Improving the achievement and progress of children with SEND
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Authors
Jacklin, Tony
Issue Date
2010
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to promote Quality First Teaching and personalised learning, set high expectations and aspirations, tailor learning and teaching to the needs of pupils, and focus on Assessment for Learning and pupil tracking.
Aims: The main aim of this development work was to promote Quality First Teaching and personalised learning, set high expectations and aspirations, tailor learning and teaching to the needs of the pupils, and focus on Assessment for Learning and pupil tracking.
Methods: The participants in this development work are middle leaders, subject leaders, teachers, external agency, and a Local Authority Achievement for All project leader. Methods used include observation, coaching, peer coaching, structured conversations, periodic teacher assessment, pupil consultation data, pupils' work, and test results.
Findings: The main findings are that the project has had a major impact on Quality First Teaching, with pupils becoming more confident and resilient learners, and teachers becoming more confident in their use of Assessment for Learning and inclusive learning and teaching strategies.
Implications: The findings suggest that coaching can be an effective way to improve Quality First Teaching, increase pupil confidence and motivation, and narrow the attainment gap between SEND pupils and Age Related Expectation. It also shows that peer coaching can be used as a collaborative CPD model.
Aims: The main aim of this development work was to promote Quality First Teaching and personalised learning, set high expectations and aspirations, tailor learning and teaching to the needs of the pupils, and focus on Assessment for Learning and pupil tracking.
Methods: The participants in this development work are middle leaders, subject leaders, teachers, external agency, and a Local Authority Achievement for All project leader. Methods used include observation, coaching, peer coaching, structured conversations, periodic teacher assessment, pupil consultation data, pupils' work, and test results.
Findings: The main findings are that the project has had a major impact on Quality First Teaching, with pupils becoming more confident and resilient learners, and teachers becoming more confident in their use of Assessment for Learning and inclusive learning and teaching strategies.
Implications: The findings suggest that coaching can be an effective way to improve Quality First Teaching, increase pupil confidence and motivation, and narrow the attainment gap between SEND pupils and Age Related Expectation. It also shows that peer coaching can be used as a collaborative CPD model.
Description
Keywords (free text)
Primary education , Mathematics