John had had had had whereas Paul had had had but the had had John had

had was correct.

Michelle Noble

John had had ‘had had’, whereas Paul had had ‘had’, but the ‘had had’ John

had had, was correct.

Michelle Noble

Michelle Noble

How did that feel???

Reaching Vulnerable ChildrenMichelle Noble

Michelle Noble

‘Unseen Children’ – Sir Michael Wilshaw, 2013 ‘…Where the political spotlight focuses attention on the needs of our poorest children, improvement does follow. That is why this report is entitled Unseen Children. They emerge from the darkness of educational failure when we, as a country, resolve to do something about them.‘Poor, unseen children can be found in mediocre schools the length and breadth of our country. They are often found in leafy suburbs, market towns and seaside resorts. They can be found in comparatively prosperous communities, many of them achieving far less than they should. ‘They are labelled, buried in lower sets, consigned as often as not to indifferent teaching. They coast through education until – at the earliest opportunity – they sever their ties with it.‘These children are not unseen in our best schools, which have good knowledge and high expectations of every child. But in more complacent schools such children do badly. So, let me be clear; disadvantage and poor achievement are not necessarily tied to urban deprivation and inner city blight…’

Michelle Noble

focus attention… improvement does followunseen are found in mediocre schools… achieving

far less than they shouldlabelled, buried in lower sets

consigned to indifferent teachingcoast through education

our best schools…have good knowledge and high expectations of every child

disadvantage and poor achievement are not necessarily tied to urban deprivation and inner

city blightMichelle Noble

Who are the ‘vulnerable’ children?• Legally, they are children designated as:

• FSM – Free School Meal• SEN – Special Educational Needs• CfC / CLA – children in the care of the Local Authority

• PP – Pupil Premium (FSM and/or Cared for Children)

Does this cover all vulnerabilities?Michelle Noble

The Pupil Premium Grant (PP / PPG)

Pupils in year groups reception to year 6 recorded as Ever 6 FSM £1,320

Pupils in years 7 to 11 recorded as Ever 6 FSM £935

Looked-after children (LAC) defined in the Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority

£1,900

Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order £1,900

Michelle Noble

Pupils in year groups reception to year 11 recorded as Ever 5 Service Child or in receipt of a child pension from the Ministry of Defence £300

‘Forces’ Children

‘Disadvantaged’ Children

Pupil Premium Accountability – Ofsted’s Criteria…

‘Outstanding’ use of the funding:•For pupils for whom the pupil premium provides support, the proportions [of those making expected or exceeded progress] are similar to, or above, those for other pupils in the school or are rapidly approaching them.•The achievement of pupils for whom the pupil premium provides support at least matches that of other pupils in the school or has risen rapidly, including in English and mathematics.

‘Good’ use of the funding:•For pupils for whom the pupil premium provides support, the proportions [of those making expected or exceeded progress] are similar to, or above, those for other pupils in the school or are improving.•The achievement of pupils for whom the pupil premium provides support at least matches that of other pupils in the school or is rising, including in English and mathematics.

Michelle Noble

• A new Code of Practice – September 2014:• Special Educational Needs and Disabilities now defined as:

Communication and interaction Cognition and learning Social, mental and emotional health Sensory and/or physical

EHC Plans replace the Statement and remain with the child until age 25.

• Additional needs:Usually social (so may involve YOS, Social Care etc.).

The two areas of need are recorded on the school ‘SENCAR’.Michelle Noble

What do we mean by SEN/D?

• Wave 1: ‘Quality First Teaching’ – universal inclusive strategies to include all

• Wave 2: Limited intervention (e.g. literacy programmes, TA support). Internal support.

‘School Action’ (SA) level.

• Wave 3: High-level intervention (e.g. alternative curriculum). External support involved, usually means ‘Statemented’ children.

‘School Action Plus’ (SA+) level.

Michelle Noble

Michelle Noble

Michelle Noble DfE National Statistics, Jan 2015

Comparison of boys and girls who receive SEN support at School Action / School Action Plus versus those with a Statement /EHC plan, by age

Michelle Noble DfE National Statistics, Jan 2015

TABLE SHOWING PERCENTAGE OF ‘NEED CATEGORIES’: IN-SCHOOL SUPPORT V. STATEMENT / PLAN

NUMBER OF CHILDREN IN UK AT ALL LEVELS OF REGISTERED SEN

Michelle Noble

Many vulnerable children regard education as a competition they will never win.

