Quality Interactions: Improving Pupil Independence and Outcomes Through Practitioner-Pupil

SENCO Bulletin – 10 March 2014

Quality interactions: improving pupil independence and outcomes through practitioner-pupil talk

We are proud of our INSET programme and the evaluations are usually very positive both in terms of quantitative and qualitative feedback. However, we are always curious about the long-term impact of our training and we decided to follow this particular course through with the delegates (actually it was their idea as they were so keen to see what everyone else got up to!).

During the autumn term, we asked Paula Bosanquet (University of East London) to run a two day conference for primary and secondary SENCOs to address concerns raised in the DISS report about the quality of interactions between pupils and Teaching Assistants. The conference covered key learning theories with particular emphasis on Vygotsky’s notion of the Zone of Proximal Development (ZPD) and the use of scaffolding to promote independent learning. Just over 30 SENCOs attended and their feedback about the course demonstrated how useful and inspiring they had found Paula’s ideas and recommendations. The room was buzzing with ideas and people appeared to be highly motivated to go back to school and try out some new strategies.

We arranged a meeting on 25th February (approximately 4 months after the conference) and had a ‘show and tell’ session. We were really impressed with the innovative work going on and the positive impact on outcomes for the pupils as well as on the practice of TAs.

The SENCOs shared some examples of the changes made to practice as a result of attending the conference:

• One school designed a scaffolding sheet and used it as an observation schedule. The SENCO delivered two training sessions to TAs and teachers. The PMR process was used as a vehicle for embedding practice and observations of TAs were carried out. The SENCO noticed a definite shift in practice when observing TAs after they had received the training and much less correcting was being done. The SENCO was aware that this was a ‘culture shift’ for parents who are accustomed to the 1:1 type model of TA support. The SENCO anticipated that there may be some concerns raised and is currently designing a Parent leaflet to explain how scaffolding is going to be used. As a result of the change in TA practice, one particular child is working much more independently. We had a discussion around how this type of ‘progress’ could be measured and thought that it might be an idea to look at the P Scales for Personal and Social Development and, in particular, the Independent Skills section. We agreed that this would have to be more detailed but acknowledged that it could be a really useful starting point for developing a consistent monitoring framework
• Another school had arranged 6 training sessions with TAs and these were focused on practical tasks to support the development of their scaffolding skills. The impact on practice is being evaluated by using a tally sheet to record how many times correcting is used. The SENCO has been doing some observations to monitor the quality of scaffolding and has noticed that the number of corrections is beginning to decrease. In consultation with SLT, more training is planned for the summer and effective scaffolding is a PMR focus for the entire TA team. During lessons, TAs have a bullet pointed list to work through to record where child gets really stuck or finds things easy.
• One SENCO decided to use this opportunity to challenge practice around how TAs are deployed in her school. She asked the TAs to stick post-it notes on the teacher planning to begin to gather information on how their time was being used She also asked the TAs to record how they were using their time during the day. There was lots of opposition at first from support staff. However, the outcome has been that different ways of working with children during the lessons has been observed – sometimes TAs work with the brighter children now! This is the foundation for the next step of introducing the scaffolding strategies for all groups of children.
• Observation of TAs is already established as part of practice in another school and the SENCO used the ‘what to do to be outstanding’ OFSTED materials and spotted lots of closed questioning. She designed training sessions with TAs and covered learning theory, different kinds of questions and the scaffolding triangle. The scaffolding triangle sheet was used for the TAs to record examples of prompting, modelling, etc. throughout the day. In a recent inspection visit, OFSTED remarked on TA use of questioning! A coffee morning was arranged for parents of children with SEN to explain the new approach.
• TAs were asked to video themselves for 10 mins using the scaffolding triangle as prompt and were then offered 1-1 sessions to meet with the SENCO. The TAs were asked to look at the video before seeing SENCO and, when this happened, it was very powerful as the TA had an opportunity for reflection before the meeting. Some did not want to watch themselves before the discussion with the SENCO and this was less successful. Based on the outcomes of these 1:1 meetings, a further staff training session has been organised.
• Another SENCO said that, in her school, it has always been a concern that teaching assistants do not have the same access to staff development that the teachers have through the staff meeting agenda. In the summer term all teachers and teaching assistants received training in the ReadWrite/Inc programme and the dual nature of this has created a shared understanding that the SENCO wished to see replicated through other training. So they have begun fortnightly master classes for teachers and teaching assistants - all having access to the same professional development . At the same time they have started dialogue planning and all teaching assistants and teachers hand in their evaluations at the end of the week. The SENCO then reads them all and asks any questions about pupil progress that she might have. Similarly they can ask any questions. Any common areas are identified and become the subject of the masterclasses. At the end of the 30minute masterclass, TAs and Teachers leave having set themselves a target for the next two weeks and plan in their opportunities to work towards that target or evidence that they are making progress towards it. The work that Paula has been doing is central to these kind of discussions e.g. how to improve vocabulary through modelling higher level language

It is obvious from these examples, that whole school systems such as PMR can be used to embed changes in practice. SLT support is also a key requirement for initiating whole school changes. What is particularly impressive is the way in which each of these SENCOs has taken the principles from the course and adapted them to meet the particular training needs of teaching and support staff. Another interesting point is how the needs of parents have been taken into account and how to support them during times of change. Of course, we were very excited to hear how individual children have responded to this new approach and to reflect on the potential contribution it can make to the learning process.

