Achievement for All

1. Achievement for All Camden Leadership Conference

2. Achievement for All Colin Adams Secondary Strategy Manager Camden Local Authority Neil Smith SEND Strategy Manager Camden Local Authority

3. Achievement for All Laura Mclean AfA Advisor – Language and Communication Specialist Islington PCT Kathleen Mackenzie AfA Lead Teacher Haverstock School Rhona MacDonald AfA Lead Teacher Hampstead School

4. Celebrating Examples of Good Practice inAchievement for All ‘Communicating a Better Future’

5. We will be discussing.. • Communicating a Better Future: What have we been doing? • Lesson example and video clip; Hampstead • Lesson example and video clip; Haverstock

6. Communicating a better futureWhole school capacity building initiative Initially 18 month projects in 2 secondary schools working with staff across the whole school to develop their capacity and skills in effectively supporting: Students with speech, language and communication needs (SLCN) and Special Educational Needs and Disabilities (SEND) AND All students to develop their language and communication skills

7. Communicating a better futureWhole school capacity building initiative The projects are based on the evidence of the award winning ‘Listen Ear’ initiativein 3 Islington secondary schools Achievement for All will now aim to develop this model of working in all secondary schools in Camden

8. Why ‘whole school’ working? Adequate and effective spoken language and communication skills are vital to every young person’s: • Educational achievement • Ability to behave, interact and socialise effectively both in and out of school • Emotional wellbeing • Opportunities for future employment • Ability to achieve the Every Child Matters outcomes

9. Why ‘whole school’ working? Many recommendations for students with SLCN are suitable for developing all young people’s communication skills Focussing on embedding speaking and listening activities and strategies into every day teaching practice will support students with SLCN/SEND to make better progress and generalise their skills. High numbers of students with language and communication needs have not previously been identified as having SLCN. Whole school working supports all students Empowering school staff to support students with SLCN effectively and efficiently will reduce the need for highly specialised input.

10. Achievement for All Support students to generalise their learning from SEND interventions, as subject teachers encouraged to use consistent strategies and techniques Support staff to baseline speaking and listening interventions and assess progress • Supporting and developing communication of students with SEND can support achievement of wider outcomes: • Attendance • Behaviour • Positive relationships • Participation • Supporting and developing communication of students with SEND can support achievement of wider outcomes: • Attendance • Behaviour • Positive relationships • Participation • Supporting and developing communication of students with SEND can support achievement of wider outcomes: • Attendance • Behaviour • Positive relationships • Participation • Supporting and developing communication of students with SEND can support achievement of wider outcomes: • Attendance • Behaviour • Positive relationships • Participation • Supporting and developing communication of students with SEND can support achievement of wider outcomes: • Attendance • Behaviour • Positive relationships • Participation • Supporting and developing communication of students with SEND can support achievement of wider outcomes: • Attendance • Behaviour • Positive relationships • Participation Support communication between school , pupils and parents

11. Examples of Strategies promoted toSupport and Teach Listening and Learning Deliver engaging and accessible lessons for all levels of ability Use visual support Increase structured talking time for students Reduce teacher talk Explicitly teach vocabulary

12. Examples of Strategies promoted toSupport and Teach Listening and Learning Use positive ways of gaining attention Model good listening skills Use consistent rules, reminders, rewards and sanctions Explicitly teach what ‘active listening’ means Make the students aware of what & how they are learning Use consistent, clear, positive instructions

13. Enabling Quality First Inclusive Teaching Quality first teaching/Active listening and active learning strategies to be promoted and modelled to teachers throughout the school by; • Working with specific classes modelling strategies • Lesson study and coaching models • Learning walks • Observation checklists and feedback • Insets / CPD sessions

14. Video clip – Example of good practice Hampstead School Lesson = Year 7 Humanities • Number of students in the class = 26 • Number of students on the SEN register = 7 • Number of students with EAL = 16 • Number of Gifted and Talented students = 3

15. Strategies used in the lesson • Visual support • Visual schedule at the beginning of the lesson • Instructions on power point with words and pictures • Gesture and Actions for poem • Positive, clear language and explicit instructions • Modelling and promoting good listening • Reminding students of ‘listening rules’ and waiting for students to follow rules • Not talking over students • Range of positive ways to gain attention • Engaging and accessible • All student participation • Explicit discussion about what happens if students find it difficult • Specific praise for students who find task more difficult • Skills development • Active Listening and memory skills • Presentation and voice skills

16. Video clip – Example of good practice Haverstock School Lesson = Year 7 Integrated Learning Scheme • Number of students in the class = 26 (19 in session) • Number of students on the SEN register = 12 • 7 School Action • 3 School Action Plus • 2 Statements • Number of students with EAL = 20 (2 with early stage English) Jointly planned lesson and team taught

17. Strategies used in the lesson • Visual support • Visual schedule at the beginning of the lesson (with consistent symbols; the schedule format is used in all ILS lessons) • Instructions on power point with words and pictures • Gesture • Worksheet for them to complete while observing presentations • Positive, clear language and explicit instructions • Engaging and accessible • variety of activities, less teacher talk • Activities, worksheets and presentation skills explained and modelled • Personalised activity • Students worked on map to own ability (differentiated), and in reference to themselves • Skills development • Active Listening skills • Presentation skills; non verbal language

18. Hampstead video clip: lesson power point slides

19. What are we doing today?Hand on the bridge Confident performing skills KNOW the poem KNOW how to grab and keep audience’s attention

