1. SEN Department 2013/14

2. Previous arrangements...... Support: 90% provision of in-class support. 10% individual, small group, clubs. NFGS: focusing on the individual, developing their full potential

3. Recent research....... • The DISS project (Deployment and Impact of Support Staff) Rob Webster, Peter Blachford. IoE London. • Support not having the impact it should • Too much emphasis on task completion • Schools to fundamentally rethink the common approaches of the ways TAs are deployed and prepared. • TAs having valuable knowledge of pupils they are supporting, Teachers often positioning TAs as the ‘experts’ despite their weaknesses in knowledge of subject and training. NFGS: focusing on the individual, developing their full potential

4. Moving forward........ • More teacher pupil interaction (SEN) • Better planning of TA use in class • Improved TA collaboration in departments • Improved differentiation NFGS: focusing on the individual, developing their full potential

5. Support in the classroom...... • Support allocated to core curriculum • Working with teachers and sharing knowledge of pupils • collaborating to promote differentiation and appropriate materials • Supporting other curriculum areas according to need / demand NFGS: focusing on the individual, developing their full potential

6. Support and Intervention....... • Support from the intervention team • Assessments, screening, diagnostic assessments, Access arrangements. • Individual learning programs • Lexia, & Symphony Maths • Small withdrawal groups addressing specific needs. NFGS: focusing on the individual, developing their full potential

7. SEN Goal Assessment NFGS: focusing on the individual, developing their full potential

8. SEN Goal Assessment NFGS: focusing on the individual, developing their full potential

9. NFGS: focusing on the individual, developing their full potential

10. What needs to be happening while supporting? • More TA –pupil interaction • Less emphasis on task completion (Giving answers) • More opportunities to ‘open up’ dialogue with pupils. • ‘Knowing what to do when you don’t know what to do’ use of resources and peer discussion. • Encourage pupils to find out things for themselves: leading to independence. NFGS: focusing on the individual, developing their full potential

11. What needs to be happening while supporting? • TAs to become more reflective about their practice • TAs should have a sense of what outcomes are required for pupils by being included in planning by teachers • If left unguided, TAs will mistakenly put emphasis on task completion, not learning. • TAs to promote the kind of independence and habits of mind that pupils will needs to succeed. NFGS: focusing on the individual, developing their full potential

12. Specific Intervention....... • LexiaReading Program • A System of differentiated practice, embedded assessment and targeted instruction. • Phonics / Phonological awareness • Vocabulary, Automaticity / Fluency • Comprehension NFGS: focusing on the individual, developing their full potential

13. Lexia Reading NFGS: focusing on the individual, developing their full potential

14. Specific Intervention....... Lexia Reading. NFGS: focusing on the individual, developing their full potential

15. Specific Intervention....... • Paired Reading groups • Maths Club • Spelling Club • Homework Club • Lunchtime social club NFGS: focusing on the individual, developing their full potential