NPQ for SENCO: SEN in Schools Face-to-face event 2
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Session One Welcome, programme, check-in
“If a child can’t learn the way we teach, maybe we should teach the way they learn.” Ignacio Estrada
Event programme Session
UK Time
Timings
Activity
Registration and refreshments Welcome, introductions and learning review Identification of need Identification of need – case studies
Session one Session two Session three
8:30 9:00 9:40 10:30
40 minutes 50 minutes 30 minutes
Break
11:00
15 minutes
Session four
11:15
40 minutes
Teaching
Session five
11:55
40 minutes
Adaptive teaching strategies – five-a-day
12:35–13:20
45 minutes
Session five
13:20
30 minutes
Adaptive teaching strategies – principles of instruction
Session five
13:50
55 minutes
Adaptive teaching strategies – metacognition
Break Session six
14:45 14:55
10 minutes 60 minutes
Session seven
15:55
25 minutes
Session eight
16:20 16:30
10 minutes
Lunch
Adaptive teaching – case studies Review online content outlines, including practice activities and formative assessment task choices, using leadership development record (LDR) Next steps Close
Event aims and outcomes • Gain greater understanding of the broad areas of need and how to identify pupils’ different needs • Develop knowledge about pupils’ executive function, working memory and cognitive load • Develop an understanding of adaptive teaching strategies • Apply learning to case study pupils • Use the graduated approach steps
The Five Principles of Deliberate Practice
Push Beyond One’s comfort zone
SEE IT – Get buy in and confirm key insight of specific context, outcomes and practice strategies.
Work toward well-defined
Specific Goals NAME IT – Probe and illustrate to target and make sense of participant need and context. Action experience.
Focus
intently on practice activities
USE IT – Apply in practice, implement learning in specific context.
Receive and respond to
High-quality feedback
REVIEW IT – Interpret and reconstruct, making sense of what was first seen. What has made the biggest difference to practice?
Develop a
Mental model of expertise
KEEP IT – Develop mental model and being able to articulate impact and shift in knowledge / understanding.
Leadership learning and practice Use your leadership development record for cycle one, reflective task and formative assessment task feedback as a prompt to focus individual feedback: • In which areas and for which statements has your understanding developed the most? • How have you applied your understanding and what impact has it had on: a) your leadership? b) school practice? • What behaviours have you demonstrated? • What areas do you need to continue to work on and develop? How will you address these? Use Resource 3 to make notes against these headings.
Resource 3 Resource 4
Session Two Identification of need
Session statements
NPQ for SENCO Framework
Resource 2
Identification of need 3.2 The SEND Code of Practice (2015) sets out four broad areas of need: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and physical and/or sensory needs. 3.4 Identification of SEND should draw on regular and precise assessment information, including statutory test outcomes, and discussion with the pupil and their family. Identification of need should take in the holistic picture of a pupil’s development and not focus solely on a single primary area of need (SEND Code of Practice 2015). Implement an efficient SEND identification process across the school which ensures that barriers to learning are identified and addressed at the earliest opportunity, including by: 3.f Analysing a range of data and evidence to support accurate identification, including information on behaviour, attendance and performance.
Identifying SEN in schools
Resource 5
6.14 All schools should have a clear approach to identifying and responding to SEN. The benefits of early identification are widely recognised – identifying need at the earliest point and then making effective provision improves long-term outcomes for the child or young person. 6.25 When reviewing and managing special educational provision the broad areas of need and support outlined from 6.28 may be helpful, and schools should review how well equipped they are to provide support across these areas. 6.27 These four broad areas give an overview of the range of needs that should be planned for. The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. In practice, individual children or young people often have needs that cut across all these areas and their needs may change over time… A detailed assessment of need should ensure that the full range of an individual’s needs is identified, not simply the primary need. The support provided to an individual should always be based on a full understanding of their particular strengths and needs and seek to address them all using well-evidenced interventions targeted at their areas of difficulty and where necessary specialist equipment or software. SEND Code of Practice (2015)
Identification of needs
Resource 6
Type of need – education statistics 2023/24
The SEND Code of Practice identifies four broad areas of need. The Department for Education collects statistical information on special educational needs types under these headings. A school’s IDSR uses the primary areas of need (which are a further categorisation of the four broad areas of need) when collating information about the number of pupils in a school with SEND and what their need category is.
