MMU CPD Cluster Twilight MMU CPD Cluster Twilight Developing high quality Developing high quality

inclusive provision through ITT inclusive provision through ITT placements at Priestnall placements at Priestnall

SchoolSchoolByBy

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

Rachel J Wyllie Rachel J Wyllie and and Emily J WatsonEmily J WatsonMMU PGCE StudentsMMU PGCE Students

1717thth January 2013 January 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 and Working with a range of students and trainees trainees

Teaching Agency and SENDTeaching Agency and SEND• A member of SEND Expert Reference A member of SEND Expert Reference

GroupGroup• Considering SEND elements of ITT Considering SEND elements of ITT

coursescourses• Developing a ‘whole-school’ model of Developing a ‘whole-school’ model of

training, development and support training, development and support for young people with SEND and for young people with SEND and changing school populationschanging school populations

What is going to happen?What is going to happen?• Give you a context where including Give you a context where including

young people with SEND has recorded young people with SEND has recorded some successsome success

• Highlight some of the new ways of Highlight some of the new ways of working that this research demonstratesworking that this research demonstrates

• Offer some ideas on how to meet the Offer some ideas on how to meet the challenges facing the inclusion of young challenges facing the inclusion of young people with SEND in mainstream people with SEND in mainstream schoolsschools

‘‘Our proposed reforms respond to the Our proposed reforms respond to the frustrations of children and young frustrations of children and young people and the professionals who people and the professionals who work with them. We want to put in work with them. We want to put in place a radically different system to place a radically different system to support better life outcomes for support better life outcomes for young people; give parents young people; give parents confidence by giving them more confidence by giving them more control; and transfer power to control; and transfer power to professionals on the front line and professionals on the front line and to local communities.’to local communities.’

Support and Aspiration (DfE, 2011, p.4, para 4)

Next steps…Next steps…• Training and DevelopmentTraining and Development• Single School CategorySingle School Category• Single Assessment – EHCPSingle Assessment – EHCP• Widening access to provisionWidening access to provision• Local Offer – LA but schools as well?Local Offer – LA but schools as well?• Parents/Carers – giving greater control – Parents/Carers – giving greater control – controversial?controversial?• Personal BudgetsPersonal Budgets• School Funding reformSchool Funding reform• Preparation for adulthood – Preparation for adulthood – independenceindependence• SEN PathfindersSEN Pathfinders

So what about Priestnall?So what about Priestnall?• Student PassportStudent Passport• Single Category – School Support Single Category – School Support StageStage• Trainee Educational Psychologist Trainee Educational Psychologist working with us and 6 feeder primary working with us and 6 feeder primary schoolsschools• Ongoing whole-school literacy focus Ongoing whole-school literacy focus complimented by some detailed complimented by some detailed analysis and new interventionsanalysis and new interventions• Developing the existing CPD offer to Developing the existing CPD offer to ensure ongoing personal developmentensure ongoing personal development

Does Every Child Does Every Child stillstill Matter?Matter?• Being HealthyBeing Healthy• Staying SafeStaying Safe• Enjoying and AchievingEnjoying and Achieving• Making a Positive ContributionMaking a Positive Contribution• Economic WellbeingEconomic Wellbeing

2121stst Century Children Century Children• The young people in our schools are The young people in our schools are

very different now, than 15 years very different now, than 15 years ago ...ago ...

• Neo-natal survival rates mean more Neo-natal survival rates mean more children are surviving with complex children are surviving with complex needs and are now in our classes ...needs and are now in our classes ...

