Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses

1. Development and diversity Overview of the inclusion statement Special educational needs and/or disabilities Training toolkit Session 3

5. The circles of inclusion Responding to students’ diverse needs Setting suitable learning challenges Overcoming potential barriers to learning Teaching styles Access Learning objectives = inclusion

9. Getting the learning objectives right Responding to students’ diverse needs Setting suitable learning challenges Overcoming potential barriers to learning Teaching styles Access Learning objectives = inclusion

12. Percentage achieving five good GCSEs 23 per cent Students with SEN but no statement 59 per cent All students

14. Converting levels to points scores 3.4−5.0 P8 2.6−3.0 P7 2.1−2.5 P6 1.6−2.0 P5 1.1−1.5 P4 0−1 P3 0 P1−2 Points score Level/grade

15. Converting levels to points scores 25 27 29 4c 4b 4a 4 19 21 23 3c 3b 3a 3 13 15 17 2c 2b 2a 2 7 9 11 1c 1b 1a 1 Points Sub-level Level

16. Converting levels to points scores 37 39 41 6c 6b 6a 6 31 33 35 5c 5b 5a 5 Points Sub-level Level

18. Expected progression from KS3 to GCSEs G Below 2 F 2 E 3 D 4 C 5 B 6 A (and A* in English) 7 A* (in maths) 8 GCSE grade Key stage 3 NC level

19. Tracking students’ progress 0 5 10 15 20 25 30 35 10 11 12 13 14 15 16 17 18 19 20 21+ 9 8 7 6 5 x x x x x x x x x x x x x x x Outcome score (eg KS3 test result) Input score (eg KS2 average points score)

20. What factors in the school’s/setting’s provision led to this student making such rapid progress? To inquire further… Why has this student made so little progress?

21. … this information box pops up on the screen to tell you more about the attainment profile for the individual student − or group of students − if one of the larger blobs is selected ‘ Hover’ your pointer over this dot and…

22. The school’s value added line suggests that typically low-attaining students in the school have done better than the national median… … while students attaining in the medium range have made progress in line with the national median… … and high-attaining students have typically done less well than the national median – and, in terms of progress, are among the lowest 25 per cent Question: What is proving particularly successful with lower-attaining students? School median line

23. Which of these students had learning mentors as part of their BESD provision?