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Join Gareth D. Morewood in this workshop to learn proven approaches to engage parents, develop co-production strategies, and improve outcomes for children. Explore key elements of inclusive schools and understand the impact of SEND reforms on teachers. Don't miss out!
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OSIRIS SEND Conference 22 March 2017 – Workshop Improving Parental Collaboration and Co-production to Boost Outcomes for Children Gareth D Morewood Director of Curriculum Support (SENCo) & Specialist Leader of Education, Priestnall School, Stockport; Honorary Research Fellow in Education, University of Manchester; Associate Editor of the Good Autism Practice Journal.
What we will talk about today… • Proven approaches and techniques to support increased engagement • My parental confidence measure and how to use it in order to develop proper co-production • How to examine feedback from parental confidence research and use that to improve outcomes for young people
From September 2014 … • Under the new SEND arrangements good practice is still good practice • Keeping the focus on young people having an excellent opportunity in preparation for adulthood, irrespective of their starting point, specific educational needs or disability is vital • Focussing on outcomes and aspirations; not targets and statements of need • FROM September 2014 was a key message
Key elements of inclusive schools… • For me it is important to understand key ‘whole school’ decisions… • I have previously written about my key ‘top three’ in my blog – SENCology: 1. An inclusive curriculum offer 2. Leadership that values diversity and a truly inclusive ‘whole-school approach’ 3. The education of staff, other adults and peers MOREWOOD, G. D. (2012) Is the ‘Inclusive SENCo’ still a possibility? A personal perspective. Support for Learning, Vol. 27 No.2, p73-76, Wiley-Blackwell Publishing.
Additional thought is required… • Transition & preparation for adulthood… Priestnall School NEETS for 2013, 2014 & 2015 – ZERO • Multi-agency working: accountability & impact… • Leadership & Governance… • Role of the SENCo • Role of SEN Governor • School’s self-evaluation of SEND – provision & impact – outcomes for young people
What do reforms mean for teachers? The classroom teacher should: • Focus on outcomes for the child: be clear about the outcome wanted from any SEND support • Be responsible for meeting special educational needs: use the SENCo strategically to support the quality of teaching, evaluate the quality of support and contribute to school improvement • Have high aspirations for every student: set clear progress targets for students and be clear about how the full range of resources are going to help reach them • Involve parents/carers and students in planning and reviewing progress: seek their views and provide regular updates on progress
The Head and SLT need to: • Consider how SENCos fit into the strategic management of the school including how they feed into strategic decisions • Ensure that the SENCo has sufficient time and resources to carry out their functions - this should include providing the SENCo with sufficient administrative support and time away from teaching to enable them to fulfil their responsibilities in a similar way to other important strategic roles within a school (Code of Practice section 6.91) • Examine the relationship between school and parents /carers to ensure that it is as strong as can be - meetings with parents/carers should be at three times a year (Code of Practice section 6.65)
Identifying, assessing and reporting in the context of the SEN Support…(1) • Keep it inclusive… • Teachers are responsible for the progress and engagement in their areas/years/subjects • Keep strong and don’t allow for any abdication of professional responsibility • Ensure high expectations – best teaching should be for the weakest students
Identifying, assessing and reporting in the context of the SEN Support…(2) ‘The classroom teacher plays a central role constantly reviewing and monitoring progress and setting targets for the child.’ (Code of Practice, section 6.45-6.56) • So let the SENCo help and advise… • If teacher/class/subject strategies, interventions and support don’t demonstrate change look to further assessment/support
Which feeds directly into… • Ensuring a continuum of provision – a graduated approach • A model of action and intervention • The approach recognises that there is a continuum of SEND and that, where necessary, increasing specialist expertise should be brought to bear on the difficulties that a child or young person may be experiencing
Quality First Inclusive Teaching… • Teachers have a renewed responsibility and accountability for the progress and development of all students in their class, including where students access support from TAs or other specialist staff • This didn’t cause ‘fear’ at Priestnall – it is about developing an inclusive QFT model • In schools where responsibility is ‘abdicated’ to ‘SEN teams’ there will be significant challenge; however our whole-school approach has developed over 10 years and works well – so it can be done!
21st Century Children…a key message! • The young people in our schools are very different now, than 15 years ago... • Neo-natal survival rates and advances in medicine mean more children are surviving with complex needs and are now in our classes... • Learning & Teaching is different now; it has to be ... so we have to evolve too… • Schools need to respond to meet ‘modern need’…
Have high aspirations for every young person… • Ensure that all analysis/impact measures/data is done inclusively… • Change cultures of segregation in your settings – start with analysis… • Ensure that the highest aspirations are for all… • Be clear about how targets will help students develop and prepare for the next stage of their education, or for adulthood… • Engage in metacognative approaches with students – see Student Passports (for example see www.gdmorewood.com)
Ways forward – what can be done now… Using Metacognition with Student Passports • Develop a new way of supporting students and teacher’s understanding • Lots of different ideas, but our Student Passports have been hugely successful • Based on ‘high impact’ research; engages students in ‘learning to learn’ - metacognative approaches … and (most importantly?)…
Keeps the young person central to provision • Essential as part of our student centred approach • A useful tool to engage parents/carers
Measuring Impact… • Why do you do certain interventions? • How do you know they are effective? • What is the impact? • Do they dovetail with whole-school provision? • How to you track progress? [Literacy and English judged by HMI as ‘outstanding’, 2013, & Case Study, Feb 2014]
EHCPs – the facts… • From 1 September, Education, Health and Care plans will replace statutory Statements of SEN and post 16 Learning Difficulty Assessments, for all new referrals. It will be based on a new co-ordinated assessment process • All young people who receive support as a result of an LDA who need an EHC plan should have one by September 2016 • The process of transitioning statements to EHC plans should be complete by April 2018
The EHCP needs assessment… “The needs of the individual child or young person should sit at the heart of the assessment and planning process. LAs must have regard to the views, wishes and feelings of the child and their parent or the young person, their aspirations, the outcomes they wish to seek and the support they need to achieve them.” (Para 9.22 Code of Practice)
Advice and information must be sought* as follows: (CoP paras 9.45-9.52) • The child’s parent or young person, and wherever possible the child • Current educational institution attended, or person responsible for educational provision • Health care professionals • An Educational Psychologist • Social care (from children’s or adult services) • From Y9, advice on preparing for adulthood and independent living • From any person requested by the child’s parent or young person • Any other advice or information which the LA considers appropriate e.g. from a youth offending team *The LA must not seek further advice if it has already been provided and the person providing the advice, the LA and the child’s parent or young person are all satisfied that it is sufficient for the assessment process.
