Delivering Outstanding SEND Delivering Outstanding SEND Provision ConferenceProvision Conference

Adapting and personalising the Adapting and personalising the curriculum on offer in your school curriculum on offer in your school to meet a wide variety of need to meet a wide variety of need

ByBy

Gareth D Morewood Gareth D Morewood Director of Curriculum Support, Priestnall School, Director of Curriculum Support, Priestnall School,

StockportStockportHonorary Research Fellow, University of ManchesterHonorary Research Fellow, University of Manchester

2121stst March 2013 March 2013

Setting the scene…Setting the scene…

• A truly comprehensive secondary school A truly comprehensive secondary school with approx. 1210 students aged 11-16with approx. 1210 students aged 11-16

• Priestnall School – ‘outstanding’ Priestnall School – ‘outstanding’ (OFSTED, 2011) including ‘outstanding’ (OFSTED, 2011) including ‘outstanding’ provision for young people with SEND provision for young people with SEND (OFSTED, 2004, 2008, 2011)(OFSTED, 2004, 2008, 2011)

• Working with a range of students, Working with a range of students, trainees and UoM in developing provisiontrainees and UoM in developing provision

What’s going to happen…What’s going to happen…• Consider the ‘inclusive curriculum offer’Consider the ‘inclusive curriculum offer’

• Highlight some important factors at Priestnall Highlight some important factors at Priestnall School:School:– Nurture GroupNurture Group– Supported Learning KS4 PathwaySupported Learning KS4 Pathway– Trainee Educational Psychologist placementTrainee Educational Psychologist placement

• Consider the importance of the curriculum in Consider the importance of the curriculum in supporting SEND in the current climate of supporting SEND in the current climate of changechange

Central to this has to be Central to this has to be that … Every Child that … Every Child StillStill Matters?Matters?• Being HealthyBeing Healthy

• Staying SafeStaying Safe

• Enjoying and AchievingEnjoying and Achieving

• Making a Positive ContributionMaking a Positive Contribution

• Economic WellbeingEconomic Wellbeing

Ideological changeIdeological changeInclusive education policyInclusive education policy

Broader education policy and the concept Broader education policy and the concept of autonomous schools (e.g. Beccles)of autonomous schools (e.g. Beccles)

Curriculum (‘dissent’) and assessment Curriculum (‘dissent’) and assessment (‘sheep and goats’)(‘sheep and goats’)

Parents as choice makers and ‘in control’Parents as choice makers and ‘in control’

‘‘Front-line’ servicesFront-line’ services

Economic change Economic change

Consider the context first…Consider the context first…

Especially The Local OfferEspecially The Local Offer

• Local Authorities to work with schools Local Authorities to work with schools re: Local Offer …re: Local Offer …• However - at odds with the Academy However - at odds with the Academy policy and segregation of provision?policy and segregation of provision?• This ‘offer’ should cover This ‘offer’ should cover services/provision from 0 – 25, in line services/provision from 0 – 25, in line with EHCPswith EHCPs• This ‘offer’ should also include This ‘offer’ should also include complaints procedures and what to do complaints procedures and what to do when things go wrongwhen things go wrong

• Clear Clear ‘local offer’ ‘local offer’ for families with for families with local services, including schools, local services, including schools, outlining what is available – including outlining what is available – including an ‘inclusive curriculum’an ‘inclusive curriculum’• This will be This will be set out in law set out in law as a as a broad national framework (balancing broad national framework (balancing consistency requirements with local consistency requirements with local policy, provision and practice)policy, provision and practice)• Simpler school SEND policies Simpler school SEND policies (curriculum, teaching, assessment, (curriculum, teaching, assessment, pastoral support) developed with pastoral support) developed with parents/carersparents/carers

So – what we do…?So – what we do…?

• Some specific examples…Some specific examples…

• Along with more generic ideas and Along with more generic ideas and ‘offers’ to consider…‘offers’ to consider…

• What would suit your school?What would suit your school?

• Remember the Remember the ‘Bananarama’ Principle‘Bananarama’ Principle(Higgins, S, 2013)(Higgins, S, 2013)

It ain’t what you do it’s the way that you It ain’t what you do it’s the way that you do it…do it…

Our Nurture Group … Our Nurture Group … starting points...starting points...

