Developing Special Schools as Placements in Initial Teacher Training 25 th June 2012

1. Developing Special Schools as Placements in Initial Teacher Training 25th June 2012 Dr Melanie Peter Senior Lecturer in Education Anglia Ruskin University, UK melanie.peter@anglia.ac.uk 0845 196 3536

2. A Quiz! • How many disabled children are there in the UK (2009)? • Is this figure rising or falling? By what percentage? • What is the survival rate (percentage) of children born prematurely at 26 weeks? 31 weeks? • How many children in a small primary school of 100 pupils will be pre-term?

3. The education of children with SEN is ‘not fit for purpose’ House of Commons Select Committee (2006) ‘We must now strengthen support for teaching children with SEN in school to ensure we have the right expertise in place in the classroom’. Alan Johnson, Education Secretary, 2006 ‘These children need properly organised provision from specifically trained teachers and support staff’ Steve Sinnott, Gen Sec of the NUT

4. The Lamb Enquiry, 2009 • Improving parental confidence and outcomes for children:implications for Higher Education Institutions and training providers • Equipping the workforce • Preparing for partnerships • http://www.education.gov.uk/complexneeds/modules/Module-2.1-Planning-to-meet-needs/All/m05p010b.html#

5. Potential to enhance the trainee experience • Greater coherence for trainees gaining from special schools/SRBs within ITT • Inform the respective roles for future partnership between ARU and training special schools, in line with the government intentions for increased school-based teacher training • Inform the development of possible specialist PGCE degrees in Inclusion and SEN-D with QTS, in response to the growing call from our partnership of schools and nationally • Inform school-based placements across disciplines in relation to children with SEN-D • Strengthen multi-agency input on professional training programmes across Faculties • Enhance diversity of trainees through national and international reputation and recruitment.

6. Where do we want to be? ‘Teaching SLD/PMLD is considered an area of specialist expertise, with higher status and value, attracting some of the best applicants’ Salt Review, 2010

7. Watch the clip of an English session in a special school classroom… • What do you think might be some of the training challenges • A) for a trainee? • B) for a visiting tutor? • C) for a placement mentor? http://www.education.gov.uk/complexneeds/modules/Module-2.2-Considering-communication-and-interaction/All/m06p040a.html

8. Some issues for SEN-D in Initial Teacher Training • High support needs for trainees due to: • Complexity & individuality of placements • Emotional support for trainees • Ensuring compliance with QTS • The changing SEN population: • 25% of children with SLD and PMLD are now in mainstream schools (Salt Review, 2010) • Preparing trainees for educating children with complex needs • Engaging with research for ‘new generation pedagogy’ (Carpenter 2010) • Stipulations for gaining professional standards • Eg Teaching Agency experience in consecutive age ranges -not demands of types of provision - hampers developmental placements in special schools

9. Project aims • To evaluate the impact of differentiated placement structures and practice tools to support trainees in special schools/mainstream specialist resource bases (SRBs) within ITT • To identify strategies for sustaining trainees developing specialism in Special Educational Needs and Disabilities (SEN-D) on placement in specialist context • To identify implications for the respective roles of the provider and training special school in the changing professional context

10. Anticipated project outcomes • 1. a differentiated developmental placement design to support trainees on alternative and assessed special school/SRB placements • 2. strategic deployment of TDA and other materials to support trainees on special school/SRB placements in their direct work with children with SEN-D, including those with CLDD • 3. issues and strategies for mentoring trainees on ITT across levels in specialist placements • 4. guiding issues, principles and strategies for work-based learning placements on professional training courses for working with children with SEN-D across disciplines

11. Training and Development Agency: SEN-D developments in ITT • TDA ‘SEN Training Toolkit’ – Primary and Secondary’ - flexible sets of materials 2008: undergraduate, Primary & Secondary 2009: PGCE • Specialist placements since 2008 – 4 x week extended placements in special schools / Specialist Resource Bases (paired placements) • Establishment of regional SEN clusters and networks – ARU is the Eastern Region facilitator

12. On-line training resources for SEN-D • ‘The Salt materials’ Training resources for special education for the 21st Century Severe learning difficulties Profound and multiple learning difficulties Complex learning difficulties and disabilities www.education.gov.uk/complexneeds/ • ‘The Lamb materials’ Advanced training materials for Autism, Dyslexia, Speech, Communication and Language Needs, Behaviour, Emotional and Social Difficulties, Moderate Learning Difficulties www.education.gov.uk/lamb/

13. The Teaching Agency’s vision for ITT for Inclusion and SEN – Anglia Ruskin University 2012 SPECIALIST SKILLS A few trainees ADVANCED SKILLS Some trainees CORE SKILLS All trainees

14. What should a newly qualified professional (teacher) be able to do competently in relation to children with SEN? How might a specialist placement enable a trainee to meet professional standards? What will be the support needs of trainees at different levels? What barriers might there be for hosting placements for trainees in a special school & how could these be overcome? What should be the design of a developmental training structure in the specialist context? What sensitive issues might arise with regard to trainees? Key issues for mentoring:

