Year 5

SEN e-newsletter – summer 2009

• Progression Guidance and CPD Materials

  The Progression guidance, to be published this term, will focus on those working below Level 1 of the National Curriculum and provide pupil–level matched data.

• The Inclusion Development Programme

  Working with Dyslexia Action, I CAN and ACER, the National Strategies have produced a number of resources to support the Inclusion Development Programme (IDP). The resources provide advice through web-based materials which include teaching and learning resources, training materials, video clips, guidance on effective classroom strategies and sources of more advice and training.

• Achievement for All

  The National Strategies are currently working with the DCSF and National College for School Leadership (NCSL) to develop the Achievement for All project. It aims to improve the outcomes of all children and young people with special educational needs and disabilities (SEND).

• School Improvement and the Special School SIP Programme

  From April 2009 the team leading the School Improvement Partners (SIP) programme for special schools and inclusion merged with the Special Educational Needs (SEN) team to ensure better alignment of shared strategies and associated programmes.

• The Aiming High Transition Support Programme

  The National Strategies Special Educational Needs (SEN) and Learning Difficulties and Disabilities (LDD) team is currently working with the National Transition Support team, managed by the Council for Disabled Children, and the Children’s Health and Maternity Care Partnership.

• Compliance with the SEN statutory framework: A self-evaluation resource

  The aim of this new resource is to support statutory assessment teams in local authorities (LAs) to assess the extent to which each requirement is being implemented, and to identify areas for further development.

• The Lamb Inquiry – SEN and Parental Confidence: Update

  The Lamb Inquiry, chaired by Brian Lamb, was set up to advise the Secretary of State on the most effective ways of increasing parental confidence in the Special Educational Needs (SEN) assessment process. It has been asked to consider a range of ways in which this can be achieved, before reporting to the Secretary of State in September 2009. The following are updates relating to specific areas of the Inquiry.

• Update from the Regional SEN Hubs

  The 2009–10 Hubs programme builds on and expands last year’s three national strands of work.

ITT e-newsletter: summer 2009

• Leading Literacy Schools

  All higher education institutions and most school-based ITT providers have registered schools into the Leading Literacy Schools initiative, with 689 schools now involved.

• Developing Literacy in Initial Teacher Training (DLITT)

  The Developing Literacy in Initial Teacher Training DVD and web-based resource provides an interactive introduction to key aspects of literacy.

• Other news

  Two ITT providers, York and Manchester Metropolitan University, have piloted the dyslexia, speech language and communication needs resource. They are being joined by Birmingham University to pilot the IDP autism spectrum resource in 2009–10.

• Recent events

  The summer events focused on the Inclusion Development Programme (IDP), Narrowing the Gaps (NtG) and one-to-one tuition.

• Other NS ITT news

  All materials to support Key Stages 1, 2 and 3 are available to download from the APP section of the National Strategies web area.

• Resources

  The DLITT has now been completed and will be sent to all providers in summer 2009 with one per trainee, one per tutor and one per ten trainees for mentors.

School Improvement Partners (SIPs) e-newsletter: Summer 2009

• Secondary: Core Plus English and schools beyond the National Challenge constituency

  A briefing for School Improvement Partners (SIPs) on the suite of secondary Core Plus English modules designed to support those schools with a development priority in English, followed by a series of questions SIPs can ask to support and challenge schools.

• Secondary: Gaining Ground

  An overview of the Gaining Ground programme, explaining what participating secondary schools are entitled to by way of support, followed by a series of questions School Improvement Partners (SIPs) can ask schools during the improvement process.

• Secondary: 'Golden handcuffs' package for schools – new schools become eligible

  A briefing for School Improvement Partners (SIPs) considering recommending a secondary school for the Golden Handcuffs package, and a pair of questions they can ask schools when making their decision.

• Secondary: Masters in Teaching and Learning (MTL) programme available in National Challenge schools across England

  A briefing for School Improvement Partners (SIPs) on the Masters in Teaching and Learning, showing eligibility criteria and admission times, listing useful sources of additional information about the qualification, and offering questions SIPs might ask about school awareness and readiness to support candidates.

