Getting ahead of the Game      Local Support Teams              And    How they can add value        Anne Hayward     www....
Best Value Model   Input – financial, human and physical resources   Output – as a result of the above what services are...
3
Provision Mapping   Keep track of what is additionally provided to    individuals and groups   Know how budgets are spen...
Provision Mapping   Provides a framework for the SEN system that can    be reported to Governors and to Ofsted   Effecti...
6
Headteacher on LST’s “Retainthose links for those who really matter”                            7
Local Support Teams   Wide range of qualifications and experience   One stop shop for early intervention   Integrated m...
Local Support teams   Continuity of approach to families   Support at difficult transition points   Parental perception...
Local Support Teams   Commissioning high quality services in line with the    core offer from the LA   Specialist suppor...
Wave of teaching and specialist interventions   The management of additional provision needs to    ensure seamless delive...
Source: DfE achievement for all                                  12
Developing a provision map   Re-auditing needs – collecting data on engagement,    achievement and priority barriers to l...
Ofsted – implications for SEN/vulnerable groupFour key judgements Achievement The quality of teaching Behaviour and saf...
Ofsted - continued Reading and literacy Attendance and punctuality Bullying – attitude and respect for others Partners...
Planning based on data•   Prior attainment (data sheets)•   Attendance, A2L, ‘issues’ (data sheets)•   Predictions / Targe...
Who are your significant groups?
Dissect the Model
Attainment GapsKnow the gaps                                         Celebrate success•Build data confidence              ...
Evidence   Comparisons between and progress of    different groups/cohorts   Evaluating the impact of interventions   E...
Impact on school organisation   Differing roles – pastoral support/inclusion    managers/learning mentors   Different st...
Commissioning   Clusters/federations/groups of schools combining    and blending resources and needs   Devolvement of LA...
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Local Support Teams and How They Can Add Value

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A1)R10 Early help: Staffordshire's Early Help Quality Standards for Local Support Teams based on the Ofsted Frameworks for Schools and Children's Services -work undertaken with LST's, schools, health and other stakeholders

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  • Anne Hayward Associates Tel: 01759 303075 Fax: 01759 303686 E Mail: ANNEHAYWARD@COMPUSERVE.COM
  • Anne Hayward Associates Tel: 01759 303075 Fax: 01759 303686 E Mail: ANNEHAYWARD@COMPUSERVE.COM
  • Anne Hayward Associates Tel: 01759 303075 Fax: 01759 303686 E Mail: ANNEHAYWARD@COMPUSERVE.COM
  • Anne Hayward Associates Tel: 01759 303075 Fax: 01759 303686 E Mail: ANNEHAYWARD@COMPUSERVE.COM
  • Anne Hayward Associates Tel: 01759 303075 Fax: 01759 303686 E Mail: ANNEHAYWARD@COMPUSERVE.COM
  • Anne Hayward Associates Tel: 01759 303075 Fax: 01759 303686 E Mail: ANNEHAYWARD@COMPUSERVE.COM
  • Anne Hayward Associates Tel: 01759 303075 Fax: 01759 303686 E Mail: ANNEHAYWARD@COMPUSERVE.COM
  • Anne Hayward Associates Tel: 01759 303075 Fax: 01759 303686 E Mail: ANNEHAYWARD@COMPUSERVE.COM
  • Local Support Teams and How They Can Add Value

