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SEN Department

This document outlines the improvements needed in the deployment and preparation of Teaching Assistants (TAs) to better support students with Special Educational Needs (SEN). Recent research, including the DISS project, highlights the shortcomings of current support models, emphasizing the need for more teacher-pupil interaction and targeted planning. By fostering collaboration between TAs and teachers, promoting student independence, and utilizing structured interventions like Lexia and Symphony Maths, schools can create environments where every student’s potential is fully realized.

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SEN Department

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  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

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