1. Lead the way – Teaching learners with SEND
Sarah Driver
Chair & Founder of the Driver Youth Trust
@SarahDriverDYT

2. Driver Youth Trust
Driver Youth Trust – bridging the gap between literacy and SEND.
Policy
Partnerships
Drive for Literacy
School capacity
Teacher capability
Leadership
Systems
Our aim is to build teacher capability and school capacity to identify and support children who struggle with reading, writing, speaking and listening.
First question to group – discuss reasons hate writing and won’t put pen to paper

4. Issues facing all schools.
How to effect sustainable change in the way we teach with those with SEND.
Call to action - opportunities and challenges.

5. 1. Issues facing all schools

7. Issues Poor results Low aspirations
Percentage of all pupils receiving the KS2 expected standard in reading, writing & maths is 53%, whereas only 14% of SEND pupils reach the expected standard (Department for Education, 2016).
Low aspirations
EPI has found that higher-attaining pupils with SEND fall behind their peers as they progress through school (Education Policy Institute, 2017).
Insufficient or inappropriate staff training
69% of teachers spend less than a day of their ITT on teaching dyslexic pupils, despite 84% of teachers surveyed saying this was important to them (Driver Youth Trust, 2014).

8. Issues Fragmented provision Lack of joined-up thinking
Only 2.6% of children are identified by the SEND system despite drastic reform in the last 4 years (Communication Trust, 2017). 
Lack of joined-up thinking
SEND learners were an afterthought in the government’s grammar school plans and assessment reforms (Driver Youth Trust, 2017).
‘Lost’ learners who lose months if not years of their education
In 2016, disadvantaged pupils were on average 19.3 months behind their peers by the time they took their GCSEs (EPI, 2017).
Frazzled staff
Full-time teachers in England work an average of 48.2 hours per week – the third highest in the OECD and 19% longer than the average elsewhere (EPI, 2016).

9. 2. How to effect sustainable change in the way we teach those with SEND

11. Get Leaders to see the merit of addressing the needs of those with SEND.
Leadership at Policy level / Trustee level
Decide to make SEND a priority
Ensure accountability
Trustees responsible for SEND
Ring fence SEND funding
Monitoring / Ofsted
Audit SEND provision
Workforce development
SENCOs
Teaching staff
Career pathways
Specialists
Specialist Teachers
Other professionals
Governors
Parents
Awards

12. 3. Call to Action

13. Call to action
Lead the way
Share good practice
Champion SEND
Collaborate

15. Thank you! www.driveryouthtrust.com info@driveryouthtrust.com
@DriverTrust