Raising the Profile

Giving A Voice To Pupils With Special Needs And Listening To What They Say

These materials were collated by

Jane Carter

ASRS Manager

© County Council 2003 Contents

Section 1. Introduction and Rationale 5

Section 2. Finding out what young people really think 9

Section 3. Learning to Participate 14

Section 4. Areas of Participation 19

4.1 Individual Education Planning and Target Setting 19

4.2 Formal Review Meetings 24

4.3 Arranging Support 27

4.4 Inclusive Teaching 29

4.5 Behaviour Management 33

4.6 School Councils and the pupils’ voice 39

Section 5. Useful Sources of Information 44

Section 6. OHTs 48

Section 7. Appendices 52

2 Acknowledgements

Thanks especially go to Debbie Turner of the Parent Partnership Service who talked to pupils and staff from the schools listed below. Their comments and practice are used throughout this document:

Sparrowdale School Michael Drayton Junior School Leyland School Polesworth High School Nicholas Chamberlaine School Brooke School Paddox Primary School Grange School Stratford-upon-Avon High School Tysoe Primary School River House School Round Oak School Kingsway Primary School Sydenham Primary School

Sue Robus, Parent Partnership Service Cheryl Gibbons, Transition Adviser Naresh Gahir, LABSS Pat Tate, LABSS Dave Browne, DISCS Phil Robbins, SEN Inspector Jane Carter, ASRS Manager

3 The Participation of Pupils with Special Needs in the Learning Process

"I’d like to help with my assessment, to write my IEP with my teachers. Actually I’d like to make a video, this is my life, this is how I learn, this is my home, this is what I do at weekends. But nobody really asks me anything – I’m somebody’s problem not just me"1

"It’s like being in a zoo sometimes, people always looking at me. I think I know what would be best for me but nobody ever asks me" (a 13 year old with ADHD2 ).

1 Department of Health (2001) Valuing People 2 Russell, P. (2003) Challenges and Opportunities in Listening to Children: Developing Policies and Practices for Positive Pupil Participation, presentation to W. Midlands Educational Psychology CPD Conference

4 Section 1 Introduction and Rationale

The 2001 Special Educational Needs (SEN) Code of Practice, (DfES 2001), contains a new chapter, Chapter 3 ‘Pupil Participation’, which was not part of the old Code of Practice which it replaced. The chapter begins with a statement from ‘The United Nations Convention on the Rights of the Child’:

“Children, who are capable of forming views, have a right to receive and make known information, to express an opinion, and to have that opinion taken into account in any matters affecting them. The views of the child should be given weight according to the age, maturity and capability of the child.” (Articles 12 and 13, The United Nations Convention on the Rights of the Child.)

This ‘Raising the Profile’ document, embodying guidance from Warwickshire LEA, fully endorses and supports this statement. We wish to continue to develop a climate of partnership in our schools where the child or young person is the key participant in the process of education.

The "Evaluation Schedule" within the new Ofsted Framework, "Inspecting Schools" (effective from September 2003) now requires inspectors to evaluate the extent to which schools seek:

"to involve pupils in its work and development, assessing the extent to which the school: seeks, values and acts on pupils’ views" (section 6, p. 38).

Inspectors will also be looking for specific evidence of inclusive practice and underpinning values and ethos. Essentially inclusion is about increasing the capability of all pupils to participate. A crucial feature of that capability is for pupils to feel that they have an effective voice in decisions about their educational provision. It is hoped that this publication will help schools to evaluate and improve their current practice in relation to how well pupils with special needs participate.

Education should not be regarded by pupils as something which is done to them. Rather, it should be an experience which they shape, develop and engage in, nurturing their knowledge and understanding of their world and the skills which they use in their lives. Pupils with special educational needs have a unique knowledge of their strengths and difficulties.

In the climate of education in this country at the beginning of the 21st century, this philosophy may seem no more than common sense. However, teachers and schools may take very different views on which pupils are capable of having useful views about their own learning. There is rarely a consensus on what constitutes an appropriate ‘age, maturity and capability’ to enable a pupil to be a real decision-making partner in the learning process.

5 The fundamental principle of this document is that all pupils of school age, regardless of age or ability will learn more effectively if their views, expressed by whatever means appropriate, are taken into consideration in planning and delivering their learning programme. While adversity may, in some circumstances, stimulate the will to succeed, pupils with special educational needs, in particular, need to be happy and comfortable with their learning environment and curriculum in order to enjoy success.

There is a danger that the ‘medical model’ of diagnosis, followed by tried-and-tested prescription will lead schools to reason that, if a pupil has been labeled ‘autistic’ or ‘dyslexic’, for example, then they must need a particular preordained approach to provision. This may not be appropriate to that individual pupil’s disposition or aptitude. Only by involving the pupil in an appropriate way in decisions about the provision, can we ascertain whether the provision is likely to be effective.

The young person’s perception of their life in school, their learning environment and their interactions with others will be unique to them and may well be very different to those of the adult observer. As teachers, we must guard against making assumptions about what children or young people think. We must give them the principal voice in describing their learning world as they see it and let that voice inform provision.

Disengagement from the education process is the main characteristic of the experience of pupils who fail to make adequate progress or achieve success in learning. The rationale behind promoting pupil participation is that involvement in decision making leads to motivation, confidence and engagement in the process of learning. This, in turn, increases the prospect of success and achievement. A simple diagram can be used to encapsulate this rationale:

Pupil participation An increased Motivation inclination to through choice participate and involvement

Giving the pupil The satisfaction the opportunity Increased self-

of achievement confidence

to be involved Greater Engagement

likelihood of in the learning

success process

A feeling of A sense of ownership of purpose what is happening

6 The cycle is self-perpetuating and is underpinned by the opportunity for pupils to grow in self- knowledge which, in itself, will make their participation in their own education more productive. This cycle of motivation is essential for all learners, not least for those with particular needs. As in most other aspects of education, good practice for pupils with special needs is good practice generally, and vice versa.

