‘It’s the little details that are vital. Little things make big things happen.’
John Wooden
It’s almost a relief for those that have ‘SENCo’ or
‘Inclusion’ in their job title to see that there is a current focus on this
area of education and more importantly, those children and young people who
fall under this umbrella. The confused faces and annoyance by those that have
finally sat up and paid attention to what happens in education towards pupils
with SEND is almost comforting.
But, I have repeatedly promised myself (and others!) that I
will not moan and get annoyed about the current landscape we are working in,
and I’m very aware that this wave of interest will not last forever, so if
those of us have anything possibly useful to offer by sharing and supporting or offering reflective questions...we're here!
Attending the roundtable discussions in collaboration with
CST and Ambition was really insightful and it confirmed the idea that we have
some really good stuff going on and also highlighted areas that just haven’t been talked
about or explored in enough depth. The resulting 5 principles of inclusion
paper, (found here) so carefully and considerately put together by Tom and Ben was such a
push forward to add clarity and opportunities for reflection that are so
needed.
Conversations with my colleagues and those whom I work in schools with (both through my own trust and outreach work) are now raising and asking questions around the following areas:
- How can we do this better?
- What can we actually ‘do’ differently/more effectively?
- When does inclusion ‘by all means’ risk being a form of exclusion?
- We feel we are getting interventions right, but children are still struggling, what can we do?
I feel that potentially, we may be doing things the wrong
way around. There has been such a (rightful) focus on meeting individual needs
of pupils, that we have forgot that these pupils are part of a bigger picture
and system of school, trusts, and alternative
establishments.
The narrow, specific and precise lens on pupils’ provision is vital.
Getting provision, intervention, support, scaffolding (adaptations) and
curriculum 'right' is key to success. Alongside decent relationships and high
expectations, you are potentially on the road to success.
However, retracting the focus to the wider picture, you
suddenly see a much bigger job on your hands. This is where school and trust
leaders, working alongside SENCos becomes an incredibly powerful and
transformative need within the system.
For example:
Pupil A has sensory, communication and interaction
difficulties.
They struggle with transition around the building and
unstructured times. They find social interaction challenging and Initiating
work alongside peers is challenging due to distractions and high anxiety.
The school have recognised these difficulties, and the pupil
has a clear timetable, breakout space with support around regulation, adult
support to encourage starting written work, clear now/next boards and key
peers who also support and use appropriate language structures to reduce
anxiety around interactions.
This all sounds pretty good.
Clear strategies, used
consistently, with adults and peers on board to ensure this will support the
pupil to have successful days.
Now consider the wider lens of the whole school:
- Unstructured times (break/lunch/before and after school) works (or appears to work) for the majority of children. It’s loud and busy with many activities planned on the day by groups of children, but pupils generally mix well, and incidents are dealt with swiftly and appropriately by adults.
- There are limited spaces for smaller groups to go or quieter areas in the inside and outside of the building.
- General changes to staffing/available classrooms are well communicated to staff but not students.
- There is a very small number of pupils with communication and interaction difficulties, so this is reflected with a small number of peers having strategies to support and model language.
- Movement around the building depends on the class/time/teacher.
Now, I’m not going to be an advocate for a specific approach
to this, but the wider lens and environment that surround pupils with SEND is
as important as the precise lens of personalised provision.
It’s like wrapping a pupil in cotton wool and then placing
them next to an open fire.
Pupil A sometimes joins class from break heightened and
dysregulated. The adults support this pupil with emotional regulation, they
access the safe space, on occasion they miss the input of the lesson, the peers
that would normally offer a level of familiarity or friendship are working with
others, they feel again and again that they are different, they can’t keep up
and worst-case scenario, they don’t belong.
So what?
This is where the real moral purpose and reflective leadership needs to kick in. The ability to step back from your school or educational establishment and look at the big picture of the fundamentals and ask ‘If this is good for the many, what about the few?’ a very powerful action is to step into the shoes of your most complex children and take a (metaphorical and literal!) walk around the school, experience the curriculum and the access to the community for them. This is also an opportunity to see if you have a consistent understanding of what successful provision looks like.