Special educational needs in England, Academic year 2023/24 - Explore education statistics - GOV.UK
Task
Resource 5
In pairs • Share the notes you made from reading the SEND Code of Practice section Identifying SEN in schools, paragraphs 6.14 to 6.35 (resource 5) • What is the approach in your setting for identifying needs? • How are assessments carried out, how often and by whom? • How are the views of parents and pupils taken into account? • How are pupils with EAL assessed? • How well equipped are your settings in providing support across the four broad areas of need? You may also wish to consider the types of need identified on slide 13 which are most applicable to your setting. • What actions do you need to take to o improve your knowledge of the broad areas of need and how needs are identified in your setting? o ensure that all staff understand their roles and responsibilities in supporting an accurate identification of SEND?
Resource 14
Key learning points •
There are four broad areas of need: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and physical and/or sensory needs.
•
The broad areas of need are to give an overview of the range of needs of a pupil and to work out what action school needs to take, not to fit a pupil into a category.
•
The support provided to an individual should always be based on a full understanding of their particular strengths, needs and barriers to learning. (adapted from SEND Code of Practice 2015, 6.27, 6.28)
Session Three Case studies – Identification of need
Session statements
NPQ for SENCO Framework
Resource 2
Identification of need Implement an efficient SEND identification process across the school which ensures that barriers to learning are identified and addressed at the earliest opportunity, including by: 3.f Analysing a range of data and evidence to support accurate identification, including information on behaviour, attendance and performance. 3.g Agreeing with families what information will be shared and with whom during the identification process.
Resource 7
Case studies Using the case study you have been allocated, identify the needs for the pupil using the information provided and the learning from the previous session. You will need to consider • the pupil’s broad area of need • potential barriers to the pupil’s needs being correctly identified • what further observations and assessments are needed • other factors that need to be taken into account • whether parents and the pupil’s views have been considered 20 minutes
On a flip chart, begin to populate the following headings. SEND Code of Practice area of need: Other needs: EHCNA/EHCP/School support Graduated approach Assess Plan
Key learning points
Resource 14
• The SENCO role is both operational and strategic, and relies on effective distributed leadership approaches, working with and through colleagues… as well as with families, the local authority, external agencies, and other education providers to ensure that every pupil identified with SEND attends school regularly and gets an excellent education. (NPQ for SENCO framework 2023) • Establish an efficient identification process across school to ensure barriers to learning are identified and addressed at the earliest opportunity. • A range of data and evidence is needed to provide an accurate identification of need. • Involving families in the identification process is essential. Involvement of families in the process of establishing SEND provision is rooted in statutory guidance and legislation. (SEND Code of Practice para 1.1, Children and Families Act 2014 Section 19)
Break
Session Four Teaching
Session statements
NPQ for SENCO Framework
Resource 2
Teaching 4.3 Working memory is where information that is being actively processed is held, but its capacity is limited and can be overloaded. 4.4 Pupils have different working memory capacities; some pupils with SEND may have more limited working memory capacity than their peers without SEND. 4.12 Executive functioning skills have been linked to key developmental outcomes in domains such as reading, maths, mental and physical health, and wellbeing.
Executive function Executive function and self-regulation skills are the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully. When children have opportunities to develop executive function and self-regulation skills, individuals and society experience lifelong benefits. These skills are crucial for learning and development. They also enable positive behaviour and allow us to make healthy choices for ourselves and our families. Executive function and self-regulation skills depend on three types of brain function: working memory, mental flexibility, and self-control. These functions are highly interrelated, and the successful application of executive function skills requires them to operate in coordination with each other. • Working memory governs our ability to retain and manipulate distinct pieces of information over short periods of time. • Mental flexibility helps us to sustain or shift attention in response to different demands or to apply different rules in different settings. • Self-control enables us to set priorities and resist impulsive actions or responses. Children aren’t born with these skills—they are born with the potential to develop them. Some children may need more support than others to develop these skills. Centre of the Developing Child, Harvard University
Working memory Working memory is a cognitive system with a limited capacity that can hold information temporarily. It is important for reasoning and the guidance of decisionmaking and behaviour. (Wikipedia) Some common signs of working memory difficulties are • difficulty recalling facts or skills • repeated issues with following instructions • losing track of one’s place in a piece of work • problems with staying on task
Cognitive load Cognitive overload is a state of mental exhaustion that occurs when learners are faced with an excessive amount of information or demands that exceed the capacity of their working memory. This overload can hinder their ability to understand and retain information effectively, making it difficult to transfer knowledge to their long-term memory. (Third space learning – blog)
Cognitive Load Theory (CLT) identifies three different forms of cognitive load. • Intrinsic cognitive load: the inherent difficulty of the material itself, which can be influenced by prior knowledge of the topic • Extraneous cognitive load: the load generated by the way the material is presented and which does not aid learning • Germane cognitive load: the elements that aid information processing and contribute to the development of ‘schemas’ Chartered College of Teaching
Task In groups, discuss what the barriers to learning might be for pupils with difficulties with executive functions: • working memory • mental flexibility • self-control Identify ways in which these barriers might be overcome in and outside of the classroom. How does or should executive function influence the way in which the curriculum is planned and delivered? As SENCO, who would you work with to establish and sustain effective curriculum planning?