• Secondary: Science supports 5 A*-C target

  A briefing for School Improvement Partners (SIPs) on the implementation of Assessing Pupils’ Progress (APP) in science at Key Stage 3 (KS3) science, followed by a series of questions SIPs can ask schools to assess their readiness to introduce the programme.

• Cross-phase: Sharing practice to improve learning

  An overview of the What Works Well database of case studies, showing how School Improvement Partners (SIPs) can benefit from the lessons learned and success stories it contains, and suggesting ways SIPs can discuss the studies with headteachers.

• Cross-phase: Progression guidance for children and young people identified with SEN/LDD

  News of a planned booklet for local authorities (LAs) and School Improvement Partners (SIPs) which will contain guidance on the progress of pupils with Special Educational Needs (SEN)/Learning Difficulties and Disabilities (LDD), followed by questions SIPs might ask about how the guidance can be implemented.

• Cross-phase: Gifted and Talented: guidance on addressing underachievement - planning a whole-school approach

  News of a booklet on planning a whole school approach to underachievement in gifted and talented pupils, followed by suggested questions School Improvement Partners (SIPs) might ask schools on their use of the guidance.

• Cross-phase: Behaviour, Attendance and SEAL Programme

  A summary of progress made in the secondary Behaviour, Attendance and SEAL programmes and what remains to be done, followed by the key areas National Strategies have identified for development.

• Cross-phase: Consistent whole-school approaches to school attendance

  A guide to effective whole-school approaches to school attendance, a summary of how successful schools approach the problem, and a series of questions School Improvement Partners (SIPs) can ask schools to support and challenge their efforts in this area.

• Cross-phase: Apprenticeships for the school and children's workforce

  News of funding being made available for apprenticeships and the implications for School Improvement Partners (SIPs), followed by questions SIPs can ask schools to assess their readiness to support the apprenticeship programme.

• Cross-phase: Using data for improvement

  Announcement of a new area of the National Strategies website devoted to using data for school improvement, and a summary of the resources it contains.

Keeping in Touch (KIT) with SIPs: December 2006

• What's new?

  Early news of the allocation of School Improvement Partners (SIPs) to schools, and the development of a new portal for SIPs.

• UPDATE: Research for educational field staff

  News of the launch of a newsletter called School Research News, a trial of a School Improvement Partner (SIP) Management Information System, and details of the new Performance Management regulations.

• Supporting local authorities

  News of the production of a DVD designed to support School Improvement Partner (SIP) induction and training, and an announcement about the publication of an Electronic Professional Development (ePD) module for SIPs involved in evaluating school performance.

• Dates for your diaries

  A calendar of induction, training and continuing professional development (CPD) events in 2007 for School Improvement Partners (SIPs).

• Frequently Asked Question (FAQ)

  An overview of continuing professional development (CPD) for School Improvement Partners (SIPs) and how it will be devolved to local authorities (LAs), explaining plans for a structure combining electronic professional development (ePD) with theme days and published learning materials.

Using the Institutional Quality Standards to improve Gifted and Talented education in schools

Assessment for Learning (AfL) e-bulletin: Spring 2009

• AfL news

  Details of AfL news, summarising the assessment changes at Key Stage 3 from October 2009, which include the abolition of National Curriculum tests and how schools plan to deal with this. Contains links to teachernet and related areas of the QCDA site.

• AfL in practice

  Explanation of how Assessment for Learning (AfL) works in practice, with an example from Northowram Primary School who took part in the Making Good Progress pilot, and Heathcote School who adopted Assessing Pupils' Progress (APP).

• Resources

  Directions to APP resources, both online and published. Contains an overview of ‘Personalised Learning – A Practical Guide’ and link to ordering information.

Keeping in Touch (KIT) with SIPs: May 2008

• Changes to your newsletter

  An update for School Improvement Partners (SIPs) about working with Special Educational Needs (SEN) schools and news about the National Strategies project on progression and outcomes for children with SEN.