In order to support this across our trust of schools, I put
together a narrative of reflective questions, scenarios and approaches that add
both consistency and opportunities for SENCos and School leaders to work
shoulder to shoulder in a pursuit for improvement.
Fundamentals of SEND identification
The identification and
assessment of pupils with SEND is an essential process in schools. It is
important to identify pupils with SEND to ensure they receive the appropriate
support they need to achieve their full potential.
- As individual establishments
- At how we can align and support consistency
- How we can provide opportunities to share strong practice
- How we can get it right for our most vulnerable learners
The fundamentals
Driven by the school and Trust values and vision, we know that getting the basics right and putting the fundamentals in place well, is beneficial to all children but particularly those that we have concerns around academically, socially, and emotionally.
Our key fundamentals are the
bedrock of strong SEND and Inclusive practice. Research and ‘on the ground
experience’ has been gathered to inform the next stage of our implementation and the following sections are the beginning of our approach to inclusion and SEND identification.
BEHAVIOUR | CURRICULUM | ATTENDANCE |ASSESSMENT|COMMUNICATION
- Is the behaviour
and curriculum strong and consistent? How does it lend itself to include
all children?
- Are we confident
that the fundamentals are in place to ensure all children can flourish and
make progress?
- Are we doing enough to ensure attendance and participation of
pupils remains a priority? How do we incentivise coming to school?
- Does everyone in our trust understand their role in being a
champion for children?
- Are
we celebrating achievement, reinforcing it and articulating this success
widely?
- Do we have a
collective understanding of the words ‘Assess’ and ‘Assessment’.
- How we move from
the wider lens of Trust strategy towards a narrower lens with a sharp
focus on individual pupils needs on the ground ?
Behaviour
- Do all children
and staff have a robust [understanding of
the expectations, routines, transition, and ‘pinch points’ to create a
safe environment within the school?
- Can adults and
staff articulate the reasons for the expectations, routines and transition
approaches? (Why do we do this, in this way?)
- Does the school’s
behaviour policy ensure that routines for transition, unstructured time
and in-class learning strategies support all pupils?
What evidence do you have to support this?
- Does the school environment ensure low arousal and avoid sensory spiking? Is everyone on board and aware of the expectations? Does everyone have the knowledge and CPD to know why this is important?
Point of reflection:
Low behaviour expectations,
inconsistencies, and an over reliance on verbal evidence from staff without
deeper assessment or observations from SENCos and the ‘leap to label’ can
often result in overidentification and high numbers of pupils on the SEN
register needlessly. Labelling children
can often mean that adults are looking to ‘fit a description’ or overlook
behaviours and difficulties that don’t fit a specific description of need. Likewise, anecdotal evidence and informal discussions can often delay support for pupils, if the systems are not in place to consistently and robustly evidence gather.
Curriculum
The curriculum provides a framework for teachers and other professionals to assess and evaluate students' learning needs. It is through this assessment and evaluation that a student may be identified with SEND.
Schools use the curriculum to understand student’s attainment and progress in different subject areas.
If a pupil is struggling to
meet the standards expected within the curriculum, it may indicate a learning
difficulty or SEND but this is not always the case.
- Is the curriculum taught well enough by all staff?
- Do some subjects offer a better experience?
- Does there need to be more support for key teachers or support staff
- What approaches do you use to ensure all children can access the curriculum?
- How do you monitor and evidence this?
- What subject specific scaffolding, adaptations and approaches do you use? (E.G. Maths Manipulatives, Music using adaptive instruments, P.E using specialist equipment)
- How do subject leaders use their outcomes to plan next steps for pupils with SEND?
- How do you know as SLT that your curriculum is meeting need?
Attendance
- Are pupils in
school the majority of the time?
- Are staff demonstrating
authentic kindness and warmth seeing their pupils attending school?
(Remember in primary, it’s not often the fault of the child!)
- Are there
significant issues with attendance, punctuality, or persistent absence?
