Mastery in Mainstream schools

SEND children: Principles

& practices

29th September 2017

Emma Patman

Twitter: @epatman

emma.patman@ncetm.org.uk

Let’s look at some maths!

From www.nrich.org.uk

KS1 Task

Discuss:

How would you modify

the activity for it for a

child you know

with SEND?

Defining SEND..

• Impossible to define all children and all

of their needs.

SEN Code of Practice 2014

(updated 2015)

6.12 All pupils should have access to a broad and balanced curriculum. The

National Curriculum Inclusion Statement states that teachers should set

high expectations for every pupil, whatever their prior attainment.

Teachers should use appropriate assessment to set targets which are

deliberately ambitious. Potential areas of difficulty should be identified

and addressed at the outset. Lessons should be planned to address

potential areas of difficulty and to remove barriers to pupil achievement.

In many cases, such planning will mean that pupils with SEN and

disabilities will be able to study the full national curriculum

A pupil has SEN where their learning difficulty or

disability calls for special educational provision,

namely provision different from or additional to that

normally available to pupils of the same age. Making

higher quality teaching normally available to the whole

class is likely to mean that fewer pupils will require

such support. Such improvements in whole-class

provision tend to be more cost effective and

sustainable.

6.36 Teachers are responsible and accountable for the progress and

development of the pupils in their class, including where pupils access

support from teaching assistants or specialist staff.

6.37 High quality teaching, differentiated for individual pupils, is the first

step in responding to pupils who have or may have SEN. Additional

intervention and support cannot compensate for a lack of good

quality teaching. Schools should regularly and carefully review the

quality of teaching for all pupils, including those at risk of

underachievement. This includes reviewing and, where necessary,

improving, teachers’ understanding of strategies to identify and support

vulnerable pupils and their knowledge of the SEN most frequently

encountered.

3 types of mathematical knowledge

Factual – I know that…..

Procedural – I know how

Conceptual – I know why.. and I know

these are related so I can use this……

Factual knowledge

• Requires memory skills

• The automatic retrieval of basic maths

facts is important to solving

mathematical problems

• If facts cannot be recalled, this requires

an extra level of calculation in more

complex problems

Can you share some good examples of

how we can overcome this when working

with children who have difficulty with this?

Procedural knowledge

• Some argue that when we learn a

method, we don’t need to understand

• But if depth and application are to be

achieved, at any level, we need a

balance of procedural and conceptual

knowledge

• Can you share some good examples of how

we can overcome this when working with

children who have difficulty with this?

Conceptual knowledge

• Often the most difficult to acquire

because it involves building on other

concepts

• Lack of conceptual understanding leads

to misconceptions and being unable to

apply in other situations

• Can you share some good examples of

how we can overcome this when

working with children who have difficulty

with this?

Pause for thought …

Discuss!

With thanks to Jane Jones HMI

Which of these additions is likely to cause some children the most cognitive

Overload?

• Number Facts

• Table Facts

• Making Connections

• Procedural

• Conceptual

• Making Connections

• Chains of Reasoning

• Making Connections

• Access

• Pattern

• Making Connections

Representation

& Structure

Mathematical Thinking

FluencyVariation

Coherence

Teaching for Mastery: The 5 Big Ideas

Small steps are easier to take

Your professional judgement

• High expectations for all

• What are you doing to help children

keep up with their peers?

• How can you remove barriers to

learning?

• What mindsets might need shifting?

A possible model……

• All learners begin lesson together

• Children work in pairs or small groups

with children who are more / less

confident

• Children who need it are provided with

scaffolds

• Teaching assistant more general role

• Adults decide IF/ WHEN a child needs

to move to more personalised learning

Intervention

• If intervention is needed, ideally it would

be with the teacher

• Could be pre-teaching

• Could be within the lesson / practice

time with another adult supervising the

rest of the children

• Could be after the lesson – as soon as

possible and should be the same day

Case studies from schools

Are gaps in knowledge

because of SEN or another

reason?

SEN does not always

mean lower attaining

The Role of Teaching Assistants

Pupil progress shouldn’t be confused

with curriculum pace: good progress

in mathematics is not about moving

on quickly

Vanessa Pittard , May 2017

Benefits • True inclusion

• No pre-conceptions of how they will

respond

• Higher self esteem

• Two way respect & role models

• Learning from each other

• Small steps beneficial

• Repetition helpful

• Time to practice, deepen

1. We ALL start the journey

TOGETHER

2. Some children will need a little additional

support along the way

3. Some children, who feel confident, will be let loose. They’ll be able to

explore deeper into the woods, before returning to the group to

continue on with the journey.

4. Children will not be racing off

ahead on a different journey.

5. Children will not be left behind alone and isolated.

Maths

Hunt

Please remember……