The sharing of learning objectives is now a widely recognised feature of high quality teaching. The cycle above, in referring to a ‘sense of purpose’, tries to show how this essential element fits into the process. Like all of us, children and young people need to experience task satisfaction, engendered by success and prompting a further drive to participation.

"Children and young people with special educational needs have a unique knowledge of their own needs and circumstances and their own views about what sort of help they would like to help them make the most of their education." (DfES : SEN Code of Practice, para. 3:2)

We should, like the Code of Practice, acknowledge that involving all pupils with special needs meaningfully in the processes around their own education is not easy. The more significant their individual need, the more difficult this essential task becomes for teachers. The more their provision is shaped by their particular needs, the greater the sensitivity needed in discussing their needs with them. This document offers guidance on promoting pupil participation in several areas:

Individual education planning, including:

identifying and describing the pupil’s individual needs and potential barriers to learning recognising strengths and capabilities which can be built on setting appropriate targets and objectives for learning planning suitable activities and tasks for the pupil deciding on the most helpful additional support for the pupil and, where appropriate, who best to provide it

Review meetings, including:

assessing, recognising and celebrating achievement planning for the future, whether this is in the context of learning in school or concerned with the transition to other schools or to the young person’s life after school

Arranging support

Inclusive teaching, including: pupils’ understanding of the ‘bigger picture’ which shows individual learning achievements as part of the wider learning objectives and aims of the class

7 maximising the pupil’s enjoyment of learning and their comfortableness in the learning environment

Behaviour management, including:

the use of mentoring understanding the social circumstances of the pupil in the school environment

School Councils

Whether a pupil’s special needs are in the areas of:

cognition and learning

communication and interaction

behavioural, emotional and social development

or sensory and/or physical needs the content of this document is intended to address their increased participation in their learning. The rationale described above is presented as universally applicable to pupils of school age, regardless of age, ability or, indeed, the degree of challenge to those making the provision.

Education may be a partnership but the partner with the most to give and the most to gain is the pupil and, as educators, we must strive to communicate this philosophy to all other stakeholders.

8 Section 2 Finding out what young people really think

"This is all about letting go and having an open mind. This is ‘our’ school and not ‘mine’. Avoid the ‘don’t confuse me with facts, I’ve already made up my mind’ syndrome. As parents find to their cost, it is easier just to do things for their children but this doesn’t move them forward. Pupils must learn that they have choices in life which can affect how they…live. So we too, as teachers, must empower our pupils to make decisions as often as possible." (David Taylor, Head of Tysoe Primary School.)

In preparation for this document, Debbie Turner from the Parent Partnership Service carried out a number of structured interviews and small group consultations to find out what young people in Warwickshire think of the additional support they get in school, how they feel about their special needs, what they would like to see done differently and the difference this would make to them. We also asked the Learning and Behaviour Support Service to talk to Year 7 pupils with statements for behaviour difficulties who had been involved in a joint LABSS/ASRS Primary Secondary Transition Project since their Year 6 in May 2002.

In 2002, the Council for Disabled Children was asked by the national Special Schools Working Group to run a series of focus groups to find out the views and aspirations of disabled children and young people3. Throughout this document we have included a number of quotations from these young people, as well as Warwickshire pupils. Section 6 contains a number of these quotations which could be used as OHTs / PowerPoint slides for staff discussion and training.

3 DfES (2003) Special Schools’ Working Group Report

9 10 11 12 Suggested classroom activities to find out what pupils think

Either individually or in small groups, with peer or adult support as appropriate, pupils are asked to write on pieces of card what they like and dislike about particular aspects of school life and their special needs’ provision. Depending on desired outcomes the focus may be broad or very specific. After writing out their comments they then place them either in a Treasure Chest if it is positive or a Dustbin if negative [NB making the treasure chest and dustbin may be a practical start to the activity]. Comments are anonymous and are then used as the basis for a wider group discussion and, if appropriate, some collective problem solving. With such an activity it is important that pupils are able to see that their comments result in some actions. For example, the group may decide to raise an issue with the School’s Council.

Schools may like to consider using the pupil questionnaires in the document Index for Inclusion4. "What I think about my secondary school" and "What I think about my primary school" are photocopiable questionnaires, which can be found in Section 7 of the document.

4 Booth, Ainscow, Black-Hawkins, Vaughan & Shaw (2000) Index for Inclusion: Developing Learning and Participation in Schools, CSIE

13 Section 3 Learning to Participate

"If we think pupils often don’t have views, either about themselves as learners or about their educational needs and provision, there may be reasons for this. Children may have such views but not know how to express them. Some classrooms don’t enable pupils to practise talking about themselves as learners. They may not have the language to talk about themselves or about what happens in class." Todd, L. (2003), “Enabling pupil participation”, Special Children, April/May 2003 pp. 22-25

We need to enable children to participate, as just asking them for a contribution may well lead to a shrug of the shoulders and a "I don’t know", especially if we only ask for their contribution once a year leading up to a review meeting.

Pupils need to learn to become active partners in their learning. Like any skill this requires explicit teaching, practice, revision and appropriate support. This is recognised in the Foundation Stage Curriculum and the Early Learning Goals. Underpinning Early Years education is the general principle that:

"There should be opportunities for children to engage in activities planned by adults and also those that they plan or initiate themselves." (Curriculum Guidance for the Foundation Stage, DfES/QCA, page 11.)

