Non-Routine Admissions: Accelerating Vulnerable Pupils Towards Age-Related Expectation Through AfL
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Authors
Green, Alison
Martin, Jean
Issue Date
2010
Educational Level
ISCED Level 0 Early childhood education
ISCED Level 1 Primary education
ISCED Level 1 Primary education
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to provide a personalised programme for each child entering school via non-routine admission, allowing them to rapidly establish social relationships and overcome barriers, and maximize learning and progress towards age-related expectations.
Aims: The main aim is to provide a personalised package of support to rapidly accelerate pupils entering school via non-routine admission into mainstream provision, allowing them to maximise learning and progress towards age-related expectations.
Methods: The participants include school support staff, senior leadership team, teachers, external agency, middle leader, subject leader, and LA lead officers. They work together to provide personalised support for pupils entering school via non-routine admission. Methods used to impact pupil learning included initial assessment for learning, acceleration into mainstream learning environment, personalised learning plans, and collaboration with external agencies. Support was provided through a team around the child approach, personalisation of context, curriculum, and pedagogy, and high expectations.
Findings: The main findings are that providing a personalised package of support for pupils entering school via non-routine admission can lead to rapid progress and improved engagement in the learning context. This includes initial assessment for learning, acceleration into mainstream learning environment, and support from a team around the child.
Implications: The findings suggest that providing a personalised package of support, including careful choice of teacher, class group and learning set, can help pupils entering school via non-routine admission to rapidly establish social relationships and overcome specific barriers, allowing them to maximise learning and facilitate progress towards age-related expectations.
Aims: The main aim is to provide a personalised package of support to rapidly accelerate pupils entering school via non-routine admission into mainstream provision, allowing them to maximise learning and progress towards age-related expectations.
Methods: The participants include school support staff, senior leadership team, teachers, external agency, middle leader, subject leader, and LA lead officers. They work together to provide personalised support for pupils entering school via non-routine admission. Methods used to impact pupil learning included initial assessment for learning, acceleration into mainstream learning environment, personalised learning plans, and collaboration with external agencies. Support was provided through a team around the child approach, personalisation of context, curriculum, and pedagogy, and high expectations.
Findings: The main findings are that providing a personalised package of support for pupils entering school via non-routine admission can lead to rapid progress and improved engagement in the learning context. This includes initial assessment for learning, acceleration into mainstream learning environment, and support from a team around the child.
Implications: The findings suggest that providing a personalised package of support, including careful choice of teacher, class group and learning set, can help pupils entering school via non-routine admission to rapidly establish social relationships and overcome specific barriers, allowing them to maximise learning and facilitate progress towards age-related expectations.
Description
Keywords (free text)
Nursery education , Primary education , English - reading , English - speaking and listening , English - writing , Mathematics , PSHE