On the 19th July the DfE published a research report by Helen Johnson, Julia Carroll & Louise Bradley of Coventry University titled “SEN support: a survey of schools and colleges.” You can read the full report here.
Below is a summary of the main points, followed by Nancy Gedge’s thoughts on the report.
Identification of SEN
Support for Children and Young People on SEN Support
Respondents also suggested providing classroom resources such as word mats or key word lists. There was also a focus on using materials and strategies to develop enjoyment and build confidence when reading.
Deployment of teaching assistants
Sources of information
It appears that across the education system teachers have access to a body of knowledge both in terms of identification of SEN and in creating strategies for supporting learners, however, a major barrier to successful support remains schools’ ability to put what they know into practice and implement change to ‘the way we have always done things’.
The deployment and training of TAs remains a challenging area for schools, centered around timetabling, in particular so that teachers and TAs can have time to plan together, and training, and SENCOs remain pivotal, a point of contact for teachers and outside agencies.
Schools, and the education system, much like the NHS, can be said to be somewhat inward looking, so it falls to partner organisations such as Driver Youth Trust, to seek ways to reach out to education professionals in order to signpost them to support that is readily available, but outside the domain of the school building.