1. Achievement for All – Spring 2010 Wednesday 24th February

2. Embedding sustainable practice for CYP with SEN/Ds: aims and vision • Confident learners • More positive about education – improved relationships, attendance, behaviour • Enhanced progress • Parental engagement and confidence • Inclusive + effective teaching approaches + successful interventions • More confident teachers and TAs • Whole school commitment to inclusion • LA – resources and services well deployed: VfM

3. Leading and managing AfA for sustainability • Plan whole school coordination – in September 2010 going into years 1,2,5,6,7,8,10,11 • Support Transitions and Hand-Over meetings • Plan and coordinate activities for each strand: connect objectives agreed with parents to Strand 1 + 3 activities • Map out school’s capacity for interventions • Engage governing body • Monitor and evaluate the project • Provide CPD and training • Manage the budget • Implementation plan -= Year 2 • Discuss: how to sustain good practice after the project ends

4. Build on, Strengthen and Consolidate • Staff training on 3rd Wave literacy + numeracy (e.g. Catch-Up): invite parents to observe 2nd wave teaching sessions • Set up conversations with pupils with SEND in target years: what helps them to learn? What hinders their learning? How use ICT – use to support next parent conversations • Review and develop the role of the second adult in the classroom: make DVD of successful practice • Use Inclusion Development Programme (IDP) to focus on staff working with pupils with ASD in Years 1+5. Staff meeting + individual study support • Run PASS surveys for target pupils (and/or whole school) – Pupil Attitude to Self and School

5. Build on, Strengthen and Consolidate • Review transition arrangements Y 6-7: SEND children to make a video about moving to secondary school • Paired Learning Walks; focus on aspects of inclusive teaching and learning. Identify priority improvements. • Rolling programme - APP for children in Year 5 classes with SEN/D • Review policy on teaching and learning: revise and provide training summer term 2010. Link to monitoring.

6. Innovate, Trial, Pilot, Learn …. • Develop personalised “homework” packages for selected Y 5 pupils • Make a DVD of “inclusive teaching/learning” and small group 2nd Wave interventions to support staff development • Film examples of inclusive teaching and learning involving pupils with specific needs – initial focus = . Hearing Impairment and Autism • Buying resources to support engagement + response for ASD pupil – e.g. robots to support communication

7. Innovate, Trial, Pilot, Learn …. • Introduce new playtime provision for targeted Y 1+5 pupils with their friends – range of games and activities. Evaluate impact. • Develop phone buddies for homework support • Support programme for siblings of children with SEN/D • Send a book parcel home every month with four books, CD ROM, puzzle book and personal letter on encouragement to Y5 children with SEN/D

8. Head Start Programme – Vavi Hillel @ Acland Burghley

9. Head Start Programme format: • Target group will be identified in Y6 – statemented pupils? • Team at secondary school will consist of SENCO, LSU staff, mentors and peer supporters and a lead teacher  co-ordinating the programme. • Parents and students will be invited to school to an information meeting • Students will participate  x mornings throughout June, July - Time tables

10. Head Start Possible content • School timetables /class groupings • Finding my way around the school • Meeting relevant staff • School routines /expectations • Self esteem/confidence activities • Equipment for lessons

11. Assertiveness Skills Training – Claudia Noel-Michael EPS Definition of Assertiveness • Assertion is the flexible pursuit of having our preferences met, our opinions voiced, our emotions and beliefs honestly communicated in an appropriate way at the relevant time. • (Dryden and Constatinou 2004) Why Teach Assertiveness • Helps children learn strategies to cope with bullying • Teaches children to think differently about themselves • Increase children’s confidence in social situations • Helps children to practice these skills in a safe environment Occurrence of Bullying • OFSTED Tellus3 survey (Oct 08) • Annual survey of 150’000 10 - 15 year old children across 145 LAs asked questions about the 5 ECM outcomes: • 39% said they had been bullied at school • 35% said that their school dealt with bullying well

12. Assertiveness Skills Training – Claudia Noel-Michael EPS

13. KS2 Pupils at level 2 or below in English/Maths : Trend (2005 - 2009

14. KS2 Pupils at level 2 or below in English/Maths : Trend (2005 - 2009

18. Mapping Provision – primary maths

19. Mapping Provision – secondary WAVES

22. Mapping support for the x 5 Outcomes

23. Mapping support for inclusion

24. Provision Map for Sustaining and Embedding? Core Elements? • Key processes: identification, assessment, tracking • Targeted Intervention/Programmes + Staff Training • TAs • Teachers • Wider Workforce • Leading + Monitoring • Partnerships • Information, Websites • Resources , Materials, Equipment

27. Domains of Need – SEN/D? • Specific Literacy Difficulty/Dyslexia – low attainment: reading, writing • Specific mathematical difficulty - low attainment: mathematics • Sensory Needs – HI, VI, MSI • Speech Language Communication Difficulties • Autistic Spectrum Disorder • Behavioural, Emotional Social Difficulties – including anti-bullying and positive relationships • Disability/Medical Needs • Learning Difficulty

28. Celebrating Achievement for All

29. Challenges and Solutions

30. ACTI VITY • Work on a Flip chart • Agree someone to record discussions • Record 3 or 4? Challenges and Issues • Ste out solutions and possibilities – for schools and for the Local Authority • Select ONE to feed back

31. 2009 Camden KS2-4 maths progression