- Are there trends
in specific groups of pupils?
- What actions are
the school taking beyond the Office and FLO roles? (SLT, Teachers, Support
staff)
- Does everyone
know who the ‘harder to reach’ families are?
Reflection point on
persistently absent children:
Is this the result of a SEND and/or learning need or is this the reason concerns have been raised?
It is important that all outcomes are considered, they could be linked, but equally it would be useful to look at attainment and achievement once the child is back in school, gain feedback from teachers to inform decision making.
Example of action in practice: The Trust Attendance Officer
continues to ensure that we raise the profile and importance of attendance
whilst supporting workload (particularly in our small schools) this has worked
incredibly well and developed relationships with some of our harder to reach
families and ensured there is a ‘buffer zone’ to maintain the positive
relationships. The attendance officer forms a protect barrier for both schools
and families. Which we believe is part of the trust role.
Culture
A school that follows an inclusive culture
recognises the fact that SEND is a natural part of diversity. They endeavour to
see children as ‘part of the whole’, not ‘separate and different to’ the
community that they belong to:
- Our teachers and staff are trained to identify SEND by understanding the signs, symptoms, and common challenges that students with SEND may face and we do this through our CPD offer, having skillful SEN coordinators in all schools and establishing SEN Team meetings, in which we focus on specific SEN training to cascade in schools.
- OCMAT’s
‘Leadership Principles’ document is based on our values of communication,
compassion, and collaboration. We shared this will all school leaders and
SENCos to ensure there was a collective agreement around our approaches
to inclusion, particularly identification of SEND. This turns the
conversation between schools and the Trust from ‘We can’t meet need’ to
‘How do we meet need and what do we do to make this work?’ Our two larger schools with long
standing leaders continue to model this level of commitment and
understanding of the leadership principles.
Questions to consider:
- How can you tell what kind of culture you have in the school/s and how do you know?
- How is the desired culture explicitly nurtured?
- How do you challenge beliefs, attitudes and behaviours that sit outside your own leadership principles?
Assessments, baselines, and identification
Inclusive schools recognise that some pupils may require additional support to achieve academic and social progress. Therefore, they are proactive in monitoring students' progress through regular assessments and reviews, which help identify students who may need additional support.
Moving towards 2 different
approaches if a child joins the school:
What happens when a child joins your setting in Reception?
Core expectations:
Speech/language link on
arrival
NELI (if available)
Reception baseline
SDQ
Early interventions are
reliant on picking up on issues and difficulties as early as possible. EYFS
baselines are useful as indicators. We also use speech/Language link for pupils on
entry, to ensure that interventions such as NELI or referrals to Speech and
Language therapists can be made.
What happens when a child joins your setting in-year?
Transitional information
Age-appropriate assessment
Statutory assessment
Boxhall profiles or SDQ
Regular assessments are carried out throughout the school year to identify any SEND. This could include using screening tools and checklists, analysing academic performance, and monitoring behaviour patterns. We use a Trust wide assessment calendar to align our dates and data input – This makes it easier to pick up trends and areas for development.
Thorough discussion and agreement:
SENCo evidence gathering includes all or some of the following:
- Pupil voice
- Parent/carer
meeting
- Pupil progress
meetings (round table discussions)
- Ongoing
assessments
- Snapshot
observations
- Different time,
different place observation/assessment
- 360 info
gathering
- Structured and
unstructured times
- Different types
of teaching approaches
- Joint observations to reflect and talk through what they are seeing (with members of staff or staff within the trust, i.e. Another SENCo, SLT, central team member or colleague)
Understanding the child in a
wider context before putting the child under the lens in isolation is vital to
ensure identification is as accurate as it can be.
Mainstream Core Standards (MSCS)
Our settings use a checklist and guidance to reflect the work the teachers and support staff have already put in place. This comes from the KELSI mainstream core standards document, which covers the 5 main areas of need. (Found here )
We believe this ensures that support and strategies can be in place before seeking further support and advice. This
also ensures that all available resources and observations can take place
alongside Quality First Teaching in order to gather evidence, and change approaches to see impact before specialist pathways.