• Good Progress booklets at Key Stage 3

  News for School Improvement Partners (SIPs) of two new Key Stage 3 reports on accelerating pupil progress, and a package of resources which can form a focus for SIPs in their discussions with schools.

• Assessing Pupils' Progress (APP)

  An overview for School Improvement Partners (SIPs) of the Assessing Pupils' Progress initiative (APP), followed by links to additional resources and publications.

• Renewed Secondary Frameworks: online, flexible support for teachers' planning

  News of a one-day continuing professional development (CPD) event for School Improvement Partners (SIPs), and an update on the Secondary Frameworks.

• Continuation of the SIPs' accreditation programme

  A summary of the School Improvement Partner (SIP) Accreditation Programme offered by the National College for Leadership of Schools and Children's Services (NCSL), and news of residential courses being planned.

Primary initial teacher training (ITT) e-newsletter: autumn 2009

• ITT: Leading Partners in Literacy

  Following the very positive independent evaluation of the Leading Partners in Literacy (LPL) project, ITT providers have now registered schools for the second year with almost 700 schools now involved.

• ITT coordinators

  Events in autumn 2009 will focus on the development of the initial teacher training (ITT) primary curriculum.

• Consultants in ITT

  Mathematics and literacy consultants have been appointed on a part-time basis to support National Strategies' work.

• Leading Partners in Mathematics: Pilot project

  Following the Williams review and building on the success of ITT: Leading Partners in Literacy, a pilot project for mathematics is now underway.

• ITT: Leading Partners Secondary Pilot

  This pilot involves five secondary ITT providers and focuses on the development of training to teach subject-specific literacy across secondary PGCE subjects.

• ITT focus area

  A new section of the National Strategies web area, dedicated to primary ITT

• Resources

  The Developing Literacy in Initial Teacher Training DVD has been distributed to all ITT trainees, tutors and school-based mentors for autumn 2009.

• Looking ahead

  In spring 2010 we will be inviting providers for initial teacher training (ITT) to attend the following events.

Special Educational Needs and Disabilities (SEND) newsletter – spring 2010

• Achievement for All

  Since its implementation in September 2009, the 10 targeted local authorities (LAs) involved in the Achievement for All (AfA) project have embraced the principles and key aims to improve outcomes for children and young people with special educational needs and disabilities (SEND).

• Progression Guidance

  Since the launch of the Progression Guidance materials in September 2009, over 98 per cent of local authorities (LAs) have ordered the materials. In addition, LAs and schools have been accessing the associated data sets available on the National Strategies web area.

• Guidance on monitoring progress, assessing attainment and planning next steps for young children with SEN

  Children within the Early Years Foundation Stage (EYFS) with special educational needs are entitled to high-quality early years provision based on the EYFS framework, its principles and commitments. They should be supported in pursuing unique paths in their learning and development toward the early-learning goals.

• SEND inclusion network meetings

  Network meetings have been a regular feature of the National Strategies programmes for Special Educational Needs (SEN) and Learning Difficulties and Disabilities (LDD), with local authority (LA) colleagues consistently reporting how valuable they have found them.

• SEND regional hubs

  The 10 regional Special Educational Needs and Disabilities (SEND) regional hubs have continued to move apace in 2009–10, working on three national development strands with most hubs also having an additional regional strand.

• Transition Support Programme

  Over the last year, the National Strategies Transition Support team has worked directly with 42 local authorities (LAs) identified as most in need of support to develop transition services for disabled young people as they enter adulthood. Between September and December 2009, all LAs completed a second moderated self-assessment questionnaire (SAQ2).

• The Lamb Inquiry – Increasing parental confidence in SEN

  The Lamb Inquiry, published in December 2009, was established to advise on effective ways of increasing parental confidence in the Special Educational Needs (SEN) system. During the Inquiry, interim reports were produced about SEN and disability information, the quality and clarity of statements, and inspection and accountability. The final report calls for a strengthening of the relationship between parents, schools and local authorities focusing on outcomes for children with SEND.