Resource 14
Key learning points •
Executive functioning skills are the mental processes that enable us to plan, focus attention, remember instructions and juggle multiple tasks. They have been linked to key developmental domains such as reading, maths, mental and physical health and wellbeing.
•
Pupils with difficulties with executive functioning skills may have barriers related to working memory, cognitive overload and mental flexibility.
•
Provision planning needs to take account of these barriers to learning.
•
The SENCO has an important role to play with the headteacher and governing body, in determining the strategic development of SEN policy and provision in the school. (SEND Code of Practice 2015 para 6.87)
Session Five Adaptive teaching strategies
Session statements
NPQ for SENCO Framework
Resource 2
Teaching 4.6 Adapting teaching in a responsive way, including by providing targeted support to pupils who are struggling, is likely to increase pupil success. 4.9 High quality teaching for pupils with SEND deploys explicit instruction and effective scaffolding as appropriate and develops cognitive and metacognitive strategies to support learning. With other leaders, establish and sustain effective curriculum planning and preparation across the school, by: 4.a Communicating the information about pupils with SEND that enable teachers to plan, adapt and teach effectively for all pupils. 4.k Advising teachers on how to adapt teaching resources to cater to pupil need.
Adapting teaching for pupils with SEND
The research underpinning the EEF’s guidance report ‘Special Educational Needs in Mainstream Schools’ indicates that supporting high-quality teaching improves outcomes for pupils with SEND. Five specific approaches – the ‘Five-a-day’ – are particularly well-evidenced as having a positive impact. Teachers should develop a repertoire of these strategies, which they can use daily and flexibly in response to individual needs, using them as the starting point for classroom teaching for all pupils, including those with SEND. EEF guidance reports five-a-day poster
The Five-a-day principle
Resource 8
Five-a-day strategies Explicit instruction Explicit instruction refers to a range of teacher-led approaches focused on teacher demonstration followed by guided practice and independent practice.
Cognitive and metacognitive strategies Cognition is the mental process involved in knowing, understanding, and learning. Cognitive strategies are skills like memorisation techniques or subjectspecific strategies like methods to solve problems in maths.
Scaffolding
Flexible grouping
‘Scaffolding’ is a metaphor for temporary support that is removed when it is no longer required. Initially, a teacher would provide enough support so that pupils can successfully complete tasks that they could not do independently.
An alternative approach might be to allocate pupils to groups flexibly based on the individual needs that they currently share with other pupils.
Using technology to support pupils with SEND The SEN evidence review found evidence that, for pupils with SEND, technology can be a useful tool for supporting teaching.
Adapted from the EEF Special Educational Needs in Mainstream Schools report
Task – adaptive strategies Using the information on resources 9, 10 and 11, summarise the adaptive strategy that you have been allocated. •
Cognitive strategies
•
Scaffolding
•
Use of technology
•
Flexible grouping
Give an example of what this might look like in practice for all pupils, including those with SEN. What advice would you give to teachers on how to adapt teaching resources? Present your summary on flip chart paper. 15 minutes
Resources 9, 10, 11
Principles of instruction – Rosenshine “The most effective teachers ensured that their students efficiently acquired, rehearsed, and connected background knowledge by providing a good deal of instructional support. They provided this support by teaching new material in manageable amounts, modelling, guiding student practice, helping students when they made errors and providing for sufficient practice and review.” Principles of Instruction, B. Rosenshine
Principles of instruction – task For the principle(s) of instruction you have been allocated, summarise on one side of flip chart paper the main findings under these headings: •
research findings
•
in the classroom
•
SEN-specific support
15 minutes
Resource 1
Key learning points
Resource 14
• 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. Schools should regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing and, where necessary, improving, teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered. (SEND Code of Practice 2015, para 6.37) • Potential areas of difficulty should be identified and addressed at the outset. Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement. In many cases, such planning will mean that pupils with SEN and disabilities will be able to study the full national curriculum. (SEND Code of Practice 2015, para 6.12) • Adopting adaptive teaching strategies, such as the five-a-day principle, is likely to improve pupil success.