Effective learning in the Foundation Stage will develop "a positive self-image and high self- esteem", giving children the confidence to communicate effectively. Such communication will include choices made in learning through play, an understanding of their own learning and an expression of preferences in the learning environment.

"A positive disposition to learn grows from experiences that children enjoy and can control……responding to self-chosen challenges." (page 29)

Practitioners should "help children by offering the vocabulary with which to articulate their feelings in a wide range of contexts, to……make choices and decisions…", (page 31). In the key areas of learning of ‘Personal, Social and Emotional Development’ and ‘Communication, Language and Literacy’, helping children to reflect on, understand and make choices about their own learning is crucial.

14 A central focus in the Early Years setting should be the removal of barriers to learning and the establishing of individual education plans. For very young children who are experiencing particular difficulties with behaviour, for example, teachers are expected to set "reasonable expectations that have been discussed with the child……", (page 19).

Some children with special needs may not be used to exercising choice over things such as clothes and food. We cannot expect pupils to make major decisions in the future if we have not built up a culture of active participation. We may need to start with giving pupils an opportunity to rehearse lesser choices first.

A culture should be established in a school and in individual classrooms of:

a learning dialogue between teacher and pupil, (reflected, for example, in the school’s marking policy which engages pupils in recognising what they need to do to improve)

individual target setting with pupils, and

an approach to personal and social education, through such activities as Circle Time

This will help to create an ethos in which pupils can learn the skills involved in effective participation. Pupils’ unwillingness to participate is not a reason to decide that they cannot be involved. Rather, it should be a prompt to the school to review what it does to teach children the skills involved from an early age.

Pupil participation does not depend on the cognitive ability of the pupils concerned. At Brooke School, a special school for pupils with severe and complex moderate learning difficulties, the staff believe that pupils see their involvement in whole school decision making as a normal part of school life and as part of their learning. The skills needed by the pupils are made explicit in the PSHE curriculum.

Example: Use of Colour Cards

Coloured Card systems (see Appendix 7.2 for MENCAP’s traffic light card system) can have many uses in classrooms and meetings, including providing a more discreet means of pupils being able to indicate that they are struggling and need help. A red card may be used, for example, to indicate that a pupil wishes to stop or leave a formal review meeting, a yellow card may be used to ask someone to slow down or explain what they are talking about. The cards can be shaped differently or have different textures stuck to them (e.g. fur, towelling or corrugated card) to help those with visual impairments.

"Pupils whose views are listened to stop feeling disgruntled and feel a sense of belonging and of being understood. It encourages their self-worth and gives them the confidence to be able to make positive choices." (The view of a teacher interviewed at Paddox Primary School.)

15 16 "You need to be realistic about the skills and experience of young people. If you put them in a position where they have to make decisions……you must support them." (Staff at Lawrence Sheriff School). Letting pupils make decisions about their provision is not an easy option!

Schools should, of course, always be alert to the fact that pupils for whom English is not their first language, and who also have special educational needs, may have particular difficulty in expressing their views and preferences. Similarly, additional enabling approaches will be needed for pupils with expressive language difficulties.

Pupil participation can be seen as a continuum, from non-participation through to pupils as fully participative partners. "One of the main lessons we have learnt in involving pupils is that doing it in more than a tokenistic way is hard. It is not enough to give a child a sentence completion task with questions such as "What I like about school…" and call this a pupil report."5

5 Todd (2003)

17 18 Section 4 Areas of Participation

4.1 Individual Education Planning and Target Setting

(The suggestions for good practice which follow should be read alongside Section 7, ‘Planning for Individual Pupils’ in the ‘Warwickshire Reference File for Special Needs and Inclusion’.)

When asked why a 10 year old pupil with Autistic Spectrum Disorder had signed his IEP when he said he did not understand it, he replied "You always do what the teacher tells you".6

For the individual education planning process to be worthwhile and for it to fully enable the participation of pupils, it needs to be far more than the production of the IEP document.

Initially, the pupils may need to be supported in recognising their particular difficulties and the fact that these may present them with potential barriers to effective learning. They will need help to recognise and anticipate these barriers, whether they relate to skills and abilities, or to social interactions and behaviour. Some pupils may resist acknowledging that they have particular individual needs for a number of reasons: they may not want to take the risk of appearing different from their peers, they may not want to feel that there is ‘something the matter with them’ or their motivation to learn may be at such a low ebb that they cannot see the point of any kind of special provision.

To address these preliminary difficulties, schools will need to promote a culture which values diversity and openly recognises different learning styles. It will need to resist the use of special needs ‘labels’. Above all, those working closely with a pupil when it is first decided that an IEP should be drawn up should be at pains to demonstrate ‘what’s in it for the pupil’ – that the process will improve his or her experience of school and that, if it doesn’t, it will be discontinued.

In order to provide the right foundation for the IEP process, the teachers involved need to work with the pupil to recognise his or her strengths and successes, drawing upon all the school’s usual means of praising and celebrating pupils’ achievements.

Before getting down to one of the ‘end products’ of the IEP process, namely the setting of agreed targets and objectives, the pupil needs to be involved in discussion of the options for additional support and his or her preliminary reactions to what might be suggested. How will they respond to focused in-class support, being withdrawn for special skills work, having differentiated homework, using a behaviour reward system etc.? Only when the pupil is

6 A Warwickshire pupil talking to Debbie Turner 19 happy with the provision proposed is it sensible to agree the targets which it is realistic (in the pupil’s eyes) to set as aspirations. Wherever possible, targets in IEPs should involve or imply clearly understood strategies for the pupil so that they know what to do to achieve the target. Most pupils will be unable to engage with such targets as ‘Control temper outbursts’, ‘Develop comprehension skills in reading’ or ‘Improve knowledge of number bonds to 20’ because they don’t know how to go about it.