• Learning & Teaching is different now; it Learning & Teaching is different now; it has to be ... so we have to evolve too …has to be ... so we have to evolve too …

A Whole-School Approach ...A Whole-School Approach ...• Our success has been built upon a Our success has been built upon a

truly whole-school approachtruly whole-school approach(see: (see: www.nasentraining.org.uk) )

• Training for ALL staff is an important Training for ALL staff is an important part of improving provision and part of improving provision and outcomesoutcomes

• A corporate responsibility essential in A corporate responsibility essential in this evolving provision for all students this evolving provision for all students

Also remember ...Also remember ...‘‘The education of the The education of the

peer group is an peer group is an essential part of essential part of

moving towards a truly moving towards a truly inclusive community’inclusive community’

Gareth D Morewood, 2011Gareth D Morewood, 2011

What about attachment?What about attachment?• Attachment behaviour is there to ensure the Attachment behaviour is there to ensure the

survival of the childsurvival of the child• Attachment is an affectionate bond between two Attachment is an affectionate bond between two

individuals that endures through space and time individuals that endures through space and time and serves to join them emotionallyand serves to join them emotionally

• Attachment experiences are fundamental to Attachment experiences are fundamental to emotional/social/physical/cognitive developmentemotional/social/physical/cognitive development

• Good early attachments serve to promote Good early attachments serve to promote resilience to later traumatic experiencesresilience to later traumatic experiences

Developing attachment…Developing attachment…• The foundation of attachment is the early The foundation of attachment is the early

main carer/child interactionmain carer/child interaction• Attunement refers to the interaction between Attunement refers to the interaction between

a parent and child when the parent a parent and child when the parent – is available to the childis available to the child– is able to understand its needsis able to understand its needs– responds appropriately to meet needsresponds appropriately to meet needs– communicates that the child is valued, communicates that the child is valued,

understood, is able to effect change, is safeunderstood, is able to effect change, is safe

Positive attachment cycle…Positive attachment cycle…

NEED

RELAXATION / TRUST /

SECURITY

AROUSAL

SATISFACTION

Negative attachment Negative attachment cycle…cycle…

Arousal

HYPERAROUSAL or DISSOCIATION

NEED

REJECTION

Characteristics of negative Characteristics of negative attachment…attachment…• Inability to regulate emotions. (rage, panic, Inability to regulate emotions. (rage, panic,

depression, impulsivity)depression, impulsivity)• Basic mistrust (if someone is nice it must be a Basic mistrust (if someone is nice it must be a

trick)trick)• Low self esteem/high shame (I am bad, I Low self esteem/high shame (I am bad, I

deserve to be hurt)deserve to be hurt)• Need for control (I need to take care of Need for control (I need to take care of

myself, I don’t trust/understand others)myself, I don’t trust/understand others)• Learning difficulties (concentration, self belief, Learning difficulties (concentration, self belief,

dissociation)dissociation)

Student A…Student A…• Research was based around a year 8 Research was based around a year 8

student with complex attachment student with complex attachment difficultiesdifficulties

• The need to provide positive The need to provide positive attachments and reduce risks; attachments and reduce risks; especially homophilyespecially homophily

• And to develop an increased sense of And to develop an increased sense of worth and value for educationworth and value for education

The specifics… The specifics…

• Development of rational and Development of rational and consistent modelconsistent model

• Evolution of support – considering Evolution of support – considering the researchthe research

• Developing pedagogy – Developing pedagogy – understanding the influences in real understanding the influences in real termsterms

Factors that improve Factors that improve resilience include:resilience include:From training delivered in school I From training delivered in school I

identified important factors in identified important factors in supporting A:supporting A:

• Supporting a good educational Supporting a good educational experienceexperience

• Having a named, key supportive adultHaving a named, key supportive adult• Developing his talents and interests Developing his talents and interests

Literacy and PE…Literacy and PE…• GCSE PE is not all practical…GCSE PE is not all practical…• Difficulties can be experienced in theory Difficulties can be experienced in theory

elements of courses for those with elements of courses for those with Specific Learning Difficulties (SpLDs)Specific Learning Difficulties (SpLDs)

• With 60% of the course being practical With 60% of the course being practical and 40% theory, it is important to and 40% theory, it is important to support SEND in both elementssupport SEND in both elements

Literacy & reading – new Literacy & reading – new focus ...focus ...

