This week, our whole staff CPD session was led by our amazing SEN Team, who were delivering on how to best support our pupils and use LSAs effectively. The topics they presented on were the following:
- Reflect on our teaching
- Question our practice
- Focus our thoughts
- Use our voices
I was inspired to work in Education because…
As a starting point, and to make the staff really reflect on their role as a teacher, Paula had everyone think back to the main reason they wanted to work in Education.
The responses varied and were highly emotive:
“to help children love learning”
“to give children a better Education than I received as a child”
“people told me I was born to care and create opportunities for children”
“to teach the subject I love and inspire children to love my subject”
Supporting students’ learning and development
- Who does this?
- How do we do this?
What Support Type should you be using? (U), (T) & (S)
- Universal support : that’s what teachers are asked to do every day. Meet the needs of all
- learners –Quality First Teaching
- Targeted support : this is support that is specific to meet a particular pupil’s or group of pupils, needs that can typically be advised by your SENCo
- Specialist support: support that is delivered through a specialist intervention, typically from external agencies
What do we really mean by Quality First Teaching?= Universal
- Highly focused lessons designed with sharp objectives.
- High demands of pupil involvement and engagement.
- High levels of interaction for all pupils.
- Appropriate use of teacher questioning.
- Emphasis on learning through dialogue – pupils talking for themselves and in groups.
- Expectation that pupils take responsibility for their own learning and work independently.
- Regular use of “good praise” to motivate and engage.
- Effective use of the additional adult
How to successfully work with your LSA
Clear specific role in the lesson & Behaviour management strategy:
Our LSAs have kindly given us their expertise on what works for them and most importantly the students.
- “Introduce us to the class at the beginning of term
- Detailed lesson plans – maximising the opportunity for progress
- Let me know how you would like me to handle behaviour”
The best lessons are collaborative:
“Teacher to touch base with our students-Before, during and after.”
Check in on the student’s progress that you have asked us to work with.
It is IMPERATIVE that LSAs and Teachers collaborate BEFORE a lesson. Plan ahead for the week or every couple of lessons. For support to work and be EFFECTIVE teachers must discuss the learning direction and requirements before the lesson has begun. ( not a quick run down whilst books are being given out!)
Believe it or not, we are not experts – give us a clue!
We don’t usually speak multiple languages, but, if you are really lucky we might be able to speak one or two. However, we require support and direction on how you would like us to proceed with an EAL learner within your subject. it is important to realise that EAL is NOT an SEN need. It requires a separate layer of support. Some schools will be lucky to have EAL support embedded in their support plans, others will rely on collaboration and team work from the teacher and the LSA.
Staff on task: in groups, staff were asked to sort which strategies they believed best fit into the following categories:
Staff pledge- I will…
- Choose a strategy today that will help a learner/ group of learners tomorrow.
- Use the SEND book to reflect regularly on how to improve the learning of my pupils.
- Continue to question my practice as an educationalist.
Paula and her team have created a wonderful document, filled with an abundance of strategies to improve your teaching and collaboration with your LSAs. Please read and stick to your pledge!