Also, wherever possible and appropriate, pupils’ strategies on IEPs should involve verbal interactions with adults, eg ‘Tell an adult whenever you have not understood an instruction’, or ‘Re-read your writing and, at least once each day, point out to an adult three words which you think you might have spelt wrongly.'

IEPs may be well written and widely understood by the professionals working with the pupil, but if the targets are not known, understood and owned by the pupil then the work which has gone into the writing and work with staff will have been wasted. Ofsted, when reviewing the previous Code of Practice in 19997, highlighted the lack of pupil involvement as a common weakness in IEPs. Hence the new Code stresses, "From an early age pupils with SEN should be actively involved at an appropriate level in discussions about their IEPs, including target setting and review arrangements, and have their views recorded”8.

"If the pupil helps to write his or her own IEP, and the aims are ones the pupil is interested in trying to reach, and support available has been identified, there is more likelihood that the targets will be reached."9

There are obviously time and cost implications associated with involving pupils fully in the process. In the end it "comes down to values. Does the school really value the pupil being involved in the making of their IEP? If they do, they will find a way to do it".10 Tysoe Primary School holds termly target setting days. Support cover is arranged to enable teachers time to individually draw up targets with pupils. Pupils as young as four are supported to attend reviews.

Individual Education Planning and Target Setting are processes which pupils may initially only contribute to particular aspects of the process. For example: Choosing reinforcers and rewards Helping to put together a Positive Performance Record (see section 4.5 on Behaviour Management), which can then be used to compile strengths for an IEP. Helping to choose one of the three IEP targets. Once the IEP has been drawn up making a simplified pictorial version of the plan, which the pupil then keeps and refers to on a regular basis. Pupil Friendly Individual Education Plans, Shotton (2003), published by Lucky Duck Publishing Ltd, contains a number of examples. "Child + Expert = Ease: Having a Say and Making a Change" is a CD-ROM available from

7 Ofsted (1999) The SEN Code of Practice three years on 8 DfES (2001) Special Educational Needs Code of Practice, para. 3:9 9 Todd (2003) 10 Shotton, G. (2003) Pupil Friendly Individual Education Plans, Lucky Duck Publishing Ltd 20 Example: Michael Drayton Junior School

Pupils contribute to their IEPs in a number of ways and discuss their progress individually with an adult. They give their view on the progress they think they have made with their targets and what they think their future targets should be. These views are then written on their IEPs.

All pupils have targets, not just those with special needs. The school strongly believes that pupils, "who plan their targets and know what they want to achieve are more likely to succeed". Pupils often have their targets stuck on their desk.

In one class, once a target is reached an arrow is placed on a target board on the classroom wall.

In another class, goals are written on footballs which are placed on a football pitch, heading towards the goal.

21 The most significant hindrance to involving pupils is lack of time. If time is not given, however, we run the risk of participation being superficial and tokenistic. Michael Drayton Junior School recognises that "truly listening to pupils and having quality one-to-one time with pupils takes lots of time", but that all pupils should have the opportunity to be heard, and the younger they are the longer this takes.

Example: Round Oak

Some Key Stage 3 pupils at Round Oak School have worked on developing a new format for their IEPs: "They have gained an understanding of how IEPs can support and measure their learning, enabling them to become very focused and clear about what they expect of themselves." (Round Oak staff).

Pupils record for themselves examples which illustrate that an IEP target has been met. This is then initialled by a member of staff. Once a pupil has three examples of evidence that has target has been met, they receive an award.

See Appendix 7.3 for example of a pupil’s record keeping.

At IEP Review meetings Round Oak pupils are asked how successful they think they have been in meeting their targets. They are asked what helped them to meet their targets and with unsuccessful targets they are asked what would have helped them to achieve the target.

See Appendix 7.4 for example of IEP Review Sheet.

22 23 4.2. Formal Review Meetings

"Wherever possible, pupils should also be actively involved in the review process, attending all or part of the review meeting" DfES (2001) Special Educational Needs Code of Practice, para. 9:19

In a random sample of 158 Warwickshire annual reviews carried out in 2003, pupils were present at only 41% of reviews, and at only 66% of reviews was a pupil contribution fed into the meeting.

Like many other schools, enables pupils with a wide range of special needs to participate in their reviews in a variety of ways: a scripted report, simple questionnaires, picture responses etc. Pupils are consulted about who they think should attend their review; they are thereby given a feeling of ownership of the process.

“To a certain extent, SENCOs need to become very creative in individually tailoring the review process to enable all pupils to participate in the best way they can”. (View expressed by staff at Stratford-upon-Avon High School.)

At Michael Drayton Junior School pupils may present a folder of their achievements at their final Annual Review before transfer to secondary school so that their achievements can be recognised and celebrated by the new school as well as their present one.

“Pupils will eventually leave the relatively safe school environment and need to have had some experience at speaking up for themselves in a positive and acceptable way, sometimes in the context of a fairly formal meeting”. (View expressed by staff at Sparrowdale School for pupils with moderate learning difficulty.)

"I don’t really understand what they talk about. My social worker came to my review and kept talking about PCP [Person Centred Planning]. I thought she was talking about TCP for my cold."11

Giving pupils the confidence and skills to attend and contribute to formal reviews needs to be nurtured and explicitly taught.

Not all parents will necessarily see their child as an equal partner in the review process. They may be fearful that at the review meeting they may hear too many negative comments, they may feel the child is not able to contribute to decision making and that the adults know best.

