1. 12th January 2015 The Burgate School and Sixth Form
Sharing Best Practice workshop – SEND: Embedding the Graduated Approach
12th January 2015
The Burgate School and Sixth Form

2. 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

3. 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

4. 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 4

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
1. Assess
2. Plan
3. Do
4. Review
SEND Code of Practice
SEN Support
in Schools:
The Graduated
Approach

6. 3. The reform vision: A whole school approach
Assess
Review
Engage parent
External support
Wider support/specialist expertise
Engage parent e
Engage parent
SENCO
Whilst the main legal duties on schools will not change; the way they will be met will change.
The reforms aim to bring about a culture change by placing classroom and subject teachers at the heart of the new SEN Support system, with parents or carers fully involved in decisions about their support and what they want to achieve.
Classroom and subject teachers work together with the SENCO, drawing in specialist expertise to remove barriers to learning and put in place effective provision in the form of a four part cycle of assessment, planning, action and review (the graduated approach).
The Teacher’s Standards 2012, make it clear that it is every teacher’s responsibility to “adapt teaching to respond to the strengths and needs of all pupils”. The SEN Code of Practice echoes this point, as it states that “teachers are responsible and accountable for the progress and development of the pupils in their class, even where pupils access support from teaching assistants or specialist staff”. c
Class/subject teacher
Child or young Persons with SEN
Class/subject teacher
SENCO
Wider support/specialist expertise
Plan Do
Engage parent

7. What is Quality First Teaching?
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.

8. The Inclusive Classroom (Neil Mackay)
Peer- tutoring
Coloured paper
Highlighters
Writing frames (see
Mindmapping, flowcharting, storyboarding, bulletpointing
Chunking (age plus 2mins)
Using 6th formers
Working walls
A bank of sentence starters
Talk before writing

9. QFT – top ten
Focused lesson planning with clear objectives, identified according to needs of all pupils (‘backward planning’)
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 (higher level thinking), modelling (and thinking aloud) and explaining (and re-explaining or simplification of instructions)

10. QFT top ten continued….
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

11. 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

12. RATS!
Resources (ICT, key words, additional adults)
Accessibility (reading levels?)
Time (extra time for pre-teaching, thinking, completing work)
Specific strategies (ILPs)

13. 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