Inclusive Learning for Students with SEND - a Twilight INSET Session By Gareth D Morewood Director of Curriculum Support 2 nd May 2012

Fewer students have SEND in secondary schools than in primary schools Research-based class teaching methods − for example, teaching reading can more than halve the proportion of students with SEN Summer-born students are more likely to be identified as having SEND than students born in the autumn Students with SEND are more than twice as likely to be living in poverty (eligible for free school meals) as students without SEND Boys make up 73 per cent of students with Statements (students with the more severe types of SEND)

Fewer students have SEND in secondary schools than in primary schools False Research-based class teaching methods − for example, teaching reading can more than halve the proportion of students with SEN True Summer-born students are more likely to be identified as having SEND than students born in the autumn True Students with SEND are more than twice as likely to be living in poverty (eligible for free school meals) as students without SEND True Boys make up 73 per cent of students with Statements (students with the more severe types of SEND) True

What are we going to do? This afternoon we will consider how specific pedagogical approaches and adjustments to the environment can enable learning for groups of learners with Dyslexia and Specific Learning Difficulties. This afternoon we will consider how specific pedagogical approaches and adjustments to the environment can enable learning for groups of learners with Dyslexia and Specific Learning Difficulties. Consider our own subjects and strategies. Consider our own subjects and strategies.

Does Every Child STILL Matter? Being Healthy Being Healthy Staying Safe Staying Safe Enjoying and Achieving Enjoying and Achieving Making a Positive Contribution Making a Positive Contribution Economic Wellbeing Economic Wellbeing

Barriers to Learning... Curriculum content Curriculum content Teaching styles Teaching styles Inaccessible teaching materials Inaccessible teaching materials Inappropriate accommodation Inappropriate accommodation Inappropriate peer grouping Inappropriate peer grouping Staff attitudes Staff attitudes Staff deployment Staff deployment

A Simple View of Reading... LanguageComprehension LanguageComprehension WordRecognition WordRecognition GOODGOOD GOOD POOR POORPOOR

Reading Difficulties & Dyslexia ‘Schools had devoted a considerable amount of time to reading. However, few had developed a clearly articulated policy, based on a detailed understanding of how students become readers.’ Ofsted 2009: English at the Crossroads

Reading in my subject... What do you think? What do you think? What about wider literacy needs? What about wider literacy needs? Spelling/comprehension/understanding...? Spelling/comprehension/understanding...?

To read fluently students need to... recognise the letters instantly recognise the letters instantly assign sounds to individual letters and to combinations of letters assign sounds to individual letters and to combinations of letters blend the sounds smoothly to make a word blend the sounds smoothly to make a word recognise some high-usage words quickly recognise some high-usage words quickly understand the significance of punctuation understand the significance of punctuation recognise and use patterns in language to read and understand new words recognise and use patterns in language to read and understand new words simultaneously understand what they are reading as they read simultaneously understand what they are reading as they read

What do students with Dyslexia need? Key Stage 1 - In Key Stage 1, all students will be learning to read and high-quality teaching, using systematic phonics, is the best approach for all – including those who may have an intrinsic difficulty. Key Stage 2 - Although many at this stage will have mastered basic word- reading skills, there will be a significant number still requiring explicit direct teaching. Key Stage 3 As access to the curriculum depends more and more on reading, literacy needs must be addressed in all subject areas. Students who are still grappling with the essential foundations need continuing explicit teaching at a level appropriate for each individual student.

A Simple View of Reading... LanguageComprehension LanguageComprehension WordRecognition WordRecognition GOODGOOD GOOD POOR POORPOOR

To the current situation… …..there is a renewed Ofsted focus for secondary schools re: what they are doing for students with weak reading. The emphasis is on ‘reading across the curriculum’ – seeing reading as every teacher’s responsibility. So, how can we help these young people across the curriculum? The questions at GCSE in both Maths and Science use increasingly complex language. It is important that staff display Key Words, differentiate resources and tasks etc.

Further Assessment and CPD… Dyslexia and SpLD Trust Framework Dyslexia and SpLD Trust Framework WSF – 12 th June 2012 WSF – 12 th June 2012 Self assessment and a personally tailored feedback report set against the framework Self assessment and a personally tailored feedback report set against the framework

Finally… What are your thoughts? What are your thoughts? Partners meeting 10 th May… Partners meeting 10 th May… Developing whole-school provision… Developing whole-school provision…

Thanks for listening... Gareth D Morewood Director of Curriculum Support [SENCo] Priestnall School, Stockport