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Questions & Answers: SEN

Kevin Piper has delivered courses for Creative Education for over 15 years now. As well as this he's stayed experienced in the classroom with a number of recent placements leading both a Drama and an English department in an improving inner-London secondary school.

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Question

I've just taken on a new Maths set, and I have a child in my class with ESBD. What can I do to help them stay engaged in lessons?

Answer

Hi James This can be a common problem in Maths, with EBD students even harder to keen on task! Here are a few ideas though to get you started:

Know the pupil – talk to them, and, identify strengths, weaknesses, and ability level;
Limit options/choices, preferably to a very clear ‘either, or’;
Focus comment on the behaviour, not the pupil, and suggest alternative behaviours;
When possible use positive language and praise, identify ‘good’ behaviours and comment;
Establish in advance expectations and requirements, and – direct rather than ask e.g. ‘need’ and ‘want’ as opposed to ‘will?’ and ‘can?’;
Always do what you say, never make empty promises or threats;
Use shared targets and rewards;
Consider ways to develop self-esteem and confidence e.g. Give tasks and responsibilities;
Agree time-out systems and routes, and both verbal and non-verbal signals for these.

James | 28/01/2010

Previous Questions

I have a child with ADHD in my class, and I'm finding it a real challenge. Have you got any ideas or suggestions?

Hi Francis Dealing with an ADHD student in class can often be challenging, especially if you haven't had experience of it before. There's some very helpful advice available on www.dore.co.uk, which I've reproduced for you here * Pause and create suspense by looking around before asking questions * Signal that someone is going to have to answer a question about what is being said * Use the child’s name in a question or in the material being covered * Ask a simple question (not even related to the topic at hand) to a child whose attention is beginning to wander * Walk around the classroom as the lesson is progressing and tap the place in the child’s book that is currently being read or discussed * Decrease the length of assignments or lessons * Alternate physical and mental activities * Increase the novelty of lessons by using films, tapes, flash cards, or small group work or by having a child call on others. * Incorporate the children’s interests into a lesson plan * Structure in some guided daydreaming time * Give simple, concrete instructions * Accept that some children may benefit from standing up and walking around when they are meant to be seated * Use a soft voice to give direction

Francis | 28/01/2010

What are P Scales?

The P Scales are the national assessment criteria for pupils with special educational needs (SEN) who are attaining below Level 1 of the National Curriculum. They can be used with pupils aged 5-16 years, in both mainstream and special school settings, who are performing significantly below age-related expectations, and are unlikely to attain above Level 2 at KS4.

First published in 1988, they were most recently updated in 2009, and can be downloaded from the QCA website. Prior to the P Scales, all pupils working below Level 1 were assessed as ‘W’. Reporting P scales, within national KS1, KS2 and KS3 assessment became mandatory in September 2007.

There are P scales for each subject in the National Curriculum and for Religious Education. Each scale has eight performance levels, with Levels 1-3 common across all subjects, and show the earliest levels of general attainment with subject-focused examples, Levels P4 to P8 show subject-related attainment.

The P Scales are included within a series of 15 guidance booklets - Planning, teaching and assessing the curriculum for pupils with learning difficulties - one for each subject as well as one for general guidance and one about developing skills.

P Scales must not be used for pupils who are attaining below Level 1 because they have English as an additional language (EAL), but can be used for those who are both EAL and SEN.

There are specialist commercial resources available to support P Scale assessment, and curriculum planning and provision, including B-Squared Publications, Equals and PIVATS.

The DCSF advise that teachers can use the P Scales to:

· support setting targets for whole-school improvement

· summative assessment

· track individual pupils’ linear progress

· identify and record individual pupils' lateral progress

· look for patterns in the attainment of pupils

Lucy | 21/01/2010