effective sen intervention
DESCRIPTION
Miles Ridley SENCo City of London AcademyTRANSCRIPT
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Effective SEN intervention.or how to get through the day…..
The City of London Academy
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Early intervention Literacy.
• 20% UK pupils identified with SEN• Corresponding move away from special
schools to mainstream.• Education system increasingly struggles to
cope.• SEN provision “not fit for purpose” (Commons Select Committee 2006)
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An SEN intervention model Key Objectives
• An early intervention intensive literacy & numeracy programmes
• A clear and progressive LSA support programme.
• An SEN faculty planning tool.
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CoLA model
• Provide a model of SEN base literacy and numeracy lessons from Yr 7 – 9.
• Replace IEPs with working records of intervention and pupil progress.
• Provide a clear and progressive programme for LSAs’.
• Offer a model of Provision Mapping.
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IEPs
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Literacy Programme
• Identify in Year 7 (or earlier!)• NfER Group Reading Online assessment• Same day analysis • Set into 4 ability groupings • Daily 1 hour group
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Literacy Programme
• Ruth Miskin’s ReadWrite Inc.
• synthetic phonics • Dedicated/trained dyslexia teacher + 1 experienced LSA
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Literacy Programme
• Additional 1:1 LSA support using Intervention Booklet resources
• Regular assessment (in line with school 5 assessment times)
• Expectation of reduction of programme as year progresses for some pupils
• Regular link with home.
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Intervention Booklets;
• time limited• clear link to assessment starting
point • progressive • linked to P Scales/NC levels
(English and Maths)• linked to resources• ideal for tracking the effectiveness
of SEN intervention • a clear and progressive route for
LSAs, almost a SoW, without the need of constant input from SENCo or SEN teachers
• a working record of support
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Progress?
E v id e nc e !
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Literacy Programme progressYr 7 cohort 2006
• 57 pupils (32% of cohort) scored below 85 ss (11 at or below 70 and 20 between 71-80)•26 remained within Yr 7 Literacy programme for all three terms• 16 of these improved their Reading age by at least 16 month and 5 by 24 months (ie twice the time on the programme) • 13 pupils had low reading and spelling skills and were recommended for continued support in the Yr 8 programme • 44 of original 57 (77% of grp) improved and left programme before or in June
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Progress into Yr 8 Literacy Programme
• Original 57 pupils in Yr7 RML programme reduced to 13 in Yr 8 for Autumn term 2007
• 6 Tutor based Groups withdrawn from MFL – 5 Literacy lessons over fortnight.
• 3 subsequently returned to MFL due to French spoken within family – alternative provision arranged with LSA support
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Numeracy Programme
• SEN runs Catch Up programme for Year 8 and 9 pupils performing below NC 3A.
• SoW based upon Level Up Maths (Heinemann).• SEN Teacher led; with support and some teaching
from experienced LSAs.• Maths Faculty initial assessment.• Regular assessments in SEN • Expectation of progress to 3C and return to
mainstream lessons.
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Numeracy Programme progress
2007/08• 19 Yr 8 pupils below NC level 3C• 5 achieved NC 3A within Autumn term and returned to mainstream. (6 Yr 9 below NC level 3A Catch up SATs booster maths lessons from LSA)2008/09• 17 Yr 8 pupils below NC 3A• By ½ term70% improved 1 sublevel, 40% by at least 3 sublevels and 6 achieve
3A• 21 Yr 9 began SEN Maths in Sept 2008 – assessed as below 3A due to higher
order maths skills required.• 6 improved by at least 2 sub levels by Nov, 2 of whom achieved 3A and
returned to mainstream
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Provision Mapping
a) link intervention with attainment tracking
c) fulfil budgeting analyses ie value for money
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