A good EHCP will… • Meets the requirements of the Children’s & Families Act, regulations and the Code • Describes positively what children and YP can do • Is clear, concise, understandable and accessible
EHCP sections… A: Views, interests and aspirations B: Special educational needs C: Health needs D: Social care needs E: Outcomes F: Special educational provision G: Any health provision reasonably required H1: Social care provision under S2 of Chronically Sick and Disabled Persons Act 1970 H2: Any other social care provision I: Placement J Personal budget K: Advice and information received
Writing EHCP & reviewing discussions • Final EHCP agreed Step 4
How best to facilitate multi-agency involvement • Ensure early initial engagement • Provide timely reminders • Be as positive as possible • Consider engaging parents/carers in ‘chasing’ too • Provide clear time-frames and early dates – plenty of notice • For essential professionals – arrange around them
Ideas and strategies for getting students and parents/carers fully involved in the process • Early discussions – share openly the law and provide information/handouts • Allow time for consideration and thinking • Don’t rush discussions – time is important • Ensure positive, open communication at all times • Stress that the process is looking for outcomes – what do they want for their child? • How can it be achieved?
My Top Tips for EHCP Transition… • Know the law… • Engage early with parents/carers … give them time… • Actively seek student/young persons views throughout… • Remember the EHCP transition is the LA’s responsibility… • Leave plenty of time for the process of assessment and transition… • Be aspirational – EHCPs provide an opportunity to aim high – don’t lower expectations; raise them… • Start with a clear plan as the process takes time…
What does the new graduated approach look like in our school? Assess Plan Do Review
Assess • Schools are required to carry out a clear analysis of the student’s needs, drawing on assessment and experience of the student, their progress, attainment, where relevant, their behaviour in comparison to their peers and national data • Alongside this, the views of parents/carers and the student’s own views should influence the assessment • Information from external services including health and care professionals should also be taken into account
Then plan, do & review… • Plan: parents/carers, teachers and support staff who work with the child should be made aware of their needs, outcomes set, support provided and any teaching strategies and approaches, which should all be recorded and monitored regularly • Do: the class or subject teacher remains responsible for the student and should work closely with other staff to ensure the support is provided and monitor its effectiveness • Review: regular reviews should take place between all relevant staff and parents/carers and involved the student
Ensure clear communication with parents/carers • Keep parents/carers informed • Make sure they know who to contact and how • Provide honest communication – no long-term benefit in providing anything but the truth • Listen to parents/carers – give them time • Try to avoid uncertainty/misinterpretation MOREWOOD, G. D., & BOND, C. (2012)Understanding Parental confidence in an inclusive high school: a pilot survey. Support for Learning, Vol. 27 No.2, p53-58 Wiley Blackwell Publishing.
Positive engagement and messages… • Positive texts, letters, e-mails, ‘phone calls … • Empower the under-dog – arm parents/carers with positives • A real re-focus on positive engagements also supports elements of the new Code: • Preparation for adulthood • Engagement with parents/carers • Supporting young people in their decision-making & understanding • Provides clear evidence of areas of success
Key messages… • Work in partnership – proper co-production takes time – not overnight! • Ensure that the young person is central to everything – proper engagement not ‘lip-service’! • Ensure documentation and information is easy to understand and clear – no need for complex policies! • Get a good understanding of the law! • Work on developing a ‘solution-focussed’ mind-set driven by positive outcomes for all…
SENCo skills are still the same… • A lead professional • An advocate and knowledge/information manager • A commissioner and broker • A resource manager • A partnership manager • A quality assurer • A facilitator • A solution assembler Cheminais in Morewood, G. D (2008) the 21st Century SENCo www.gdmorewood.com
Personalisation not normalisation… • Above all – remember to be… • adaptable, • innovative, • empathetic, and ... open minded. • Remember that not one strategy fits all … but strategies for one may well benefit others … think about the individual …
“At this school I’ve got to meet lots of new teachers and friends.” Jessica, age 11
“I get to do everything my friends do, just that sometimes I have things changed a little so I can join in properly.” Lola, aged 14
“I enjoy school. I get to do things I didn’t at primary. I do my exercises and physio as well as my lessons, it works well. People are nice.” Soleil, aged 12
Gareth D Morewood www.gdmorewood.com @gdmorewood
Thank you for completing the evaluation form Here are some lovely words from previous delegates… “This is the first Osiris course I have attended and I am very impressed. The day went extremely quickly - a sign it was enjoyable and engaging… Will definitely book Osiris courses again.” Judith Hart, Priesthorpe School “What an excellentcourse, absolutely packed with WOW factor! 10/10 Osiris courses are of the highest standard.” Mrs Rachel Ross, Lark Hill Primary School