We have to make them believe it’s worth taking part.

How well do you learn /concentrate/respond when you feel:

AngryLow

Unloved /unwantedAnxious /worried

Michelle Noble

The Concentration Dip

ENDBEGINNING

Yay! Some-thing new!

Enjoying this… but I need the loo…

Damn! Forgot to pay that bill…What’s s/he

talking about?

Not long now… This is quite good actually. Can’t wait for that pulled pork.

Yay! Some-thing new!

Michelle Noble

Michelle Noble

The Reptilian Brain: know your enemy!

Neo-cortex

Reptilian

Mammalian

FIGHT FLIGHT

FLOCK FREEZE

Michelle Noble

We laugh, but…

“Let the thick see the table…”

Michelle Noble

The best practice…

Michelle Noble

Excellent classroom practice. Inclusive

QFT occurs in every lesson. Teachers

know their pupils, their progress picture and how to help them

progress.

The SENCo is a member of SLT, even

if only in an ‘extended’ capacity,

influencing policy and direction.

Whole-school leadership of teaching

and learning should ensure QFT is

occurring and support and training is

available

Trends / issues in learning and progress shared between SENCo

and T&L lead to ensure intervention

The class teacher assesses and informs on progress of

SEN. The SENCo manages the big picture of intervention

and can be a ‘touchstone’ for information / advice. They

should NOT be ‘doing SEN’.

QFT and inclusive practice as school

policy led & managed by the senior leader of

T&L. Duty of teachers to ‘give

regard’ to SEN data and SENCAR.

Michelle Noble

Lies, damned lies - and being NEET… (2014)• One in 300: Average chance of dying within the next

10 years if you are aged 15-25.• One in 358: Average chance of dying within 10 years,

if you are diagnosed HIV.• One in 284: Average chance of a British soldier dying

in Afghanistan• One in 2: Average chance of current smokers dying

within 10 years (with continued smoking).• One in 7: Average chance of dying within the next 10

years if you are NEET, aged 18-25.

Being NEET in the UK, is around 40 times more dangerous than being a Marine in the Middle East.

Michelle Noble

Quality First Teaching is the key! • Create an atmosphere of welcome, warmth and positivity • Be vigilant – humans move in and out of vulnerability• Know your pupils: their strengths and needs• Read around special needs – and remember G&T.• Learn about how we learn – it’s the future!• Make full and respectful use of your TAs• Differentiate: use pupil data and the SENCAR• Include needs: • What would you do for a partially-sighted pupil?• Where would you seat a child with hearing impariment?

Michelle Noble

How can we include…

• A partially-sighted pupil?

• A child with dyslexic traits (who, generally, mixes up letters and words and needs colour to read)

• A child with traits of ASD (who, generally speaking, does not understand subtext and who needs routine)

• A child who finds it hard to get their excellent spoken ideas down on paper?

• A child with hearing impairment?

• A child with aggressive behavioural tendencies?

Michelle Noble

With your elbow buddy…

1.Name three points/strategies you’ve learned.

2. Name three features that have made you feel included.

Michelle Noble

Good luck everyone!

Michelle Noble

You have chosen the best career in the world.

Suggested further reading and resources:

The brain and learning:

•Dryden, G. & Vos, J., The New Learning Revolution, 3rd Edition, (Staffs., A&C Black, 2005)•Goleman, D., Emotional Intelligence: Why It Can Matter More Than IQ, (Staffs., A&C Black, 1995)•Gardner, H., Frames of Mind: The Theory of Multiple Intelligence, (N.Y., Perseus, 1983)•Hughes, M., & Vass, A., Strategies for Closing the Learning Gap, (Staffs., A&C Black, 2001)•Maslow, A., ‘A Theory of Human Motivation’, 1943

SEN information and supporting materials:

•Removing Barriers to Achievement , DfE, 2007•‘The Journal of Inclusive Education’ (available on MMU e-journals).•National Association for Special Educational Needs (NASEN). Superb support and advice for including special needs in the mainstream classroom. A huge range of information available online, much of it downloadable. NASEN is the professional body for SEN and you can become a member (but there is an annual fee).•The British Dyslexia Association (BDA) – see online materials as above.•The National Autistic Society – see online materials as above.•The Inclusion Development Programme. Introduced in 2007 by the National Strategies, now available on the DfE site. A superb resource for inclusion strategies. http://www.idponline.org.uk/•The SEN Code of Practice 2014 – DfE

Michelle Noble