11 Department of Health (2001) Valuing People

24 Activity: Map out some ways your school might help pupils to attend a formal review meeting.

Here are some ideas to get you started:

Use older pupils who have been through the process before to help explain what will happen. Pupils may feel more comfortable about attending if they feel they have a specific role to play such as helping to prepare and serve refreshments, deciding on the layout of the room, showing a video clip of their work and then talking about it, presenting a portfolio of work. Younger pupils or those for whom review meetings are a new experience could attend just to accomplish that role or be given the choice of whether they stay longer. Parents sometimes bring someone with them to help support them in meetings, a friend or someone from Parent Partnership. Would the pupil feel more comfortable if they had someone familiar to them – a friend or an older pupil, for example? Many schools now have photographs of members of staff available in foyers and noticeboards. Involve pupils in taking digital photos of other professionals who work regularly in the school eg the EP, staff from Speech and Language Therapy, Support Services, Connexions etc. These photos could then be used to compile a pictorial representation of who will be attending the review, or prompt a discussion prior to the review about who will attend and why. Involve the pupil in sending out the invitations to the review and receiving the responses. This can help set the tone right from the start that the meeting is about them and for them.

25 26 4.3. Arranging Support

The involvement of the pupil in arranging the additional or different support which they will receive should be part of the whole IEP process. They should have the opportunity to discuss the support both at the planning stage and in reviewing their responses to it and its effectiveness.

When pupils are given the opportunity and support to express themselves, what they say makes good sense and can be particularly telling:

"I don’t like support teachers helping me every single second. I like them to help, then go away and come back when I need it."

"I do like help in Maths and Science but I get embarrassed when I put my hand up. I wish the support teachers could know when I need help without me putting my hand up. I don’t like being told what to do."

"In the lessons I like support. I liked it when Ed (Year 10 pupil) came into PE to support."

" I hate going to the SEN unit, because it makes me feel like I am dumb."

In contrast, pupils at Stratford–upon-Avon High School talk highly of their learning support unit. The unit has been deliberately sited in the middle of the school to enable easy access and to ensure it has a high profile. Pupils talk of feeling valued there and of being able to make their own decisions, such as which support staff member to work with. Pupils from different year groups and with differing needs can be seen working together, supporting each other and listening to other opinions. The culture of putting pupils at the centre of the school and of supporting all pupils, not just those with special needs, is reflected in the existence of a Student Support Desk to which all pupils can refer any queries and concerns.

Staff from the Disability, Illness, Sensory and Communication Service also have to ensure the support they provide is drawn up in close consultation with the pupil: "Pupils with special educational needs may not always find our "helpfulness" very helpful…So explain, consult, listen, reflect and learn. Pupil participation can help you to do your job more effectively".

27 28 4.4. Inclusive Teaching

Most of this ‘Raising the Profile’ document addresses issues to do with pupils with special needs participating in decisions relating to the special provision which is made for their needs and in reviewing the appropriateness and effectiveness of that provision. However, there is an even more central sense in which schools should ensure the ‘participation’ of pupils with SEN in the learning process: through their responses, in each and every lesson, to good, inclusive teaching.

All Ofsted Inspectors must now have received training in ‘Evaluating Educational Inclusion’. Furthermore, the new framework for inspection, ‘Inspecting Schools’, effective from September 2003, places a renewed emphasis on the inclusiveness of schools as well as the extent to which the school seeks and values the views of all pupils.

Educational inclusion is more than simply aspiring to equality of opportunity for all pupils. It is about ensuring that the learning provision made for all identifiable groups of pupils is effective in raising standards for those pupils and enabling them to achieve and make progress. One such group who may be considered at risk of exclusion from educational achievement is pupils with special needs. There are many aspects of management in a school which should promote strategies for inclusion, including effective use of pupil performance data and the selection of an appropriate curriculum and accreditation opportunities. However, in terms of ‘participation in learning’ and the voices of pupils being heard and included in lessons, the single most important aspect of a school’s provision is, of course, the quality of teaching. This part of this document will confine itself to raising issues about aspects of good quality teaching which maximise the participation in lessons of pupils with special needs.

Consider, in relation to pupils with special needs, the following words from the 2003 Ofsted Inspection Handbook. Inspectors must:

"Assess the extent to which planning for lessons gives….. a good framework for adapting the work and modifying approaches for individual pupils with SEN or disabilities."

"Consider the clarity of learning objectives,…….pupils’ understanding of them and the flexibility and range of approaches to achieve them, taking account of pupils’ differing needs."

"Observe how well teachers coax and manage reluctant learners. Discuss with pupils how they feel about their work."

"If any pupils or groups are not learning effectively, find the reasons and check that strategies are being developed to overcome them."

29 "Look for…ways of teaching….that inspire or motivate pupils to contribute and develop their ideas."

"Look for….teaching strategies reflecting different learning styles."

"Consider what activities are initiated by pupils and children……"

(pp. 66-67)

"Within all the evaluation criteria, consider how well pupils’ individual needs are met. Surveys of pupils’ views and discussion with pupils will tell you whether they feel they get a fair deal and whether their needs are met."

"…consider whether…all pupils are treated with respect and their contributions valued and encouraged."

"When judging how well teaching meets the needs of pupils with special educational needs, look for its effect on their learning. Work should be matched to pupils’ needs…"

"To what extent do teachers work to overcome barriers to achievement?"