Assessment of Specific Assessment of Specific Learning and Literacy needs Learning and Literacy needs (SpLD)(SpLD)• Priestnall have developed the use of Priestnall have developed the use of

LUCID’s LASS 11-15 software to assess LUCID’s LASS 11-15 software to assess whole year groups...8 adaptive whole year groups...8 adaptive assessments in one sitting:assessments in one sitting:

Visual Memory Visual Memory ReasoningReasoningAuditory-verbal memory Auditory-verbal memory Spelling Spelling Sentence Reading Sentence Reading Phonic reading skills Phonic reading skills Phonological processing ability Phonological processing ability Single word Single word

reading reading

Identification and Identification and assessment…assessment…• After identifying a specific need we After identifying a specific need we

used software to assess the student used software to assess the student furtherfurther

• Lucid EXACT (an extension of the Lucid EXACT (an extension of the LASS product) was used to provide LASS product) was used to provide specific detailspecific detail

• Along with my classroom observationsAlong with my classroom observations

Observations; considering Observations; considering the context…the context…• Adaptation of languageAdaptation of language• Tasks explained separatelyTasks explained separately• Use of questioningUse of questioning• Specific scaffolding – e.g. English Specific scaffolding – e.g. English

lessonlesson• Presentation of worksheets and Presentation of worksheets and

lesson materials as per guidancelesson materials as per guidance

Considering the specifics…Considering the specifics…

• Literacy difficulties can have a Literacy difficulties can have a significant impact upon students significant impact upon students across all subject areasacross all subject areas

• This was particularly evident with the This was particularly evident with the theory elements of the GCSE PE theory elements of the GCSE PE curriculumcurriculum

Planning and developing…Planning and developing…• From the research, observations and From the research, observations and

assessments I was able to develop my assessments I was able to develop my personal strategiespersonal strategies

• The success of the inclusive strategies The success of the inclusive strategies were evaluated and developed to were evaluated and developed to ensure the continual development of my ensure the continual development of my teaching skills in creating an inclusive teaching skills in creating an inclusive learning environment for all studentslearning environment for all students

One size does not fit all…One size does not fit all…• After considering the research, After considering the research,

observations and my own developing observations and my own developing practice – one strategy does not work practice – one strategy does not work across the boardacross the board

• Engagement and inclusion are more Engagement and inclusion are more secure when consideration is given to secure when consideration is given to each student’s individual needseach student’s individual needs

A timely reminder … A timely reminder … Every Child Every Child does does stillstill MatterMatter … …• Being HealthyBeing Healthy• Staying SafeStaying Safe• Enjoying and AchievingEnjoying and Achieving• Making a Positive ContributionMaking a Positive Contribution• Economic WellbeingEconomic Wellbeing

Conclusions and Conclusions and publications…publications…• Morewood, G. D. & Wyllie R. J. (2013) Morewood, G. D. & Wyllie R. J. (2013) Music, Music,

attachment and homophily; developing attachment and homophily; developing positive experiences and reducing risks. positive experiences and reducing risks. A case studyA case study. . In press In press

• Morewood, G. D. & Watson, E. J. (2013) Morewood, G. D. & Watson, E. J. (2013) Literacy and PE? A case study exploring Literacy and PE? A case study exploring the developing strategy in supporting a the developing strategy in supporting a student with specific literacy needs in a student with specific literacy needs in a mainstream secondary school. mainstream secondary school. In press In press

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

Thanks for listening...Thanks for listening...Gareth D MorewoodGareth D Morewood

Director of Curriculum Support [SENCo]Director of Curriculum Support [SENCo]andand

Rachel J Wyllie Rachel J Wyllie and and Emily J WatsonEmily J Watson MMU PGCE StudentsMMU PGCE Students

www.gdmorewood.com