15. Practical issues for mentoring • Number of adults to children ratio in classes • Low numbers in primary age range specialist provisions, especially in MLD • Best staff (role models) are across the age range, not just primary • Children on 2 school rolls, or move between mixed specialist provision & base class • Management of mentoring of more than one trainee • Specialist teachers (eg physiotherapist, speech therapist, music therapist) – affects the teaching context

16. Newly Qualified Teacher – New QTS Standards • Set high expectations which inspire, motivate and challenge pupils • Promote good progress and outcomes by pupils • Demonstrate good subject and curriculum knowledge • Plan and teach well structured lessons • Adapt teaching to respond to the strengths and needs of all pupils • Make accurate and productive use of assessment • Manage behaviour effectively to ensure a good and safe learning environment • Fulfil wider professional responsibilities

17. Specialist placements at ARU 2008-9: 10 x 2nd year trainees paired in 4 x special schools & 1 x mainstream Specialist Resource Base (SRB) 2009-10: 4 x 1st year and 6 x 3rd year trainees paired in split placements in mainstream schools with Specialist Resource Bases 2010-11: 6 x 2nd year trainees paired in 2 x day special schools and 1 x residential school 2011-12: 14 x 2nd year trainees on 4 week extended enrichment placement in special schools 3 x 3rd year trainees on final ASSESSED 7-week school placement in special schools 1 x PGCE trainee on final ASSESSED school placement in a mainstream hearing impaired provision

18. Developmental placement structure for SEN contexts

19. Evaluation • 1. Evaluation of effectiveness of the differentiated placement design to support trainee progress • 2. Evaluation of materials to support trainees at different levels in their direct work with children with SEN-D, including CLDD • 3. Identify issues and strategies for mentoring trainees across levels in special schools / SRBs • 4. Articulation of key guiding issues, principles and strategies for SEN-D placements on professional training courses

20. Data gathering & analysis • Evaluative questionnaires post-placement to trainees (2-week, 4-week and 7-week) • Evaluative questionnaires post-placement to school mentors • Analysis of observation feedback and tutorial notes from visiting tutor and school mentors • Analysis of session evaluations to preparatory workshops • Analysis of evaluations from school mentors attending SEN-D Mentoring Events at ARU • Analysis of student perceptions – reflective journals, trainee presentations to peers

21. Overall achievements & gains - trainees • Empathic relationshipswith pupils with SEN • Confidence – making a difference • A strong sense of identity - personal & professional Knowledge and understanding of specialist provision • Understanding of inclusion • Regard for special educators • Acquiring specific skills • Communication approaches • Differentiation • Team-working • Care aspects • Observation • Holistic regard • Behaviour approaches • Specialist interventions

22. ‘I have enjoyed every single minute, it was an invaluable experience…THANK YOU!!!’ ‘I can positively say that our mentor could not do any more than she did… and was an inspiration to me’ ‘…those involved in SEN are special themselves and seem to have that little bit more to give’ ‘The placement has given me a lot more confidence in myself as a trainee teacher’ ‘This pilot scheme has inspired me to gain extra experience’ in a SEN setting’ ‘The school, staff and pupils make a wonderful place to be every day and an unforgettable experience’ ‘The mentors in the school were very supportive and helpful throughout’

23. Quality mentoring • Personalised placement • Value of paired placements & peer support • Cascading of mentoring • Emotional nurturing – provision of an outlet • Keep reflective learning journals • Brief class team and rest of staff • Study time protected • Daily feedback, debrief • Extended debrief on Fridays, but ‘open door’ • Allow to make mistakes – take risks • Challenge – extend trainee, high expectations, innovate, praise successes • 3-way trust, with University Placement Tutor – negotiate development targets, personalised support • Developmental placement design

24. ‘It has been a privilege to input to a new initiative’ ‘…it was useful to have a continuing relationship with the university during the placement… to see that both institutions were working in the same way’ ‘The UPT visits were very helpful… discussions were very useful for my own development as a mentor and teacher’ ‘It has been a really rewarding experience watching the trainees grow in skill and confidence’ ‘The assessment descriptors were very helpful, also the quality of the students was very high. They rose to the challenge and listened… it was hard to hold back their keenness!’ ‘Special education deserves this specialist input at teacher training level’ It gave a boost to our staff…we are a good school with much to offer training in SEN I learned a lot from the UPT and hope she learnt from me as well’

25. Overall achievements & gains - university • Developmental placement structure • Mentoring support for schools • Expertise within hubs • Personalising placements • Strategies for diversity • Strengthening the curriculum • Inclusive ethos • Peer support for SEN amongst trainees • Networking with other providers • National prominence!

26. Ofsted, May 2012 • SEN – A particular feature of the provision! ‘the lead taken by the university in a number of developments – such as … in the teaching of primary age pupils with special education needs– these are clear signs of restored self-confidence and of the confidence that others have in the work of the university’ • SEN - A key strength! ‘as a result of improvements in the training, trainees’ ability and confidence in promoting pupils’ good behaviour and teaching early reading and pupils with different needs and abilities’.