• Identified the need for a more pro-Identified the need for a more pro-active modelactive model

• Moving from a ‘reactive’ LSU-style Moving from a ‘reactive’ LSU-style mechanism [yr 9, 10, 11]mechanism [yr 9, 10, 11]

• To an early identification of To an early identification of vulnerable young people from vulnerable young people from primary schoolsprimary schools

• The shift to a pro-active therapeutic The shift to a pro-active therapeutic model is well documented through the model is well documented through the Curriculum Support Policy and Curriculum Support Policy and additional papers, and is echoed in additional papers, and is echoed in the provision across the whole school the provision across the whole school [see [see www.gdmorewood.com]]

• It is important to note that is part of It is important to note that is part of the whole-school provision, not simply the whole-school provision, not simply an additional classan additional class

IdentificationIdentification• In year 5 and 6 we gather dataIn year 5 and 6 we gather data

• Identifying early on potential vulnerable young Identifying early on potential vulnerable young peoplepeople

• Using the modified McSherry Readiness Re-Using the modified McSherry Readiness Re-integration scale, we have also developed a integration scale, we have also developed a bespoke measurebespoke measure

• This is in addition to primary information, This is in addition to primary information, transition mentor visits and traditional transfer transition mentor visits and traditional transfer data (now enhanced by TEP arrangements – data (now enhanced by TEP arrangements – more to follow)more to follow)

Students are then invited in Students are then invited in for taster sessionsfor taster sessions

• We invite a number of students in for We invite a number of students in for taster sessionstaster sessions

• Observe them against the developed Observe them against the developed measuremeasure

• Then triangulate that information Then triangulate that information with the primary data and other with the primary data and other informationinformation

The offer of placesThe offer of places• Places are offered to students after an Places are offered to students after an

additional parents/carers eveningadditional parents/carers evening

• It is vital that parents/carers and It is vital that parents/carers and students are all in agreement and students are all in agreement and ‘buy-into’ the provision‘buy-into’ the provision

• Some parents/carers ask for additional Some parents/carers ask for additional meetings, but most have received meetings, but most have received enough information and are extremely enough information and are extremely keen keen

So what actually is our So what actually is our Nurture Group?Nurture Group?• Our group is based upon providing a Our group is based upon providing a

unique opportunity to develop a bespoke unique opportunity to develop a bespoke participation and learning methodology participation and learning methodology that truly embraces personalisationthat truly embraces personalisation

• The focus is on supporting personalised The focus is on supporting personalised skill development in a ‘safe’ environmentskill development in a ‘safe’ environment

• In addition to working in key curricula In addition to working in key curricula areas – especially literacy skillsareas – especially literacy skills

Evolving methodologyEvolving methodology

• Based upon an analysis of the somewhat Based upon an analysis of the somewhat controversial work of Dr Bruno controversial work of Dr Bruno Bettelheim and Emmy Sylvester in the Bettelheim and Emmy Sylvester in the 1950s and 60s the developing 1950s and 60s the developing philosophy emergedphilosophy emerged

• The idea of combining therapeutic The idea of combining therapeutic teaching methods, in developing skills teaching methods, in developing skills alongside ‘traditional lessons’; was the alongside ‘traditional lessons’; was the basis of our Nurture Groupbasis of our Nurture Group

• This allowed the freedom to work with This allowed the freedom to work with the vulnerable learners in a safe, and the vulnerable learners in a safe, and trusting environment – and respond to trusting environment – and respond to needs ‘inclusively’needs ‘inclusively’

• It also allowed us to develop an It also allowed us to develop an environment based upon Bettelheim’s environment based upon Bettelheim’s notion of a notion of a ‘therapeutic milieu’ ‘therapeutic milieu’

Therapeutic MilieuTherapeutic Milieu

• A therapeutic milieu is a structured A therapeutic milieu is a structured group setting in which the existence of group setting in which the existence of the group is a key force in the the group is a key force in the outcomes - Peer Support!outcomes - Peer Support!

