The researcher was based in two classrooms at Mountford: Parmdeep’s (T2) Year 3 and Sanjeet’s (T1) Year 5. Four children in each of Year 3 and Year 5
classrooms were chosen to undertake the photography task and the follow up research conversations. Profiles of these children are provided below:
Pupil 1: Paul
Paul is in Sanjeet’s (T1) Year 5 class. He is the brother of Will (Pupil 7) in Year 3. He is on the school’s SEN register at School Action Plus; originally his targets were Literacy-based, however from July 2013 the targets became more social- skill focused. Will has difficulties with having negative thoughts and displaying poor self-esteem. There have been periods of time when Paul has been unable to sleep at all and hears voices in his head. Paul receives a 30-minute one to one session a week with a TA, during which time he completes a page of his ‘Happy Book.’ This is an intervention that the school has devised for Paul, and is discussed in more detail in chapter 10. Paul finds it very difficult to form relationships with other students at Mountford, mainly spending playtimes on his own or with his brother and/or sister. It is suspected that Paul has ASD, and is being assessed at the time of the researcher’s visit.
Pupil 2: Zane
Zane is in Sanjeet’s (T1) Year 5 class. He has a Statement of SEN, which affords funding for him to have Physiotherapy for his Cerebral Palsy. Zane also has SLCN, which particularly display themselves through Zane’s lack of displaying and understanding emotions. Zane is not currently timetabled to be supported by a TA, however, when in class, Lara (TA1) always sits next to Zane and supports him, on what would usually be an individual support structure, to complete teacher-led tasks
142 during whole class teaching. Zane does not appear to have any difficulties making friends in school, despite his language difficulties.
Pupil 3: Demi
Demi is in Sanjeet’s (T1) Year 5 class. Demi is on Mountford’s SEN register, at School Action Plus, as a result of her learning delay with English and Maths particularly. All of Demi’s targets are currently English and Maths based, however, the professionals working with her cite her behaviour as the biggest current barrier to her successful learning. Sanjeet (T1) and Lara (TA1) describe Demi as ‘moody,’ as a result of her difficulty with undertaking/completing tasks if they aren’t aligned with her interests. Demi finds it difficult to maintain friendships; it seems that other pupils become disinterested in maintaining a relationship with her due to her extreme emotional reactions to events that aren’t within her control, for example, if the bell goes in the middle of a game she is playing Demi will become very angry and directs this towards other children.
Pupil 4: Taleq
Taleq is in Sanjeet’s (T1) Year 5 class. When the researcher arrived at
Mountford, she was informed that Taleq was just commencing a period of emergency intervention, as a result of him displaying particularly problematic behaviour. At the time the researcher visited Mountford, Becky (TA2) was supporting Taleq within the classroom during all lessons in the mornings, and approximately 50% of the lessons in the afternoon. Her main role was observed as keeping Taleq on task, to a level at which he could complete tasks assigned by Sanjeet (T1). Taleq had been displaying particularly disruptive behaviour, which was making it difficult for Sanjeet (T1) to teach the whole class effectively. Taleq is on the school’s SEN register, at School Action Plus, as a result of his Emotional and Behavioural Difficulties. His targets include: ‘not to hurt or upset others,’ which suggests that he has difficulties with displaying appropriate behaviour towards other pupils.
Pupil 5: Robert
Robert is in Parmdeep’s (T2) Year 3 class. Robert has a Statement of SEN for Severe Learning Delay, which entitles him to full-time individual support from a TA.
143 His individual support is currently provided by Janet (TA3), who has been working with him for 3 years. Robert’s needs are complex and a diagnosis of them has proved difficult to make. His Individual Education Plan (IEP) focuses on communication needs, with his targets arising from Speech and Language Reports, having been provided by a Speech and Language Therapist. All lessons are differentiated for Robert, as he is unable to access the learning of the other pupils in the class. Robert is a well-liked member of Year 3 and socialises well with other children, however, he finds it difficult to spend time away from Janet (TA3).
Pupil 6: Destiny
Destiny is in Parmdeep’s (T2) Year 3 class. She is on the school’s SEN register at School Action Plus, as a result of her problematic behaviour. Destiny is currently being assessed for Oppositional Defiance Disorder as she finds it difficult to follow instructions given to her by Parmdeep and/or the TAs she works with. Almost all of her targets on her IEP are behaviour-based and TAs are specifically mentioned in supporting her to reach her targets, for example, ‘TAs’ support by initiating conversation with her [Destiny].’ Destiny finds it difficult to build relationships with other pupils; most playtimes she bursts into tears when children don’t follow her instructions. Destiny does not receive timetabled support from TAs, however, is often supported on an ad hoc basis by Janet (TA3), during lesson time.
Pupil 7: Will
Will is in Parmdeep’s (T2) Year 3 class. He struggles with controlling his emotions, particularly when he feels angry. Most days Will shakes with anger at something occurring unexpectedly/against his wishes and bursts into tears in the classroom. Will does not have any timetabled support from a TA, however, is often supported to manage his emotions after an outburst by Janet (TA3) during lesson time. Will finds it particularly difficult to form relationships with other children in school and usually plays on his own at playtime, occasionally playing with his brother and/or sister. Will is on medication for ADHD, which affects his energy levels; he often falls asleep during lesson time and finds it hard to sleep during the night. He is also suspected of having ASD, for which he was being assessed at the time of the researcher’s visit.
144 Pupil 8: Zion
Zion has only been at Mountford for one academic term (12 weeks). He has been placed in Parmdeep’s (T2) Year 3 class, however, as he is 10 years old he should be in Year 6. Zion has a Statement of SEN, entitling him to 20 hours of individual support from a TA. The professionals working with him believe that Zion requires more individual support than the Statement affords, thus are looking at applying for more funding for him and are looking at Special School alternatives, as he is currently not coping well with mainstream provision. Zion is supported by Lorraine (TA4), who began working at Mountford 12 weeks ago, employed to support Zion. Zion has been diagnosed with Foetal Alcohol Syndrome and displays severe learning delays and difficulties forming relationships with others. Zion believes that he is in Year 3 to support the other children, thus this is his focus during lesson time and Lorraine finds it very difficult to support Zion to complete any planned task at all.