery and assessment. Highly differentiated from standard National Curriculum Resources. • Emphasis on visual aspect of resources at the start and throughout new topics: labelling; matching; sorting, sequencing; spelling (with aid of pictures). Simple role-play & performancelater in topics when students are familiar with new vocabulary – improvisation, visuals, props all extend understanding and articulation. • HLTAs performance management requires observation in both the Groups they run & Partnership Teaching that they are part of. Required to show progress in groups & line managed rigorously to achieve this similarly to teachers. • Good for students and teachers: at our OFSTED in 2012, those Partnership Teaching lessons observed achieved Outstanding for the teachers involved.