We are hoping that these examples will persuade you to send some delegates to our TA conferences. We have booked Paula to run the morning sessions of the conferences and the Specialist Teachers will be leading the afternoon session on how to make the approach work for children with SEN.

Secondary TA Conference 13th MarchChelmsford FC

Primary TA Conference18th MarchChelmsford FC

Primary TA Conference19th MarchWeston Homes

More news about courses …

NEW COURSE

Let’s Get Supporting Behaviour Positively

1st April 2014

Chelmsford City FC

This course is designed for support staff (TAs / LSAs) new to supporting pupils in Key Stages 1 and 2 with Social, Emotional and Behavioural Difficulties (SEBD).

This is an introductory one day course focusing on the role that support staff may have through effective deployment. It will be relevant for those with a position of supporting a class, group interventions and/or individual children.

The course addresses:

• The role of effective support staff working under the guidance of the class teacher, with particular emphasis on adult communication (DISS Recommendations).
• Understanding the possible underlying causes of behaviour difficulties in the classroom.
• An awareness of social and emotional difficulties and how this may affect behaviour.
• The role of the TA / LSA in supporting children with their behaviour, with particular emphasis on the importance of relationships, positive language and observation.
• Basic principles and strategies to positively support behaviour in the classroom.

Following on from conversations at the recent round of SENCO Updates, we are re-running training to support schools in completing the Ofsted compliant SEND/AEN Provision Review (Key Stages 1-4). We have even managed to find a date that is early enough to be of use to schools in using the provision review to inform the writing of their school offer. The fee (£85) covers two places – this is definitely one for the SENCO and either the Head/Deputy or possibly assessment leader (someone who knows the wider school picture on data and action planning).

Ofsted compliant SEND/AEN Provision Review (Key Stages 1-4)

Tuesday 6th May 2014

Chelmsford City Football Club

9.30 – 12.30

This half day course is designed to support primary and secondary schools in completing a comprehensive Ofsted compliant SEND/AEN Provision Review. It is an opportunity for a member of the Senior Management Team and the SENCO to work together in order discuss key issues, evaluate outcomes and plan for the future.

The Year 1 Phonic Check and the role of the SENCO

Chelmsford City FC

20th March 2014

9:30 – 12:30

SENCOs will be provided with ideas and resources to use in school to deliver high quality CPD on using the Year 1 Phonic Check to promote reading development. The role of the TA in supporting the teacher and SENCo will be explored in line with the recommendations of the DISS report and will:

• Be equipped to fulfil their role in middle management in developing staff confidence to provide effective phonics provision based on the diagnostic use of the Year 1 Phonics Check
• Develop knowledge and understanding of the stages in reading development
• Be able to identify children who are at risk of developing reading difficulties
• Discuss the ‘in child’ barriers to learning
• Explore the characteristics of an effective learning environment including the concept of ‘preparedness’ (DISS), systematic planning, opportunities to generalise skills, consistency of implementation and effective monitoring of Wave 1 provision and Wave 3 interventions
• Be aware of the theories underpinning the Year 1 Phonics Check using the Rose Report as the main source of information
• Be able to make links with the Teachers’ Standards and the Ofsted framework

SEN Readiness Conferences

We are pleased to have been able to play a part in organising these free conferences for schools. Come along and hear about what Essex has been doing to ensure schools are well-supported and well-prepared for the changes in SEN legislation.

• Basildon Holiday Inn24th March
• Weston Homes Colchester25th March
• Chelmsford City FC28th March

For further details/booking arrangementsfor all these courses and conferences, please visit:

And finally, if you can’t come to us, then we will come to you…..

Drop-in Sessions for

Primary SENCOS and Class Teachers:

Supporting Children on School Action Plus

Facilitated by Georgina Evans, Viv Armstrong and Andrea Hanson

(Specialist Teachers for Children with Learning Difficulties and Disabilities)

Each drop-in will be facilitated by one Specialist Teacher. Please choose an appropriate venue and date and book an appointment.

Date / Times / Venue / Specialist Teacher
Friday 14th March / All day / Tany’s Dell Primary, Harlow CM20 2LS / Andrea Hanson
Thursday 20th March / All day / St John’s Fisher Catholic Primary,
Loughton IG10 2DY / Viv Armstrong
Tuesday 29th April / All day / R A Butler Infants and Juniors,
Saffron Waldon CB11 3DG / Georgina Evans

• 20 minute individual sessions
• Opportunity to discuss individual children causing concern. Parental permission must have been given.
• Please bring evidence of strategies trialled

Outcome: Fresh ideas and interventions

If further Specialist Teacher Team intervention is considered appropriate, the new Specialist Teacher referral procedure can be discussed.

To book a place, please contact the Business Support Team at Goodman House on 01279 781550 or email at

That’s definitely enough for you to be getting on with!

Best wishes, The INSET Development Team.