• The keys to a successful therapeutic The keys to a successful therapeutic milieu are support, structure, repetition milieu are support, structure, repetition and consistent expectationsand consistent expectations

Dovetailing PLTS and Skill Dovetailing PLTS and Skill Acquisition with Academic Acquisition with Academic Progress and AssessmentProgress and Assessment

•A important stage in development was A important stage in development was the ability to maintain academic the ability to maintain academic progress whilst working within this progress whilst working within this therapeutic alliance of skill development therapeutic alliance of skill development and personalisationand personalisation

•This is not easy to establish and This is not easy to establish and structure changed significantly over timestructure changed significantly over time

• As the ultimate aim of the Nurture As the ultimate aim of the Nurture Group is for all students to integrate into Group is for all students to integrate into mainstream lessons, as and when skill mainstream lessons, as and when skill development indicates they are able to development indicates they are able to do so, it is important to maintain links do so, it is important to maintain links and progress alongside the academic and progress alongside the academic curricula of their mainstream peers curricula of their mainstream peers

• We established a re-integration policy We established a re-integration policy and also ensured that the students were and also ensured that the students were aware of their own personal targets - aware of their own personal targets - metacognition!metacognition!

Inclusive SALT and OT Inclusive SALT and OT provisionprovision• As part of the provision across the school, As part of the provision across the school,

we offer SALT and OT groupswe offer SALT and OT groups

• Personalised timetable allow students with Personalised timetable allow students with language and communication needs and language and communication needs and fine and gross motor difficulties access to fine and gross motor difficulties access to provision as part of their bespoke provision as part of their bespoke curriculum offercurriculum offer

• More info and articles – More info and articles – www.gdmorewood.com

Always positive - rewardsAlways positive - rewards• Lots of positives associated with the groupLots of positives associated with the group

– Postcards homePostcards home– Positive texts homePositive texts home– LettersLetters– Student of the Week certificatesStudent of the Week certificates– Recycling drinks tokens from canteenRecycling drinks tokens from canteen– Notes in plannersNotes in planners– Golden Time / reward sessionsGolden Time / reward sessions– ....to name but a few........to name but a few....

Deep Learning DaysDeep Learning Days• DLDs allow all students opportunities DLDs allow all students opportunities

to explore themes and topics freelyto explore themes and topics freely

• To develop skills associated with the To develop skills associated with the PLTS & curriculum requirementsPLTS & curriculum requirements

• They offer a depth of learning and They offer a depth of learning and participation not easily afforded participation not easily afforded through traditional curriculum modelsthrough traditional curriculum models

• These were an integral part of the These were an integral part of the whole-school timetablewhole-school timetable

Evaluating the provisionEvaluating the provision

• There have been two sets of There have been two sets of parent/carer questionnairesparent/carer questionnaires

• All replies indicate extremely positive All replies indicate extremely positive outcomes from parents/carers and outcomes from parents/carers and studentsstudents

• Attainment data shows some Attainment data shows some remarkable achievements as well – remarkable achievements as well – first cohort now year 11 …first cohort now year 11 …

The Supported Learning The Supported Learning PathwayPathway• A key element to our inclusive provision is A key element to our inclusive provision is

the curriculum offerthe curriculum offer

• Year 7 – foundation yearYear 7 – foundation year

• Year 8 – consolidation and KS3 objectivesYear 8 – consolidation and KS3 objectives

• Year 9 – start of KS4 curriculum (for some)Year 9 – start of KS4 curriculum (for some)

• Years 10 & 11 – a variety of inclusive Years 10 & 11 – a variety of inclusive pathways and more ‘traditional’ modelspathways and more ‘traditional’ models

• A whole-school approach is essentialA whole-school approach is essential

Dovetailing additional Dovetailing additional support…support…• An inclusive curriculum offer provides An inclusive curriculum offer provides

the best quality teaching – and isn’t the best quality teaching – and isn’t ‘filled up’ after everything else…‘filled up’ after everything else…

• Specialist literacy support timetabled Specialist literacy support timetabled alongside English lessons supports alongside English lessons supports students with specific needs inclusively…students with specific needs inclusively…

• Less ‘withdrawal’ and more ‘up front’ Less ‘withdrawal’ and more ‘up front’ inclusive support…inclusive support…

TEP arrangements…TEP arrangements…• Developing our ‘local offer’ Developing our ‘local offer’

• Supporting early intervention and high-Supporting early intervention and high-impact strategies: (Higgins, S. et al, 2011) impact strategies: (Higgins, S. et al, 2011)

•Metacognition and self-regulation strategies Metacognition and self-regulation strategies

•Peer tutoring and peer-assisted learning Peer tutoring and peer-assisted learning •Effective Effective feedback feedback