(pp. 68-69)

Some hallmarks of good quality inclusive teaching, which would generate positive responses to the above areas of focus in inspections, are:

Adapting subject material, where necessary, to make it relevant and accessible to pupils with special needs, drawing upon their experience of their world

Ensuring that pupils understand and can articulate how their work relates to prior learning and to things which they might go on to learn – that they are aware of the ‘big picture’ rather than classroom tasks in isolation

Ensuring that pupils are aware of how aspects of their current work relates to their IEP targets and strategies

Use interactive methods which ensure participation from all pupils in whole-class teaching – number fans, yes/no indicators, individual whiteboards, explaining to a partner etc

Targeting focused questions to individual pupils in order to formatively assess their understanding and to give them opportunities to give appropriate answers and thereby strengthen their self-esteem

30 Finding opportunities to use the responses of pupils with special needs to make connections with the learning objectives of the rest of the class and to move the lesson on, occasionally engineering classroom situations, so that such pupils can feel that they are the gatekeepers to the next part of the lesson

Valuing errors and misconceptions so that they can be used as teaching points

Enabling effective peer support and paired work in order to provide opportunities for pupils with special needs to discuss their learning at their own level

Use individual targets which necessitate pupils with IEPs talking with, explaining to and asking help from adults – eg Target/strategy:- ‘develop the habit, when using text, of finding three key ideas to share with the teacher or teaching assistant’

Find ways of ensuring that all pupils can contribute to a plenary discussion, perhaps by rehearsing their contribution with a teaching assistant where possible

31 32 4.5. Behaviour Management

"My drama teacher listens to me and I can go and find her and talk to her and she will understand and listen and be on my side. She will advocate for me…Sometimes I know when I am going to lose it and sometimes I don’t. I think I should choose how long I need to calm down as only I know and I want to be in the class or I miss the work" (a 12 year old with ADHD who says he feels very frustrated about not being listened to.) A Warwickshire pupil talking to Debbie Turner

Many pupils arrive at River House School with what the staff describe as an ‘ascribed negative identity’. A points system for good behaviour empowers pupils to develop pro-active coping skills and to learn how they can gain a positive control over their lives. A school environment, compared with the world outside school, is ideally placed to teach pupils that they are in charge of their lives and the consequences of their actions. But please note – it can take some time for pupils to relearn that they have some control over what happens to them. When discussing their behaviour targets, pupils are encouraged to anticipate scenarios when they will find it difficult to exercise self-control and then plan strategies in advance to help them cope.

Kingsway Primary School uses a flow chart of behaviour consequences to help pupils decide for themselves the best course of action or response to a situation.

The treasure chest / dustbin activity described in Section 2 can also be used effectively with pupils with behaviour and social difficulties as a means of asking them to reflect on good behaviours they wish to repeat and emulate and poor behaviours they want to dispose of.

At Ash Green School, pupils who need behaviour management programmes are consulted in great detail about the programme. In these circumstances subject teachers then have to be consulted about the impact of the decisions which pupils have made about their own programmes to ensure that pupils will have their teachers’ support in pursuing their chosen targets.

33 Example: LABSS Transition Project

In 2001, the Assessment, Statementing & Review Service commissioned the Learning and Behaviour Support Service (LABSS) to run a transition project to support a small group of Year 6 pupils with significant behaviour difficulties who met the entry criteria for specialist secondary school provision but for whom there were insufficient places. The project has been so successful in supporting such pupils in mainstream that the project has been repeated and the number of pupils supported widened. Central to the philosophy behind the project is that pupils need to be taught and supported to take responsibility for their own behaviour and learning:

to focus on pupil perceptions of their to discuss any anxieties or personal and learning concerns about their strengths and skills impending move to secondary school

to ascertain the pupils’ perspective of their behaviour and learning to encourage pupils to identify any positive changes that they have made in their learning and/or behaviour, and to tease out to discuss the extent and how they have managed to nature of SEA classroom make these changes support they prefer

to provide reassurance to pupils that they will have the opportunity to have a fresh start at their secondary school and that they will be supported by school and LABSS staff to focus on practical strategies to be used by the pupil in terms of learning, organisation and conduct behaviour in his or her secondary school to convey to each pupil the message: You are a special, unique and worthwhile person

Pupils involved in the project are encouraged to identify positive behaviours in terms of attitudes, learning, conduct and relationships. Pupils use positive feedback to make their own "Positive Performance Records".

34 My Positive Performance Record

In Art, I was engaged In English, I have managed to with the work and start working more followed all instructions. I independently and Mr Simpson had a good working is really pleased with me. relationship with the group and had all my equipment with me. I was I followed all on task all lesson and instructions in ICT and made a good attempt with completed the tasks my homework. given.

In French, I In Maths, I understand participate well in oral the concept of place work. I put my hand up value. I was the first to and wait to answer finish the task. questions.

I enjoy practical work and I have shown the ability to demonstrate participate well in oral work excellent literacy skills in most of my subjects. in Science. My behaviour is I am able to listen to teachers’ instructions very good. and focus on my work.

Excellent! You are impressing your teachers.

Pupils are extremely positive about their Positive Performance Records:

"At the meetings teachers said good things about me and it made me feel happy. The Positive Performance Record used to help me a lot because when I used to be upset, I used to look at them and they made me feel happy. It helped me to turn my behaviour round."

Towards the end of the 2002 Project, pupils were invited to prepare an advice sheet/poster giving information about behaviour changes that they have made in their secondary school. The aim of the exercise was to encourage pupils to think about the changes and progress they had made, what they are currently doing differently and the benefits of making better behaviour choices.

35 Primary School Secondary School

I would not do Maths I try to do my Maths - I would run out of room and I am beginning to enjoy it slam the door! I listen to my teachers and try I would interrupt in assemblies to do as they ask -detention after school I put up my hand and I don’t I once threw a chair across shout out the room – walked out and I do not talk in assembly slammed the door – detention I do not throw chairs after school I have not had any detentions I would not do as my teacher or letters sent home asked – particularly if I was in I am not rude to staff a bad mood I have made a “fresh” start I would shout at teachers then - You can do this too! run off and hide I am happy at my new school I persuaded my friends to because I am trying to pour water on the classroom change and do my best floor – we made a terrible mess Good Luck in Year 7 I had lots of detentions and letters sent to my mum who "Be happy at your new school - was very upset! try to change "

"Please don’t ruin your life" Me now!

