1. Materials and resources to support school development of Quality First Teaching for ALL

2. NASEN A Whole School Approach to Improving Access, Participation and achievement Government Funded Every SENCO in England have the opportunity to attend a free one-day event where toolkits were distributed and introduced. NASEN Website has a webpage specifically for the project materials. The materials also include the Inclusion Development Plan materials for Autism, Dyslexia, BESD and SLCN.

3. NASEN A Whole School Approach to Improving Access, Participation and achievement Feedback from delegates has been hugely positive. The majority of delegates attending training did not hold SLT status. Some excellent materials. The programme is HUGE! There is a constant focus on ‘areas of need’ – MLD, SPLD etc. The key test of its success will be how many SENCOs have used the materials in school and whether there is any resulting impact on teaching practice and pupil outcomes.

4. The Pillars of Inclusion Research evidence suggests that much of what has been traditionally been seen as pedagogy for pupils with SENDs consists of the approaches used in ordinary teaching, extended or emphasised for particular individuals and groups of pupils.

5. The Pillars of Inclusion These represent eight key aspects of planning and teaching that need to be in place to support the learning and achievement of pupils with SENDs. They are derived from research and observations of good practice and cover aspects of practice over which all teachers have a significant degree of control.

6. Subject Booklets The TDA have produced subject booklets for primary and secondary schools which consider the application of the pillars for their subject areas. These are available at: http://www.tda.gov.uk/teacher/developing- career/sen-and-disability/sen-training- resources/one-year-itt-programmes.aspxhttp://www.tda.gov.uk/teacher/developing- career/sen-and-disability/sen-training- resources/one-year-itt-programmes.aspx

7. 1. Maintaining an inclusive learning environment Consider: Layout: seating allows all pupils to see/hear the teacher Acoustics: background noise is reduced Use of wall space: resources and displays are accessible and encourage independent use.

8. 2. Multi-sensory approaches, including ICT Consider: Use of ICT Use of a range of learning approaches, such as auditory, visual and kinaesthetic Alternative communication e.g. symbols Alternative ways of recording

9. 3. Working with additional adults Consider: Other adults as partners not teachers Commitment to pupil independence Joint planning and review

10. 4. Managing peer relationships Consider: Flexible grouping Buddying/peer tutoring Circles of Friends

11. 5. Adult-pupil communication Consider: Language used is positive and respectful Careful praise/correction Prepared questions for individuals/groups Use of preferred communication style Giving time to think

12. 6. Formative assessment/assessment for learning Consider: Choice of objectives/success criteria/peer assessment Expectations/challenge Communication issues

13. 7. Motivation Consider: Engagement/enjoyment Rewards/praise Including pupil strengths/interests Relevant contexts Encouraging learning from mistakes Use of ICT for ‘fun’ ‘Can do’ ethos: readiness to ‘problem solve’

14. 8. Memory/Consolidation Consider: Developing the use of a range of memory aids Helping pupils devise their own strategies for remembering

15. Example Focus Task Review your inclusion audit. Choose one area you have identified as an area of development. In your planning and teaching take steps to improve this area. On 7 th March 2012 – report back on how effective your development has been in terms of its impact upon pupil engagement, progress and achievement.

16. The Kagan Approach Developed in the US. A cooperative learning strategy. Claims to improve pupil achievement and social skills. In Kagan terminology – pupils are described as ‘hogs’ or ‘logs’ Uses 225 ‘structures’

17. ‘Showdown’ One pupil in a group of four is named the captain, and he or she reads a question card aloud. The others write the answer on slips of paper or boards and keep them secret. When the teacher gives the showdown signal, all pupils reveal their answers. If all are correct, the team gets full points. If not, they coach each other. Roles rotate after each turn.

18. The Kagan Approach The difference has been unbelievable. When I started in 2007-8, the overall pass rate for English GCSE was 33 per cent. Last year it was 70 per cent. I can’t put that solely down to Kagan, but it has had a huge impact. Michelle Rathnor, Secondary, Advanced Skills Teacher, Kagan Certified Trainer www.kagan-uk.co.uk 2 day introductory workshops £290 + VAT

19. Differentiation Pocketbook Written by Peter Anstee, English Teacher. Based upon giving pupils choice through a staged approach. If students are given choice, they challenge themselves more than teachers do. Very accessible, easy to use. Bit ‘tips for teachers’ Can form the basis of introductory INSET sessions and on-going development activities. Differentiation Pocketbook by Peter Anstee. £7.99 http://www.teacherspocketbooks.co.uk

20. Personalised Learning Personalised learning is a concept that has eluded an agreed definition. Green, Facer, Rudd, Dillon & Humphreys (2006) In 2008, the DfE produced Personalised Learning – A Practical Guide This identified nine components of personalised learning.

21. Personalised Learning 1.High quality teaching and learning 2.Target setting and tracking 3.Focused assessment 4.Intervention 5.Pupil grouping 6.The learning environment 7.Curriculum organisation 8.The extended curriculum 9.Supporting children’s wider needs

22. Personalisation Personalisation differs from differentiation in that it affords the learner a degree of choice about what is learned, when it is learned and how it is learned. This may not indicate unlimited choice, since learners will still have targets to be met and informed adults will wish to play a part in guiding the learner to make responsible choices. However, personalisation may also provide learners the opportunity to learn in ways that suit their individual learning styles and multiple intelligences. Hartley, D. (2009)