Communication
Schools are
complicated and tricky places for effective communication, whatever type of setting you are in, and
particularly in a MAT structure with multiple layers of people and responsibilities.
What we often find is the person
with the most influence and impact on pupils are the last to be communicated
with, but often the first to raise concerns over children who may need further support .
E.G. Parents/Carers, SENCos, outside agencies may hold meetings with in
depth discussions around past history, current needs, future issues without the
presence of the teacher or supporting adult. Therefore, some behaviours or
support strategies are overlooked or not clearly followed up in the classroom
due to lack of information.
The child at the centre of the
communication structure should always be the priority .
This does not mean everyone talk directly to the child but ensures a
decision is made around which information is vital for who, and what information
needs to be shared to all parties. Considering the model below, the sheer number
of people that could potentially be involved in decision making is far away
from the 2-3 way communication models we are usually presented with.
This isn’t just about looking at
the structures that don’t work, but also when they are successful.
When it goes
well, we know that:
- CYP voice is heard, reflected on, supported. They feel heard and seen as complete humans with the ability to have control over their path.
- Teachers: Regular communication and collaboration with teachers is vital. Teachers are often the first to notice any learning difficulties or disabilities, so it is important that SENCOs work with teachers to identify pupils who may need additional support. Some schools use ‘SEN Clinics’, which are weekly/fortnightly drop-in sessions for teachers and support staff to discuss pupils and in our smaller schools these take place in pupil progress meetings which happen every short term.
- Consistent priority: Having a standing agenda item during staff meetings is also a powerful approach. Small and regular concerns can often build a picture, so these opportunities to talk are vital.
- Parents/Carers: SENCOs should involve parents in the identification process, as they can provide additional insights into their child's development and provide information about their personal circumstances that may impact their education. Parents/Carers must be reassured that concerns about having a child with SEND does not necessarily mean they do have a SEN, which is why the language we use in discussion is not labelling with a term (Autistic, Dyslexic, ADHD etc) this is particularly important for teachers and support staff, who will normally have more contact with parents/Carers. This is to ensure that we are not ‘looking’ for behaviours to fit a need type, or overlooking others which could better reflect the child’s profile and needs. SEN Registers talk in umbrella terms of need unless the child has a formal diagnosis.
- A flow chart for
parents/carers ensures the process is clear and not a one-way street. It explains the identification process
clearly. This is a process to
understand the need and identify the right support and intervention is in
place. The EHCP is not an end goal in most circumstances. By being
transparent we are building trust with our families.
KEY CONSIDERATIONS
- SENCOs should be mindful of the potential challenges and barriers that may prevent pupils from accessing support, such as language barriers, cultural differences, and social stigmas surrounding SEND
- SENCOs and Leaders should also ensure that the identification process is fair and unbiased for all pupils, and that they consider the impact of any known conditions that may complicate the identification process.
- It is important to remember that behaviours children present are not always the direct result of a Special Need. E.G A child showing highly disruptive behaviours, could be due to an underlying Speech and Language need, trauma response or auditory processing disorder, but could also be something completely different (e.g., safeguarding issues, bullying, ACE, trauma, life disruptions, puberty) This is why observations and triangulation of evidence is so vital.
- There may be a need to refer pupils to external agencies, such as educational psychologists or speech and language therapists for further assessments and support.
Underpinning
The identification of pupils with SEND is a complex process that requires careful consideration and collaboration between leaders, teachers, support staff, families, and healthcare professionals. SENCOs play a vital role in this process, ensuring that all pupils receive the support they need to achieve their full potential.
Getting 'the big' stuff right at whole school level will support pupils with SEND at an individual level too. School leaders working alongside SENCos and inclusion leads will ultimately ensure that both the wide and narrow lens are questioned critically and acted on.
Our job as Trust and School leaders is to provide strategies, opportunities for planned collaboration, raise confidence of all practitioners and to share good practice wherever possible by joining up thinking, actions and reflections for the betterment of all children and their families.