Session Five Adaptive teaching strategies – Metacognition
Session statements Teaching
NPQ for SENCO Framework
Resource 2
4.9 High quality teaching for pupils with SEND deploys explicit instruction and effective scaffolding as appropriate, and develops cognitive and metacognitive strategies to support learning. 4.13 An effective way to develop a pupil’s executive function is to explicitly model and teach metacognitive strategies. With other leaders, establish and sustain effective curriculum planning and preparation across the school, including by: 4.d Supporting teachers to scaffold learning, reducing bespoke support as the pupil demonstrates mastery in the domain and becomes increasingly independent.
Metacognition “Self-regulated learners are aware of their strengths and weaknesses, and can motivate themselves to engage in, and improve, their learning. Developing pupils’ metacognitive knowledge of how they learn—their knowledge of themselves as a learner, of strategies, and of tasks—is an effective way of improving pupil outcomes. Teachers should support pupils to plan, monitor, and evaluate their learning.” EEF 2021, Metacognition and self-regulated learning guidance report Recommendation 1
Metacognition In your groups, discuss the following questions: • How are cognitive and metacognitive strategies taught in your school? 4.9 • How are these different for pupils with SEND? 4.9 • How successful are they in developing a pupil’s executive function? 4.13 • In what ways do teachers support pupils to plan, monitor and evaluate their learning? 4.9, 4.d • What evidence do you have for reduced support and increased independence for pupils with SEND? 4.d. 10 minutes
Metacognition What is metacognitive knowledge? a.Knowing how to approach a learning task b.Planning an approach to learning c.Knowledge of the task, strategy and self What is metacognitive regulation? d.Applying your prior knowledge and making a plan e.Thinking deeply about the learning f.Pupils’ ability to plan, monitor and evaluate their learning based on their existing knowledge EEF 2021, Metacognition and self-regulated learning: A brief explainer
Resource 12
Key learning points
Resource 14
• Teaching metacognitive strategies is an effective way to develop a pupil’s executive function. • With explicit teaching and feedback, pupils are more likely to use these strategies independently and habitually, enabling them to manage their own learning and overcome challenges themselves in the future. (EEF 2021) • Metacognition and self-regulation strategies are most effective when embedded in a school’s curriculum and a specific subject lesson. (EEF 2021)
Break
Session Six Case studies – Adaptive teaching
Session statements Teaching
NPQ for SENCO framework
Resource 2
4.6 Adapting teaching in a responsive way, including by providing targeted support to pupils who are struggling, is likely to increase pupil success. With other leaders, establish and sustain effective curriculum planning and preparation across the school, including by: 4.a Communicating the information about pupils with SEND that enable teachers to plan, adapt and teach effectively for all pupils. Support teachers and support staff to understand the importance of precise expert teaching for all pupils and to implement the graduated approach effectively, including by: 4.f Enabling teachers and leaders to understand the graduated approach and utilise it in the classroom, subject or domain. 4.k Advising teachers on how to adapt teaching resources to cater to pupil need. Implementation Make the right choices on what to implement, including by: 8.f Examining current approaches, how they need to change and the support required to do so. Sustain changes, including by: 8.r Using reliable monitoring and evaluation to review how the implementation activities are meeting the intended objectives and continue to align with school improvement priorities.