20. After that • Brain break • Spelling test: ‘ful’ words • Renaissance Medicine comprehension • Continue reading ‘Private Peaceful’

21. Hand on the bridge • Say the poem together: class and RM x 3 • RM – just the actions • Pairs – say to each other • Pairs 1 and 2 • Class 1 and 2 • Building confident performance: different voices

22. Haverstock video clip: Lesson plan Power point

23. Lesson Plan Date 12/02/10 Period 5 Teaching Group 7O Subject ILS Staff MKE Context: Pupils have been following an Integrated Learning Scheme of work focusing on developing the skills necessary for the 21st century learner. This lesson builds upon work carried out in conjunction with the Speech and Language Therapist with the intention of developing and extending active listening skills. This unit of work is entitled ‘Me and My Community’ whereby pupils will explore their place in their local community extending their geographical and historical skills of enquiry. Learning Objectives: • To be able to use presentation skills in order to talk about ‘my place’. • To reflect upon the skills developed over the course of the year. Lesson Outcomes:

24. Differentiation Strategies Plan for less able/those on SEN code of practice/EMAS students Targeted questioning use random selection method at the beginning of lesson. Images/visual schedule to support teacher exposition Less able seated next to more able to access peer support Vocabulary book to assist with acquisition of new keywords. Talk partnerships to assist with confidence in verbalizing and processing ideas before writing. Plan for more able/those on G&T register Targeted questioning building on higher order thinking skills More able students to be used to model answers or to stimulate discussion. Resources: PPT – ‘What is my place’; ‘How to show that I am actively listening’ w/s; A3 maps of ‘My Place’; Peer assessment w/s Students targeted: H, J, S, L, M Students targeted: I, K, S

26. What is my place? • In this lesson you will be learning through: • ‘Camden market’ game • 2. Listening to information • 3. Presentations of ‘my place’ • and feedback • 4. Sharing our ideas about • what we have learnt Keywords: My Place Active listening Presentation skills Objectives: To use our presentation skills to talk about ‘my place’ To reflect on the skills we have learnt

27. How to show I am actively listening

28. ‘Camden Market’ Listening and Memory Game The 1st person says: ‘I went to Camden Market and I bought a … book’ I went to Camden Market and I bought a book

29. The 2nd person says: ‘I went to Camden Market and I bought a book and … some boots’ I went to Camden Market and I bought a book and some boots

30. The 3rd person says: ‘I went to Camden Market and I bought a book, some boots and … a t-shirt I went to Camden Market and I bought a book, some boots and a t-shirt

31. Checking Understanding • If you haven’t heard what somebody said, you may need to ask them to say it again. (‘Sorry, I didn’t hear. What did you say?’) • If you can’t remember all the items that were said, you may need to ask people to repeat. • If there are too many words to remember, we can start a new list! • If someone has said a word you don’t understand, you can ask them to explain the word (‘What does that mean?’) I didn’t hear that I don’t know that word

32. How to show I am actively listening

33. Using maps to describe places

34. Presenting ‘your place’ • Good eye contact: look at the audience! • Good body language and posture • Clear speaking voice Make sure the audience can understand you! Speak loudly enough (but don’t shout!) Speak at a good speed (not too fast / too slow) Make your voice sound interesting (your tone of voice go up and down) Explain the key features of your place. Remember the examples from last lesson.

35. Giving feedback to the presenters • Use the worksheet to help you feedback to your peer what they were great at, and what they could practice more. • Tick the red, amber or green boxes for each skill.

36. Plenary – Two stars and a wish An area where I have worked well upon… A second area I have worked well upon… An area I need to work on…

37. Achievement for All

38. Achievement for All Colin Adams Secondary Strategy Manager Camden Local Authority

39. Achievement for All

40. Achievement for All Priscilla Campbell Secondary Mathematics Consultant and Claire Wilmer Secondary English Consultant Camden Local Authority

41. Interventions in Maths and English

42. Interventions in Maths and English Intervention • In the context of your work with AFA ,write down your definition. • It’s TAKING ACTION to narrow the gaps for disadvantaged and underperforming groups • It’s ‘catching groups up’…but more importantly, keeping them in • And, if we’re successful ‘no child is left behind ‘ because somebody’s noticed and done something

43. Intervention should start and end with the learners Identify learners Assess learning needs Assess progress against targets Set curricular targets Tailored teaching in main lessons Additional or alternative provision

44. Waves of intervention model Wave 3 Additional highly personalised interventions Wave 2 Additional interventions to enable learners to work at age related expectations or above Wave 1 Inclusive quality first teaching for all

45. Enabling students to cross the bridge in Maths • Keeping the learner on the other side • In your groups of twos or threes on your tables discuss examples of Wave 1, 2 and 3 interventions used by your school or considered to be used by your school and state factors which inhibit sustainability. • Use the post it on your tables to record your important points

46. Instructional Process Strategies/Quality first teaching Information and Communication Technology ( ICT) Effective Planning Assessment for Learning (AFL) Assessing Pupils Progress (APP) Focus on Teacher Assessments Effective use of Teaching Assistants in lessons Wave 1 Interventions in Learning and Teachingin Mathematics…

47. …and in English Progression Maps

48. Who makes sense of this to the learners? Wave 1 Tailored teaching ….?.... Wave 2 Wave 3

49. How will you help them to cross the bridge, and stay on the other side? What two strategies need to be in place for the learners to cross the bridge? And, what needs to be in place for learners to stay there?

50. Achievement for All