Jenny Williams shares six key principles for SEND learning
“The vast majority of people in education and social care make the right decisions for children day after day, week after week, month after month.” I was encouraged by this conclusion from Ofsted’s annual report back in January 2020. It was recognition for the many teachers, mentors and leaders who have made it their vocation to care for, and educate, young people across the country.
It was also a reminder of the countless decisions, small and large, that are taken each day, week, and month by experienced practitioners, professionals, and leaders. The unprecedented events of 2020 shone a spotlight on the courage needed for such decision making at all levels, in the face of deep complexity and uncertainty.
What guided you last year? For me, it was an unwavering belief in the power of learning to engage, elevate and empower young people. In particular, to hold in esteem the talents and abilities of those in greatest need.
But what does that look like in practice? At ASDAN, we are enormously grateful for our long association with teachers and supporters of young people with SEND. Below are six things we’ve learned from your practice and experience. As you consider the decisions you are facing in preparing your students for adulthood in 2021, I hope my article gives you a moment to reflect, to affirm your plans, and maybe even an idea or two.
1. Practical learning prepares students for life beyond school
Ben’s story (see box) illustrates one of the key principles of effective professional practice in post-16 education – practical learning in the community can be powerful when it is backed up by reflection and further learning in the classroom. “Things slotted into place for Ben when he started our community curriculum,” says Cathy Bradshaw, Assistant Headteacher at The Apperley Centre.
“He loved it because he could see how meaningful it was to his life and how it could help him gain the skills to live more independently. In the community, he was able to practise his skills, such as mathematics, in a way that made sense to him. The practical learning he undertook led to a transformation in Ben. He has managed to progress on to a mainstream college where he is undertaking a course aimed at helping students with barriers to learning develop their self-confidence, independence, and work skills. He is really enjoying it and is doing brilliantly.”
By helping students combine the practical elements of learning in the community with ample reflection in the classroom, lessons stay fresh for longer, and students like Ben benefit greatly.
2. The four PfA pathways ensure a broad range of valued outcomes
Effective practice also involves ensuring that the curriculum is closely aligned with the four pathways from the Preparing for Adulthood programme; (friends, relationships, and community; employment; good health; independent living).
According to Julie Pointer at the National Development Team for Inclusion: “Historically, outcomes for SEND learners have been poor. The four PfA pathways are crucial because they ensure SEND learners achieve a broad range of outcomes that enable them to be part of their communities, have friends, and get a job. The pathways help learners become independent and have a good quality of life. That’s why they need to be at the heart and soul of every curriculum.”
By including the pathways into your programme, you will be able to help your students aim for their personal goals of independence.
3. Person-centred planning engages and empowers learners
Person-centred planning is our third key principle of professional best practice in post-16 education.
Young people should be at the centre of the planning of their curriculum so that they take ownership of their learning. When learners shape their own programme of study and are consulted and listened to, they feel motivated and empowered.
Poor mental health is often related to a lack of control over things happening in your life. So, by putting learners in control of their planning, we can boost their mental wellbeing. They start to believe in themselves, which leads to better mental health, which helps learners achieve new goals, which in turn builds their confidence.
4. Recognition of progress and achievement helps build self-esteem and identity
The confidence young people build through person-centred planning can be consolidated through ongoing reviews.
“Showing progress is what education is all about,” according to Kevin Larsen, 14-19 Lead at Mabel Prichard School, a special school for learners with complex needs in Oxford. “Good quality ongoing reviews allow you to demonstrate achievement in keeping with the syllabus and help build up a clear picture of the learning profile of the student. If you are reviewing regularly, you can identify where planning is working well or where it may need to be adapted to meet the needs of the learner.”
By regularly rewarding small steps of achievement, you can see students’ self- esteem and confidence grow. Especially for students who make slow, but steady progress, acknowledging and rewarding the little things can make all the difference.
5. Effective transition planning supports progression
When there is a good relationship between the post-16 provider and a feeder school, the college gains a better understanding of the skills, qualities, and aspirations of the young person.
To support transition, post-16 learners at Mabel Prichard School have been attending City of Oxford College on a weekly basis, where they have benefitted from a wide range of work experience opportunities.
“This work experience has enabled learners to familiarise themselves with the college campus, the SEN Department and college staff as well as socially interacting with other students,” says Kevin. “As a result, the students’ transition from school to college has been much smoother.” By preparing learners properly and with good communication between schools, transition becomes a much smoother process for both student and school.
6. Communication with parents helps raise aspirations
It’s very important that parents, too, are given the opportunity to believe their children can achieve. Parents want to feel like they are equal partners in the process of planning a learning programme that leads to great outcomes and enables their child to be as independent as possible. A young person’s voice should remain at the forefront, but good communication with parents is key. When they know what their child is capable of, parents are able to help their child achieve goals and prepare for the future.
These six principles will guide me in the coming year. 2020 was tumultuous, but with these ideas in mind, I believe we will be able to keep helping learners transition in really positive ways.