‘Assess’, ‘Plan’, ‘Do’, ‘Review’ Works For SEND Learners – So Why Not Try It For SEND CPD?
We use a graduated approach when addressing learners’ needs, writes Michael Surr – so why not try doing the same with your SEND-related staff CPD?
- by Teachwire
We know that effective CPD for teachers is essential if we’re to improve outcomes for children and young people. I’d argue that this is especially true where children and young people with SEND are concerned.
The Children and Families Act 2014 and subsequent SEND code of practice both emphasise the role that high-quality teaching plays in meeting the needs of learners with SEND.
Despite this, however, NQTs can leave initial teacher education feeling ill-equipped to meet the needs of this group.
In a research report published by the DfE earlier this year, ‘SEN Support: a survey of schools and colleges’tinyurl.com/dfe-SEN-17, it’s stated that a third of teachers don’t see the identification of SEND as their responsibility.
In addition, following publication of the Making a Statement (MAST) Study and subsequent Special Educational Needs in Secondary Education (SENSE) study earlier this year, it would appear that support staff are still large responsible for in-class support.
The DfE’s Teachers’ Standards make clear that teachers have responsibility for all learners, and that they must be able to adapt their teaching in order to be able to respond to the strengths and needs of those learners by using a range of approaches.
It would therefore seem to make sense for CPD to be focused on classroom practice.
A study carried out by McKinsey in 2007, ‘How the world’s best performing school systems come out on top’, attempted to identify why some systems succeeded and others didn’t.
They discovered that those which were successful “Maintained a strong focus on improving instruction, because of its direct impact on student achievement.”
SENCos, in collaboration with the SLT, have a pivotal role to play in the planning, development and implementation of effective CPD – and it’s vital to take a strategic approach to this in order to maximise effectiveness.
The graduated approach of ‘assess, plan, do and review’ is the cycle used for addressing the needs of learners with SEND, but it can also be a useful approach to take where staff CPD is concerned.
Assess
In the context of CPD, we should begin by identifying what the evidence is telling us about the development needs in our setting.
We can do this by asking questions such as ‘How well are learners with SEND achieving in my setting?’ and ‘How does this compare to learners without SEND?’, and using data that’s both quantitative (eg school tracking) and formative (eg observations, work scrutinies) to answer them.
The next step is to then look at those needs and prioritise them, taking into account the wider School Improvement Plan (SIP). It may be that the SIP doesn’t specifically mention SEND, but it’s highly likely that links can still be made to it.
If, for example, the SIP references a development need in maths, consider what the implications for learners with SEND are. Linking to the SIP will help to ensure the ‘buy in’ of not only staff, but SLT too.
Finally in this stage, outcomes and success criteria for the resulting program of CPD need to be formulated.
Plan
At this stage it’s worth considering the needs of individual staff, which is important for several reasons. Firstly, it’s unlikely that all staff will need the same input. Where possible, you should therefore try to utilise a program of CPD that’s flexible enough to be tailored to different needs.
Secondly, as well as development needs there will be areas of strength that can be used to encourage collaboration through coaching and mentoring – particularly where staff have the skill-set needed to be able to provide the necessary CPD themselves.
Thirdly, by grouping staff according to need, you’ll make the most efficient use of time and resources.
Most, if not all schools will have links with other settings, regardless of whether or not they’re part of a multi-academy trust.
It’s worth exploring if CPD needs can be addressed across settings. Beyond having the potential to save money, linking staff together from different settings can also offer a learning opportunity in its own right.
The final step in planning is to decide on the programme of CPD that will address the areas of priority and identified outcomes. One example of an effective program that focuses on developing teaching is nasen’s ‘Focus on SEND’ training (see sidebar).
Do
While this is probably the most straightforward aspect of the ‘assess, plan, do and review’ cycle, it’s important to consider the best approach to ensuring that the CPD stays on track.
One possibility is to include the program in the performance management cycle.
Chapter 6.4 of the SEND code of practice states that, “The quality of teaching for pupils with SEN, and the progress made by pupils, should be a core part of the school’s performance management arrangements and its approach to professional development for all teaching and support staff.”
This will not only help the SENCo, but also provide a safeguard for teachers too.
Review
It’s at this point that a final review of the impact of the CPD should take place. In order to make a judgement, the agreed outcomes should be referred to and relevant information used to identify if they’ve been met. As with the ‘assess’ stage, both summative and formative information will be useful here.
As well as identifying whether or not the outcomes have been achieved, it’s also useful to consider how delivery of the CPD went, as there could be useful learning here for subsequent programs.
Were there particular barriers to delivery of the program? Was the planned timescale realistic? Which staff worked well together? Can the learning be shared with others?
By adopting a strategic approach to CPD for SEND, we will not only ensure that needs are being met effectively – thus having a positive impact on children and young people – but also raise the status of SEND by modelling a process that can be used across other areas of the school.
‘Focus on send’ training
Based on the principles of what’s effective for teacher learning, nasen’s Focus on SEND training is a free online course aimed at mainstream education professionals working with children and young people from 0 to 25.
Comprising six modules in total, the first five cover ‘High Quality Practice’, ‘Participation and Engagement’, ‘Identifying Needs’, ‘Outcomes’ and ‘Meeting Needs’. The sixth module leads learners through a ‘research in practice’ activity in an area of specific interest.
Being online, the course is available and accessible anytime and from anywhere. It can also be used flexibly in order to suit the needs of the setting.
Some schools, for example, have split the nine hours of content to enable them to work through the course over the period of a year. It’s also very practical in nature, involving minimal time spent at the computer.
To find out more, visit oln.nasen.org.uk.
Michael Surr is education development officer at nasen and a former SENCo and deputy headteacher
