1 / 10

Supporting SENS in Education: Strategies for Success and Ofsted Expectations

This session focuses on enhancing support for students with Special Educational Needs and Disabilities (SENS). Christine and Sarah discuss feedback from recent sessions, share effective teaching activities, and outline strategies to improve outcomes for SENS students. Key topics include the importance of consistent marking and feedback, embedding specific review practices in lesson plans, and ensuring all students, including those with SEND, are challenged and engaged. The session also highlights Ofsted's criteria for assessing the quality of education and the need for independent learning opportunities.

rama-morgan
Télécharger la présentation

Supporting SENS in Education: Strategies for Success and Ofsted Expectations

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Ofsted PreparationSession 2 How are your SENS supported?Christine

  2. This session • Sarah: feedback from M&F session Activities in CTs and outcomes • Christine: Making connections for your students Next steps: relevant reading on iTunes U course and Golden Nuggets; Back to Basics workshops in Term 6

  3. Marking and Feedback: Summary • Every team uses WWW/EBI for consistency • Students need to hear the language used • Yellow stickers need to be visible in books (eg in JA and in Year 9) • Where folders are used, with subject-specific top-sheets at GCSE for example, a WWW/EBI teacher comment must be evident • All schemes of work should have SRT embedded into lessons to enable the student to respond to the targets and feedback

  4. Feedback from teams • The EBI could end with a task to show that student understands what you’ve set • Use ‘this work’ instead of ‘this piece’ • Take out ‘what I looked at’ – time-consuming to keep writing same thing • MFL have a really well-developed annotation feedback specifically for languages

  5. The final sticker

  6. What Ofsted are looking for • The Inspectors must “judge and report on the quality of education provided in the school” for every pupil. • Inspectors will be interested in how well schools are improving the achievement of those groups of pupils whose achievement nationally is not as good as their peers. • In all schools, inspectors will evaluate and report on the achievement of disabled pupils and those with special educational needs • Teaching includes activities both within and outside the classroom such as support and intervention strategies.

  7. What inspectors are looking for • Are targets challenging enough? Do the students understand the targets? • Do SEND pupils have enoughopportunitiesfor working independently in lessons? And if not, does this indicate a lack of expectation by teachers? ‘They should not always need (adult) help’. • Are the pupils motivated? Using initiative/collaborating? Are lessons planned to offer enough opportunities? • What about the students who are not on S, SA or SAP, are well-behaved and contribute, yet are very weak re literacy/comprehension?

  8. The SMOG reading age indicator • http://www.niace.org.uk/misc/SMOG-calculator/smogcalc.php

  9. Action • Into CTs • Task • Task • Outcome:

More Related