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DfE website – good practice case study

Managing the needs of learns through transition Helen Fenton Teaching & Learning Adviser Hampshire County Council February 2013. DfE website – good practice case study. DfE website – good practice case study. Key points:. View of parents and carers Views of pupils Views of school staff

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DfE website – good practice case study

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  1. Managing the needs of learns through transitionHelen FentonTeaching & Learning AdviserHampshire County CouncilFebruary 2013

  2. DfE website – good practice case study

  3. DfE website – good practice case study

  4. Key points: • View of parents and carers • Views of pupils • Views of school staff • What works well – some pointers

  5. What we know: Changes of class, moving to new teachers and new schools causes pupils and their parents anxiety. As professionals we recognise if we get this wrong it can adversely affect pupils’ motivation, attitude, attainment and behaviour. Working constructively with parents and others can significantly reduce this stress.

  6. Aim of this presentation: • To consider how we find out more about our pupils on transition • To consider their learning needs • To consider how we can plan to support these as teachers and departments

  7. How to see learning through the eyes of the pupils Nutall (2007) argued that there are 3 worlds in the classroom: • The public world (what the teacher sees) • The semiprivate (on-going peer relations) • The private world (the pupil’s own mind) About 70% of what happens between pupils is not seen by the teacher

  8. ‘Pipeline Project’ Angus et al 2009 Study on engagement: • Students behaving productively (60%) • Students who were disengaged (but not aggressive or non-compliant) (20%) • Students who were un-cooperative (aggressive/non-compliant) (12%) • Students who were low-level disruptive (8%) Action: Make ambivalent pupils a focus for attention

  9. Discuss with a partner, which you think are the most common? Vulnerable children may: • Lack equipment and resources for learning • Lack regular counsel or feedback to support them in their learning at home • Lack resilience and emotional support • Have a limited language repertoire • Be less tolerant of passive teaching • Have low ambition or personal aspiration • Think only about the here and now, not the future • Seem resentful or alienated • Lack self-esteem and confidence • Be reluctant to ask for help • Be 'slow to put themselves on the line' When do you get to know this information? Before you receive your new class or tutor group? Or over the first few weeks of teaching them?

  10. Lessons learned from the H100s project: • Many children display these characteristics … not just vulnerable or disadvantaged pupils. • Some disadvantaged pupils do not show any of them, especially in primary schools – why? • Primary schools are very knowledgeable about their pupils and understand these barriers to learning. • They have good systems for supporting these pupils with their emotional vulnerability.

  11. Lessons learned from the H100s project: • Secondary schools do not always get this depth of knowledge AND if they do it is shared with pastoral and support staff in general. • If a pupil joins mid term, then it is unlikely some of this knowledge is transferred. • It is less common to share this information at departmental level in relation to learning needs.

  12. Pupil Characteristics Analysis – Secondary Schools

  13. Find out as much information pre-transition • Plan adequate time to do this • Talk to current teachers and visit their classrooms • Run surveys or questionnaires • Pose questions about how they like to learn and where they like to sit • Ask them about their worries or anxieties • Run a social and emotional questionnaire to ascertain self-esteem and resilience levels • Do this pre-transition if possible so that groupings and lessons can be planned with this in mind

  14. Checking for levels of emotional resilience:

  15. Checking for levels of emotional resilience:

  16. In conclusion: • How could we plan to find out this information in our school? • When we have the information how would we share it? • What would be the baseline expectation for applying the knowledge? • Who would lead and monitor this?

  17. For more information email: helen.fenton@hants.gov.uk References: D. Muijs, A. Harris, C. Chapman, L. Stoll & J. Russ (2004): Improving Schools in Socioeconomically Disadvantaged Areas – A review of research evidence, school effectiveness and school improvement: International Journal of Research, Policy and Practice, 15:2, 149-175

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