Reputations Statements School Action What is green? 1

Whole School Approach Governors Parents Pupils Teachers LSAs All staff 2

Community School Town Centre Growing – space – new arrivals every week 32 languages Action 34 (9%) Action+ 20 (6%) Statement 11 (3%) Community School not a Special School 3

Community School Aim to meet the needs of all children who live in our community. Sadly, not all schools appear to share that ambition. North was like that too once. [“My staff won’t cope.”] Z: 18 th School looked at Families discouraged and turned away – one school – “HT said don’t have a SENCO!” 4

Community School Aim to meet the needs of all children who live in our community. To do this successfully takes time – recruitment, training, hearts and minds, and Just when you think you have cracked it…. 5

Newcomers It is a fact, universally acknowledged, that when HA pupils leave schools they are replaced by LA pupils. So where do all the Level 5 pupils go? And, “There is no way he was 2b,2a,3c in Y2 – we will never get him to make at least 12 points progress by end of Y6!” Adaptability and flexibility – give all pupils the best possible start. 6

Fellow pupils “Newcomers are able to settle in quickly because the school's values are lived out by pupils on a daily basis, and through support from others in their classes.” Pupils have a role to play – teachers shape this. 7

High Attaining Pupils [ ] has had a wonderful first year at school… It has been lovely to see [ ] inspired and interested by the various themes…. We feel lucky that we managed to secure [ ] his place at North – the wonderful inclusive, caring environment is perfect for [ ] and we feel will allow him to reach his full potential. Thank you. 8

Allies - Specialist Teachers “…I would like to thank all of your staff for the fantastic work you have done not just with [ ] but many of the other challenging children. You are a truly special school with some of the most talented staff and I thoroughly enjoy working with such understanding, thoughtful, unselfish, skilled, creative people…” 9

You can’t pick and choose your disabilities We are the adults - Difficult conversations – Letters of Expectation, resignations Language Demeanour Empathy Teamwork 10

SENCO Early identification Parental Involvement Professionalising the LSA Team Access to SENCAN and funding And supporting teachers to give them the skills and knowledge to successfully take full responsibility for every pupil 11

Teacher Responsibility Raising Attainment Plans Re, Wr, Ma - next steps for every child Reviewed termly with team leader Assistant Head monitors - identifies slow progress Changes made, close tracking 12

No SENSEN No EAL Pupil Premium EAL Teacher Responsibility & Accountability 13

Role of the LSA Diss Report Get LSAs to do things that make a difference. What if provision looks good, feels right, staff are happy but children are not making progress? Changing practice that is deemed to be good to make it better – that is a real challenge. Review and restructuring. The full report (DCSF-RR148) can be accessed at 14

Role of the LSA - questionnaire “Working with a teacher who is clear about what needs to be achieved and how to do that makes my job very enjoyable and I feel a part of the team which is vital. I am made to feel like my opinions matter and any input I give is taken on board which makes a great working relationship.” 15

Role of the LSA Who is doing the work? This is the biggest challenge for us. There is a paradox. The staff:pupil ratio is at its best in Foundation yet the children have greater independence than in the rest of the school. In Foundation, staff observe – why do we stop doing this as the children get older? Independence can warp into dependence. 16

Role of the LSA Who is doing the work? Independence can warp into dependence. If a child(ren) cannot do task independently temptation is that LSA will do it for them. Also, LSA must not only work with LA pupils. 17

Role of the LSA Career paths LSA meetings – professional development, led by each other sometimes “…I have learnt so much, and continue to do so, through our in house observations and meetings.” 18

Motivation and Self-Worth For children with SEN struggle is their daily reality. Imagine having to do more and more of the things you find really really hard – more of the time – possibly when the rest are doing PE or Art. Make sure they do not miss parts of their favourite lessons. Let the children add a target so that they practise what they can already do, e.g. “shoot ten baskets on the trot.” 19

Measuring Success Narrowing the Gap LA Senior Ed Psych and Ofsted SEN advisor in agreement: If a child is correctly identified as having SEN then they will not narrow the gap, but progress can still be good 20

Measuring Success Have a range of Indicators Progress Two sides of the triangle (lesson obs/pupil work) Attendance Participation in School Life Pupil/parent perceptions [Morale] 21

Whole School Approach Governors Parents Pupils SENCOs Teachers LSAs All staff 22