• After two terms assessment of provision has After two terms assessment of provision has been remarkable…been remarkable…(see article in delegate pack) (see article in delegate pack)

What is the ‘impact’?What is the ‘impact’?• ‘‘Going very well, has had a big impact on Going very well, has had a big impact on

students and the results are obvious’ students and the results are obvious’

• ‘‘Great; we have been able to train staff and Great; we have been able to train staff and work with students’ work with students’

• ‘‘Some of the work with a year 4 student has Some of the work with a year 4 student has been really powerful’ been really powerful’

• ‘‘Parents/Carers are really pleased’ Parents/Carers are really pleased’

• ‘‘It has been great as we can respond to need It has been great as we can respond to need – we are really pleased’– we are really pleased’

• Is outward looking (Is outward looking (connectedconnected to to mainstream mainstream and the work of SENCosand the work of SENCos))• Offers Offers in-reachin-reach for students and staff from for students and staff from partner schoolspartner schools• Maintains its Maintains its ‘integrity’ ‘integrity’ (with clear core and (with clear core and support service roles)support service roles)• Supports the Supports the professional development of professional development of its own staffits own staff, with a particular emphasis on , with a particular emphasis on enhancing skills to support colleagues in enhancing skills to support colleagues in mainstream schoolsmainstream schools• Is Is reflective and self-critical reflective and self-critical with regard to with regard to both provision and pedagogy, recognising the both provision and pedagogy, recognising the importance of academic and broader educational importance of academic and broader educational outcomesoutcomes

Enhanced Special ProvisionEnhanced Special Provision

The Front Line…The Front Line…‘‘To transfer power to To transfer power to professionalsprofessionals on on the the front line front line and to and to communitiescommunities we will: we will: strip away unnecessary bureaucracy so that strip away unnecessary bureaucracy so that professionals can innovate and use their professionals can innovate and use their judgement; establish a clearer system so judgement; establish a clearer system so that professionals from different services that professionals from different services and the and the voluntary and community voluntary and community sector sector can work together; and give can work together; and give parents parents and communities much more and communities much more influence over local services’.influence over local services’.

Support and Aspiration Support and Aspiration (2011, p.5, para 7) (2011, p.5, para 7)

Ofsted and InspectionsOfsted and Inspections

• Half-day notice now ‘settled on’Half-day notice now ‘settled on’• Clear focus on ‘age’ and ‘starting Clear focus on ‘age’ and ‘starting point’ re: progress of groups (especially point’ re: progress of groups (especially SEND)SEND)• Looking for ‘rapid’ & ‘sustained’ Looking for ‘rapid’ & ‘sustained’ progressionprogression• Still place of specific ‘stories’ and ‘case Still place of specific ‘stories’ and ‘case studies’studies’• Cannot be ‘outstanding’ without Cannot be ‘outstanding’ without teaching being judged so; a new teaching being judged so; a new limiting factorlimiting factor

A whole-school approachA whole-school approach• A Whole-School Approach ... A Whole-School Approach ...

• Our success has been built upon a truly whole-Our success has been built upon a truly whole-school approach school approach

• Training ALL staff is a vital part of improving Training ALL staff is a vital part of improving provision and outcomes provision and outcomes

• A corporate responsibility is essential in A corporate responsibility is essential in improving provision for all students improving provision for all students

• An understanding of measuring impact – An understanding of measuring impact – relating to age and starting point is essentialrelating to age and starting point is essential

Working with parents/carers is Working with parents/carers is key…key…• Leading Parent Partnership Award - Leading Parent Partnership Award -

www.lppa.co.uk

• A structure to support parental engagement A structure to support parental engagement

• Positive texts – Positive texts – www.teachers2parents.co.uk

• Positive postcards - Positive postcards - www.vistaprint.co.uk

• Letters... ‘Phone calls... E-mails... Letters... ‘Phone calls... E-mails...

• Remember parent/carer judgements can stem Remember parent/carer judgements can stem from lack of information and/or understanding – from lack of information and/or understanding – why not help? why not help?

Learning isn’t always the Learning isn’t always the same ...same ...

Thanks for listening...Thanks for listening...

Gareth D MorewoodGareth D MorewoodDirector of Curriculum Support, Priestnall SchoolDirector of Curriculum Support, Priestnall School

& Honorary Research Fellow, University of Manchester& Honorary Research Fellow, University of Manchester

www.gdmorewood.com