Me then! Why should I I will try to have to do this do my work! work?

unhappy happy

36 Some schools allow pupils, as appropriate, to be able to opt for time out from the classroom when they are beginning to find self-control difficult. Round Oak School, for example, uses a blue card system for pupils to request ‘time out’. Pupils usually dislike confrontation and conflict as much as teachers do. Giving them the opportunity to proactively defuse a situation related to a particular behaviour difficulty will empower them to begin to regain self-control. Most pupils with behaviour problems prefer to address them away from the public view of their peers.

As recommended in the DfEE circular 10/99, "Social Inclusion: Pupil Support", many Warwickshire schools have been developing inclusive practices which promote active peer involvement in re-enforcing school behaviour policies and enable the young people themselves to provide a problem solving service for those peers who are having relationship difficulties in school.

At Ash Green School, some Key Stage 4 pupils have set up an ‘open house’ in a spare room as a ‘drop-in’ facility for pupils experiencing problems, for example with bullying. They received advice on their role from the school’s Child Protection manager.

37 Example: Peer Mentoring

Training has been developed as a joint initiative between the Learning and Behaviour Support Service (LABSS) and the Education Social Work Service (ESWS). Two schools that have been involved include George Eliot Community School and Stratford-upon-Avon High School. Following the initial project both schools have reinvested in the scheme and recently a second cohort of peer supporters has been trained.

"It gives you confidence…you feel skilled when people come for help, it gives you a buzz."

"We’ve supported friends who’ve fallen out; they might accuse us of taking sides, but we can be objective now."

"It makes the school look better, they are acknowledging there is a problem and letting us do something about it."

"I am feeling good because it’s nice that I have helped somebody."

Pupils need to be able to choose their mentors, someone whom they can relate to and respect. ‘Reformed’ rebels can often be the most influential mentors and may well have appropriate credibility with those they are helping. The participation involved for the mentor can, in itself, value the older pupil and continue to motivate them.

38 4.6. School Councils and the pupils’ voice

"You know who’s gonna get picked for that", (8 year old pupil with specific learning difficulties)

The participation of pupils with special needs should be evident at all levels from individual participation in IEPs through to whole school participation in School Councils.

Some schools, including Polesworth High School (£500), Round Oak School (£200) and Exhall Grange School (£500), have started to give their School Councils a budget, so that they can fund projects. Items purchased by the pupils tend to be valued and respected.

Example: Warwickshire Youth Forum

The Warwickshire Youth Forum is made up of representatives from each of the special schools. The Forum meets termly. The agenda is presented pictorially (see Appendix 7.5) and any minutes or letters include symbols and photographs (see Appendix 7.6) to make them more accessible. Following meetings, pupils are supported to provide feedback to the rest of the school.

Topics discussed so far include:

What makes a good forum rep.? What makes a good or bad meeting? Why is it important to speak out and how can we make sure all are heard? How do you like to give and receive information? Barriers to leading a full life.

39 Example: Exhall Grange School Council

Exhall Grange is an all age special school. The School Council has existed for many years and is made up of 15 elected students, a member of the non- teaching staff, the Head and Deputy.

Each pupil has minutes prepared in an accessible format, including in Braille. Meetings are chaired by a pupil. There is a notice board in a prominent location, which has on it all the council members’ photographs, along with agendas and minutes. Students are responsible for looking after the notice board and keeping it up to date. The Council also elects from its membership a representative to liaise with the Catering Manager and Site Manager of the school.

Each year the Council is given a budget of at least £500 to spend on purchases agreed within year groups or by the Council as a whole, such as videos, audio equipment, board games for wet lunchtimes, goal posts and cricket sets etc.

School Council meetings are held half-termly at lunchtime, with pupils and members of staff sharing a specially prepared buffet lunch. Experience, however, has shown that the way to make effective progress is to deal with business first and have lunch afterwards!

40 The students take their responsibilities seriously and are clear about their role:

"We, as the Exhall Grange School Council, represent the pupils. We have an annual election to determine which students should represent each year group.

As part of our job we have to act as the ‘voice of the pupils’, for example any requests or complaints from individuals are mentioned at the School Council meetings. The Head and Deputy Head find solutions to any concerns as best they can.

However, the main topics discussed can relate to how the school’s budget can meet the needs of students. Alternatively we try to establish the need to prevent bullying and try to encourage obedience among the pupils by reminding them of the School’s behaviour code.

We enjoy being on the Council – it gives us more responsibilities as well as a delicious buffet lunch!"

Lisa Davis and Craig Elrick – School Council members for Year 11

41 42 A number of schools, including Polesworth High, Round Oak, Lawrence Sheriff and Ash Green, involve pupils in the recruitment of staff. At Polesworth High, for example, two pupils sit on the interview panel and decide which questions they would like to ask. The pupils may also observe the prospective teachers in class and feedback their views to the panel. At Round Oak, interviewees take a trial class and the pupils have an opportunity to give their views to the Headteacher.

Example: The role of pupils in staff interviews at Lawrence Sheriff

At Lawrence Sheriff, prospective staff members are interviewed for half an hour by four members of the School Council, each student posing two questions. Questions are challenging and thoughtful, for example: ‘Why would I enjoy being in your lessons?’ Peter Kent, Headteacher, comments, "Whilst students only make a recommendation to the final interviewing panel, to date their comments have been extremely accurate, and in almost every case the nominee has been the person finally appointed. Feedback from interviewees has been extremely positive, and many have commented that this stage of the interview process provides the clearest insight into the culture of the school…Overall, the involvement of students in staff interviews has taught us that students can be trusted to play a part in some of the most important decisions within a school. We have found that the more responsibility that is given to students the better they respond."12

12 The Weekly Word, The Lawrence Sheriff School Newsletter, vol. 6, no. 26 (issue 215), 4th April 2003

43 Section 5 Useful Sources of Information

Clarke, A. and Moss, P. (2001) Listening To Young Children – The Mosaic approach Published for the Joseph Rowntree Foundation by NCB. ISBN 1900990 628. 2001 £11.95 Available from NCB Publications, 8 Wakley Street, London EC1V 7QE Tel: 020 7843 6029 Fax:020 7843 6087 www.ncb.org.uk This report looks at how young children’s views and experiences can become the focus for reviewing services.

