How to Achieve Quality First Teaching: SENCOs Supporting Staff CPD Webinar: How to Achieve Quality First Teaching: SENCOs Supporting Staff CPD Natalie Packer  -------------------------------------------------- The webinar slides can be downloaded and printed from: http://bit.ly/PackerN If you have any questions, please type them in your chat box during the presentation. Use the pull-out box at the top right-hand corner of your screen to access your chat box. 1

By the end of the session you will be clear about: The significance of quality first teaching in the SEND Code of Practice What quality first teaching looks like How the SENCO can support staff to deliver quality first teaching 2

Every Teacher, Every Pupil Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff. SEND Code of Practice, p.99 The schoo

QFT in the SEND Code of Practice High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching. SEND Code of Practice, p.99 The schoo

Waves of Provision Model: Inclusive teaching is about meeting the needs of all and having high expectations for all. The key priority for all pupils must be good teaching and learning. Wave 3 Additional highly personalised interventions Wave 2 Additional interventions to enable children to work at age related expectations or above Wave 1 Inclusive high quality first teaching (QFT) for all 3.11 5

(wave 1 - differentiation, Starting Point High quality inclusive teaching (wave 1 - differentiation, wave 2 intervention) Whole school processes for assessing, tracking and monitoring progress Starting with QFT Not making expected progress SEND Code of Practice SEN Support in Schools: The Graduated Approach

QFT: What is it? High quality, inclusive teaching ensures that planning and implementation meets the needs of all pupils, and builds in high expectations for all pupils, including those with SEN. It is about the day-to-day interactions that take place in the classroom and the different pedagogical approaches teachers use to engage and motivate learners. Natalie Packer, The Perfect SENCO

QFT: What does it involve? Top Ten Focused lesson planning with clear objectives, identified according to needs of all pupils Teachers knowing their pupils well and understanding the implications of SEN on learning High levels of pupil involvement and engagement with their learning High levels of challenge and expectations Appropriate use of questioning, modelling and explaining

QFT: What does it involve? Top Ten An emphasis on learning through talk and discussion Pace of lessons adjusted to reflect how pupils are learning Teachers providing pupils with effective feedback on learning (and vice versa!) Pupils accepting responsibility for their own learning and work Teachers effectively deploy additional adult support towards improving learning and increasing independence

QFT: Outcomes As a result of the effective teaching, all pupils: show high levels of engagement with their learning take ownership and responsibility over their learning are motivated and enjoy their learning develop a growth mindset and rise to challenges become increasingly independent and resilient learners make good or outstanding progress, demonstrating new knowledge, skills and / or understanding

How might the SENCO support QFT? Whole school / departmental training Joint planning Co-teaching Peer modelling Mentoring or coaching (including observations or learning walks)

CPD Materials http://www.sendgateway.org.uk/ http://www.nasen.org.uk/onlinesendcpd/ http://www.optimus-education.com 12

High Quality Inclusive Teaching Checklist Available at www High Quality Inclusive Teaching Checklist Available at www.nataliepacker.co.uk Possible uses: Share with staff at a CPD session Identify good practice within their classroom Identify further elements of QFT Identify areas to work on Use for learning walks / observations

RATS! Resources Accessibility Time Specific strategies

Key Messages in the Code of Practice: High Quality Teaching Special educational provision is underpinned by high quality teaching. Schools must use their best endeavours to ensure effective provision for all pupils with SEN. Teachers are responsible and accountable for the progress of all pupils in their class. The quality of teaching for pupils with SEN should be part of performance management and CPD approaches. High quality teaching is the first step in responding to pupils who have or may have SEN

Thank you! Please contact me for further information: n.packer174@btinternet.com www.nataliepacker.co.uk @NataliePacker

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Find out more at: www.oeconferences.com/SENDteaching Hear more from Natalie Packer at our Supporting High-Quality SEND Teaching in the Classroom 28th January 2015, Central London Benefits of attending Meeting your new obligations within the SEND Code of Practice Understand the latest Ofsted expectations Take away effective staff training programmes & proven classroom strategies Ensure children and families are placed at the heart of decision making Other speakers presening on the day include: Gareth D Morewood, Director of Curriculum Support & SLE Tania Tirraoro, Founder & CEO of Special Needs Jungle Kate Ruttle, SENCO & Deputy Head Find out more at: www.oeconferences.com/SENDteaching