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Inclusion: does it matter where pupils are taught?. Provision and outcomes in different settings for pupils with learning difficulties and disabilities, July 2006. Inclusion: does it matter where pupils are taught?. This presentation is based on four key questions.

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inclusion does it matter where pupils are taught

Inclusion: does it matter where pupils are taught?

Provision and outcomes in different settings for pupils withlearning difficulties and disabilities, July 2006

inclusion does it matter where pupils are taught1
Inclusion: does it matter where pupils are taught?
  • This presentation is based on four key questions.
    • Which type of school is best for pupils with learning difficulties and disabilities (LDD)?
    • What is good progress?
    • Do statements make a difference?
    • What needs to change to improve provision?
inclusion does it matter where pupils are taught2
Inclusion: does it matter where pupils are taught?
  • Does it matter where pupils are taught?
  • What do you think?
inclusion does it matter where pupils are taught3
Inclusion: does it matter where pupils are taught?
  • Key findings
    • Little difference in the quality of provision and outcomes for pupils across settings.
    • But mainstream schools with additionally resourced provision were better.
    • PRUs were the least successful.
inclusion does it matter where pupils are taught4
Inclusion: does it matter where pupils are taught?
  • Key finding
    • Pupils with even the most severe and complex needs were able to make outstanding progress in all types of settings.
inclusion does it matter where pupils are taught5
Inclusion: does it matter where pupils are taught?
  • Key finding
    • Pupils who worked with specialist teachers in mainstream settings made greater academic progress than when they had to rely on other types of support.
inclusion does it matter where pupils are taught6
Inclusion: does it matter where pupils are taught?
  • Key finding
    • Fewer pupils with complex needs were placed in mainstream schools.
    • But where these pupils were included and had access to specialist teachers they were likely to do as well as those taught in special schools.
inclusion does it matter where pupils are taught7
Inclusion: does it matter where pupils are taught?
  • Key finding
    • Mainstream and special schools continued to struggle to establish an equal partnership.
inclusion does it matter where pupils are taught8
Inclusion: does it matter where pupils are taught?
  • Recommendation
  • The Training and Development Agency should:
    • improve training in the field of LDD for all teachers
    • provide more opportunities for specialist training.
inclusion does it matter where pupils are taught9
Inclusion: does it matter where pupils are taught?
  • Recommendation
  • Local authorities should:
    • ensure that all pupils have opportunities to work alongside their peers in mainstream provision.
inclusion does it matter where pupils are taught10
Inclusion: does it matter where pupils are taught?
  • Recommendation
  • Mainstream schools should:
    • analyse critically their use of teaching assistants and the amount of specialist teaching they provide.
inclusion does it matter where pupils are taught11
Inclusion: does it matter where pupils are taught?
  • Recommendation
  • Special schools should:
    • collaborate and share expertise more effectively with mainstream schools.
inclusion does it matter where pupils are taught12
Inclusion: does it matter where pupils are taught?
  • How can you improve?
    • Ethos
    • Specialist staff
    • Focused professional development for all staff
    • Flexibility and responsiveness to individual needs
inclusion does it matter where pupils are taught13
Inclusion: does it matter where pupils are taught?
  • How can you improve?
  • Pupils’ involvement
  • Being part of a wider community
  • Curriculum
  • Links with parents
inclusion does it matter where pupils are taught14
Inclusion: does it matter where pupils are taught?
  • Too little has been done nationally to focus schools’ attention on improving the achievement of pupils in the lowest quartile.
inclusion does it matter where pupils are taught15
Inclusion: does it matter where pupils are taught?
  • How do you know pupils are enjoying and achieving? What is good progress for pupils with LDD?
inclusion does it matter where pupils are taught16
Inclusion: does it matter where pupils are taught?
  • Key findings
    • Schools were improving the analysis of data about their pupils’ learning.
    • But only four schools understood clearly what was meant by ‘good’ progress for pupils with LDD.
inclusion does it matter where pupils are taught17
Inclusion: does it matter where pupils are taught?
  • Recommendation
  • The Department for Education and Skills should:
    • clarify what is meant by ‘good’ progress for pupils with LDD.
inclusion does it matter where pupils are taught18
Inclusion: does it matter where pupils are taught?
  • Recommendation
  • Schools of all types should:
    • agree upon what is meant by ‘good’ progress for pupils with LDD.
inclusion does it matter where pupils are taught19
Inclusion: does it matter where pupils are taught?
  • Recommendation
  • Local authorities should:
    • before reorganisation, rigorously evaluate the impact of provision on the outcomes for children and young people with LDD.
inclusion does it matter where pupils are taught21
Inclusion: does it matter where pupils are taught?
  • Use information about outcomes more effectively to:
    • Plan future priorities
    • Challenge the progress pupils make
    • Set targets for improvement in the three areas of learning: academic; personal; social
inclusion does it matter where pupils are taught22
Inclusion: does it matter where pupils are taught?
  • Is a statement of SEN a good thing?
inclusion does it matter where pupils are taught23
Inclusion: does it matter where pupils are taught?
  • Key findings
    • The process of obtaining a statement disadvantaged pupils with behavioural, emotional and social difficulties (BESD).
    • It favoured those with a diagnosis of medical need(s).
inclusion does it matter where pupils are taught24
Inclusion: does it matter where pupils are taught?
  • Key finding
    • Statements generated additional resources.
    • But they did not guarantee the quality of the provision or the outcomes for the pupil.
inclusion does it matter where pupils are taught25
Inclusion: does it matter where pupils are taught?
  • Recommendation
  • The Department for Education and Skills should:
    • work more closely with other government departments to ensure common assessments focused on outcomes are used to identify individual needs, in line with developments for the range of children’s services.
inclusion does it matter where pupils are taught26
Inclusion: does it matter where pupils are taught?
  • Recommendation
  • Local authorities should:
    • ensure that children and young people with BESD have full access to a range of services, taking family and social circumstances into account as well as their particular educational needs
inclusion does it matter where pupils are taught28
Inclusion: does it matter where pupils are taught?
  • What factors should influence the changes in provision to improve the outcomes for every child and young person with LDD?
inclusion does it matter where pupils are taught29
Inclusion: does it matter where pupils are taught?
  • Key findings
    • Every Child Matters has required local authorities to review structures and provision for pupils with LDD.
    • But too few authorities were basing changes on a rigorous analysis of the outcomes for children and young people.
inclusion does it matter where pupils are taught30
Inclusion: does it matter where pupils are taught?
  • Recommendation
  • Local authorities should:
    • take full account of the impact of provision and services on the outcomes for children and young people before any strategic reorganisation of services.
inclusion does it matter where pupils are taught32
Inclusion: does it matter where pupils are taught?
  • This presentation is based on four key questions.
    • Which type of school is best for pupils with learning difficulties and disabilities (LDD)?
    • What is good progress?
    • Do statements make a difference?
    • What needs to change to improve provision?
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