Resource 13
Case studies Using the same case study you were allocated in session 3, agree on the most appropriate strategies for adapting teaching for this pupil based on the additional information. (4.6) Focus on: • scaffolding • explicit instruction • cognitive and metacognitive strategies • grouping Give a rationale for your choice(s). How will you to implement these strategies? (‘Do’ stage) Plan how to lead and support colleagues to enable that adaptation, including how to communicate advice effectively. (4.a and 4.k) How will you monitor and evaluate the effectiveness of the strategies employed for the individual pupil and as part of wider evaluation of SEN provision? (‘Review’ stage)
Add to and refine your flip chart paper from session 3, including the ‘do’ and ‘review’ stages of the graduated approach. Remember to respond to the individual pupil’s needs, but to also consider the whole class and school needs from a more strategic perspective. 20 minutes
Case study presentations
Resources 4, 13
Present to another group your choice your rationale and ‘plan’ and ‘do’ strategies. The other group will act as the class teachers and support assistants of the class the pupil is in. Presentations will need to include • a short summary of the case study pupil • the choice(s) made and a rationale for these • how these adaptive teaching strategies will be implemented using the ‘plan’ and ‘do’ stages of the graduated approach • any implications for whole school provision that need to be considered • how and when review of these strategies will occur and how these ‘fit’ into the wider monitoring strategy of provision Observers should question colleagues about their strategies, considering how effectively they have communicated and advised them about adapting teaching for pupils with SEND (4.6, 4.a and 4.k) 8 minutes presentation, 4 minutes questions
Key learning points
Resource 14
• The SENCO provides professional guidance to colleagues and will work closely with staff, parents and other agencies. The SENCO should be aware of the provision in the Local Offer and be able to work with professionals providing a support role to families to ensure that pupils with SEN receive appropriate support and high-quality teaching. (SEND Code of Practice 2015, para 6.89) • The key responsibilities of the SENCO may include o
overseeing the day-to-day operation of the school’s SEN policy
o
co-ordinating provision for children with SEN
o
liaising with the relevant designated teacher where a looked after pupil has SEN
o
advising on the graduated approach to providing SEN support
o
advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively (SEND Code of Practice 2015, para 6.90)
Session Seven Review of learning, pathway for online study, practice activities and formative assessment tasks
Learning review and preview Individually reflect on your Cycle 2 learning during this event before planning your learning pathway for the remainder of Cycle 2. 10 minutes •
Familiarise yourself with the following resources: o Resource 15 – online self-study summary o Resource 16 – practice activities o Resource 17 – formative assessment tasks
•
Refine Cycle 2, Section 1 of your leadership development record (LDR).
•
Choose 2 out of 6 practice activities and 1 out of 3 formative assessment tasks (FATs) to support your development.
Your LDR Resources 15, 16, 17
Peer coaching conversation In pairs (5 minutes each), have a coaching conversation about your proposed pathway. Outline your rationale for choosing the module units to be studied, practice activities and formative assessment task. Partner to challenge rationale, seek clarification and support confirmation and/or realignment of study and practice pathway targets.
Session Eight
Next steps
Gradebook check
Canvas ‘Grades’
1. Log in to Canvas 2. Go to ‘Grades’ and select ‘Assignment Group’ 3. Check that you have completed the tasks at the top of the gradebook (tick or 1 in score column) 4. Scroll down until you reach today’s date and check that all tasks to that point have a tick or 1 next to them
Canvas \ log in \ Grades \ Assignment Group
5. If there are any incomplete/missing, make a note of them and prioritise for completion after the event
Evaluation
Evaluation email with link
Next steps
You are here • Complete the Cycle 2 online study: SEN in schools. • Complete and submit two (of six) Cycle 2 practice activities. • Contribute to the online learning reflection group discussion. • Complete and upload one (of three) Cycle 2 formative assessment task. • Attend Cycle 2 one-to-one coaching session. • Complete and submit LDR. • Attend additional expertled talks. All dates for tasks are outlined on Canvas.
Expert-led talks To enhance your NPQ journey and personal progress, we are offering expert-led talks that you will have the opportunity to attend. Our Expert Talks are live online webinars featuring expert speakers from the education sector and beyond. By attending, you can widen your scope of the ‘learn that’ and ‘learn how to’ statements while also collaborating with peers. During these webinars, you will not only hear from our expert speakers, but you will also be able to ask questions and listen to colleagues from all over the UK and internationally. You can access the Expert Talk webinars through your participant dashboard, where you will see the date and time along with the link needed to access the webinar. To further enhance this experience, following the webinar you will participate in a group discussion within Canvas, where you will be provided with questions for you and your online group to debate, and share thoughts, experiences and impact.
Contact details for questions • First point of contact: Leadership performance coach • Other queries: NPQ participant support team npq@bestpracticenet.co.uk 01179 209 200
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