Griffiths, J., Cunningham, Onwards and Upwards: Involving disabled children and G. and Dick, S. (1999) young people in decision making, Children in Scotland, Edinburgh Tel: 0131 222 1589 65 X £15.00 This is a training manual for professionals, aiming to promote the involvement of disabled children and young people in decisions that affect them, by providing training and discussion materials for a wide range of professionals. There is an introductory section, followed by sections on why children should be involved in decisions, what that means, and how such involvement may be facilitated.

Hartley Brewer, E. (2003) Stepping Forward: Working Together Through Peer Support , NCB. Available from NCB Publications, as before.

Matthew, J. and Williams, J. (2000) The Self-Help Guide for Special Kids and their Parents Available from: Jessica Kingsley, London. Tel: 020 7833 2307 ISBN: 1 8530209149, £12.95 The book is written as a result of the experiences gained by the parents of a disabled child, a number of problems are presented with suggested solutions, it also offers some useful insights into family life and some of the consequences of misunderstood communication.

44 Michel, E. and Hart, D. (2002) Involving young people in the recruitment of staff, volunteers and mentors, NCB Publications, as before.

Morris, J. (1999) Move On Up, NCB, as before. ISBN:0902046 543, £12.99 ‘Move On Up’ follows previous research by Jenny Morris which identified a number of policy and practice issues for young disabled people. In this work Jenny Morris has consulted with a group of disabled young people and presents their views and experiences of transition, combined with guidelines for good practice and useful contacts and addresses. A good practical guide for adults involved in planning transitions with young disabled people.

NASEN, Child + Expert = Ease: Having a Say, Making a Change CD-ROM available from NASEN House, 4/5 Amber Business Village, Amber Close, Amington, Tamworth, B77 4RP Practical materials developed by a group of Educational Psychologists in Bradford, contains planning and review formats which schools can personalise.

NSPCC (1997) Turning Points – a Resource Pack for Communicating with Children ISBN 0902 498 649, ISBN 0902 498 673 Available from: NSPCC National Training Centre, 3 Gilmours Close, Beaumont Close, Beaumont Leys, Leicester, LE4 1EZ Tel: 0116 2347223 Fax: 0116 2340464 This 6 volume pack is for anyone involved in working with children at times of change or loss.

Russell, P. and Beecher, W. (1998) Having a say! Disabled children and effective partnership in decision making Council for Disabled Children Available from NCB, as before. These two reports summarised a consultative seminar on the issues held in October 1996, and list good practice initiatives in the field and annotated references. Good practice initiatives cover a wide age range and include advocacy projects, play schemes, research and consultation. 45 Save the Children (2000) The School Council: A children’s guide Available from Save the Children, tel: 020 7703 5400, £5 www.savethechildren.org.uk A colourful and comprehensive guide to developing and maintaining a School Council.

Save the Children (2001) Participation – Spice it Up! – Practical tools for engaging children and young people ISBN 1 84187 0625, £18.95 Available from Save the Children, as before. For all professionals and organisations who work with children and young people, including teachers and local authority workers.

Shotton, G. (2003) Pupil Friendly Individual Education Plans Lucky Duck Publishing Ltd.

The Children’s Society (2001) Young People’s Charter of Participation Available from The Children’s Society Tel: 0845 300 1128, £3 www.the-childrens-society.org.uk Developed by young people and works from the Rotherham Participation Project. A hands-on tool setting out principles, standards and action plans to promote the systematic participation of children and young people.

The Alliance for Inclusive Education The Inclusion Assistant Available from Allfie, Tel: 020 7735 5277, £10 www.allfie.org.uk A resource made with young people with high level support needs and their families, looking primarily at support in mainstream education. Features a video and a report.

Thomas, N., Phillipson, J., Children and Decision Making:Toolkit Children in Wales O’Kane, C. and Davies, E. (1997) Available from: Pavillion Publishing, The Ironworks, Cheapside, Brighton, East Sussex, BN1 4GD Tel: 01273 623222 Fax: 01273 625526 £150 for the complete toolkit, including postage and packing. Based on original research into children’s participation in decisions about being looked after.

46 Treseder, P. (1997) Empowering Children and Young People Training Manual: Promoting Involvement in Decision-making, Save the Children ISBN 1899120 47 5 £15.00 Available from Save the Children, as before. A manual to help professionals empower children so that they can contribute to the decisions which affect them.

47 Section 6 OHTs

48 49 50 51 Section 7 Appendices

7.1 a What I think about my secondary school 53

7.1b What I think about my primary school 55

7.2 MENCAP’s Traffic Light Card system 57

7.3 The Ladder of Participation 59

7.4 Pupil’s Individual Education Plan 60

7.5 Blank Pupil’s Individual Education Plan 61

7.6 Warwickshire Youth Forum Agenda 63

7.7 Warwickshire Youth Forum Minutes 64

52 Appendix 7.1a

53 54 Appendix 7.1b

55 56 Appendix 7.2

57 58 Appendix 7.3

59 Appendix 7.4 Pupil’s Indvidual Education Plan Pupil’s

60 Appendix 7.5

61 62 Appendix 7.6

63 Appendix 7.7

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