    1. 1. Getting ahead of the Game Local Support Teams And How they can add value Anne Hayward www.annehayward.com 1
    2. 2. Best Value Model Input – financial, human and physical resources Output – as a result of the above what services are provided – TA, small group work, interventions, psychology, therapy, mentoring, EWO, SENSS, Behaviour Support, IAG, alternative placements, pastoral support Impact – outcomes for pupils – attainment, achievement, progress, extended activities, behaviour, attendance, teacher confidence 2
    3. 3. 3
    4. 4. Provision Mapping Keep track of what is additionally provided to individuals and groups Know how budgets are spent and analysing Best Value Better management of funding Justify to parents an other stakeholders that additional provision matches need Clarify how staff members each contribute Reduce some of the paperwork Justify the deployment of support staff 4
    5. 5. Provision Mapping Provides a framework for the SEN system that can be reported to Governors and to Ofsted Effective monitoring and review - SEF Shows range of interventions and impact Allows judgements on Best Value to be made A cross curricular approach to meeting identified needs that is more likely to result in high achievement The management of additional provision needs to ensure seamless delivery at each ‘wave’ of teaching 5
    6. 6. 6
    7. 7. Headteacher on LST’s “Retainthose links for those who really matter” 7
    8. 8. Local Support Teams Wide range of qualifications and experience One stop shop for early intervention Integrated multi/transdiciplinary services Early solutions – better outcomes and lower cost Bespoke to school and context Understand the challenges and obstacles to working with highly resistant families – have skills and solutions Joined up approach to assessment – facilitating co- ordinated approach. 8
    9. 9. Local Support teams Continuity of approach to families Support at difficult transition points Parental perceptions Holistic family approach –what they can do differently to make sustainable changes Access to and knowledge of services Close working relationship with safeguarding Use common data, standards and outcomes – SEF CAF support 9
    10. 10. Local Support Teams Commissioning high quality services in line with the core offer from the LA Specialist support – early years, family intervention, behaviour, transition, emotional well being, hard to reach groups, NEETs, ............ Work across clusters, groups and other stakeholders – effective transition Wave 2 but knowledge of universal services Opportunity to have a full and frank discussion 10
    11. 11. Wave of teaching and specialist interventions The management of additional provision needs to ensure seamless delivery at each ‘wave’ of teaching Wave 1 – quality first teaching for every learner Wave 2 – interventions that enable some pupils to catch up with age-related expectations Wave 3 – personalised and intensive interventions for the few learners who need them Schools need to distinguish clearly between what is normally provided for all learners as part of differentiation and what is additional. 11
    12. 12. Source: DfE achievement for all 12
    13. 13. Developing a provision map Re-auditing needs – collecting data on engagement, achievement and priority barriers to learning Planning provision – deciding on the criteria and the principles that underpin it – researching what works and the best provision for each learner Organising delivery – training of staff, clarifying roles and responsibilities and how interventions are delivered Identifying how additional provision involves all staff, learners and parents in evaluation and monitoring 13
    14. 14. Ofsted – implications for SEN/vulnerable groupFour key judgements Achievement The quality of teaching Behaviour and safety Leadership and managementKey changes – even greater focus on: Narrowing the gaps in performance for groups of pupils Quality of teaching and its impact on learning and progress 14
    15. 15. Ofsted - continued Reading and literacy Attendance and punctuality Bullying – attitude and respect for others Partnerships –building parental and community confidenceThere is no separate judgement on the achievement of pupils with SENUse of the progression guidance – high expectations, accurate assessments and prior attainment/rate of progress 15
    16. 16. Planning based on data• Prior attainment (data sheets)• Attendance, A2L, ‘issues’ (data sheets)• Predictions / Targets (data sheets)• Significant groups (data sheets, inclusion indicators)• Qualitative ‘soft’ data (enjoyment, engagement)• Student voice• Parental feedback• Impact measurements – exit interviews, surveys
    17. 17. Who are your significant groups?
    18. 18. Dissect the Model
    19. 19. Attainment GapsKnow the gaps Celebrate success•Build data confidence •Celebrate / promote gap-narrowing•Analyse data and identify gaps (FSM, G&T, SEN, •Capture and share what works wellethnicity, gender) •Achieve successful Ofsted outcomes•Understand the gaps•Make gaps visible – identify groups/pupils•Habitually use dataNarrow the gaps Mind the gaps•Take action to accelerate pupils’ progress •Review tracking data for each pupil to•Focus on differentiation and personalised planning •confirm impact or change approaches•Be clear about what works and build on it Provide •Make use of assessment for learningintervention where it is needed •Focus relentlessly on gap-narrowing •Aim for stretch and challenge targets
    20. 20. Evidence Comparisons between and progress of different groups/cohorts Evaluating the impact of interventions Effective plans and pen portraits Pupil tracking and involvement of pupils Range of qualitative and quantative data Use of case study to demonstrate IMPACT 20
    21. 21. Impact on school organisation Differing roles – pastoral support/inclusion managers/learning mentors Different structures and systems – inclusion panels/inclusion data bases/provision mapping Outcomes – measuring the ‘blend of services’ on pupil outcomes Transparency and accountability – collective accountability and collective responsibility 21
    22. 22. Commissioning Clusters/federations/groups of schools combining and blending resources and needs Devolvement of LA service provision – frequency and quality GP Commissioning – uncertainty over health services including therapies Building in house capacity Essential ingredients of a service level agreement Role of commissioning in schools/clusters 22

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