SEBD special school?
When asked about the features which enhanced pupil attainment, the majority of the discussions shared by pupils often referred to features which improved or reduced their engagement levels. I will therefore discuss these features when focusing upon pupil behaviour (within section 4.4.3). However there were two points of discussion within the two focus groups which relate to the strategies shared by the SLT, the content of this section will therefore largely refer solely to the responses provided by the SLT.
Although the SLT did not refer explicitly to the term ‘Quality First’ teaching within the semi-structured interview, they did refer to a number of strategies which are
highlighted within existing research evidence as enhancing teaching practice and pupil attainment. For example the SLT highlighted that the school engaged within a pilot study of the assessing pupil progress (APP) initiative and due to the positive outcomes from the pilot, have now adopted APP within day to day practice. The SLT believed APP has supported staff to provide a curriculum for students which is more appropriate for their current levels of understanding, therefore enhancing the quality of differentiation taking place by staff. By providing a curriculum which is more precisely differentiated, the SLT believed that students would experience greater
102
success within the classroom, which would have a positive impact upon the students’ self esteem.
The SLT stated that in addition to providing a differentiated curriculum, teaching staff also provide a curriculum which is intellectually stimulating, where staff attempt to provide a curriculum which is age-appropriate and reflective of the topics covered by the students’ peers within mainstream schools. As a result of the commonalities between the curriculum offered within the SEBD special school and the mainstream secondary schools within the Borough, students could participate more in
discussions with their peers outside of school regarding their educational
experiences. For example, the SLT reported that students studied similar texts within English literature, to their peers who attend mainstream schools. The SLT believed this would reduce the potentially negative impact of educating students within a specialist setting away from their wider peer group, such as feeling different from others.
The SLT also highlighted the school focused upon providing a curriculum which captured the interests of students. The SLT stated that the pupils’ interests were incorporated within day-to-day teaching but also during lessons in which students could select activities they wished to complete, the school refers to these sessions as options. In order to gain the opportunity to select from a series of optional sessions on a Friday afternoon, students must accumulate points during the week, which they receive for positive behaviour and academic achievement. Students referred to the options reward scheme during the two focus group discussions. It appeared that both focus groups referred positively to the activities provided for students on a Friday afternoon therefore enhancing the students’ motivation to acquire the required points to select from the activities available.
103
The SLT highlighted that one to one tutoring has a prominent impact on raising pupil attainment, as this strategy enabled staff to support the specific learning needs of the pupil, such as dyslexia. The SLT stated one to one tutoring occurred outside of the classroom, as students could at times become self-conscious of the support they received within class. Although students did not explicitly refer to timetabled sessions of one to one tutoring, the students did refer to the enhanced staff to pupil ratio which was present within the school. As a result students spoke positively about the
availability of staff to provide more intensive support within the classroom. This staff to pupil ratio compared favourably to their prior experiences within mainstream schools. In addition students also reported that support staff often provided
additional help when students found the classroom too noisy and chose to complete learning tasks outside of the classroom.
During the semi-structured interview the SLT emphasised that pupil attainment was central to the school’s practice and decision making. The school’s emphasis upon pupil attainment was also reflected within the school’s levels of expectations for student achievement. The SLT emphasised the school staffs’ expectations and desire for all students to progress onto college or employment at the conclusion of their education within the school. The school staffs’ high expectations appeared to have been communicated to the pupils who participated within the focus group discussions. A number of pupils shared an understanding of the grades they required in order to make a successful transition onto employment of further
education. However at times the pupils felt pressurised by staff and their parents to achieve C grades at GCSE. Although pupils appeared to view this perceived
pressure negatively, it remained unclear as to whether this impacted pupil attainment positively or negatively.
104
As previously stated significant crossover occurred between the strategies shared relating to pupil attainment, attendance and behaviour. The SLT emphasised the school’s appreciation that a number of barriers experienced by students could impact upon their ability to both access learning tasks and concentrate within the classroom. These barriers could relate to the students’ SEN and the additional needs of the student’s family, outside of school. The SLT identified that a large proportion of students arrived at school experiencing unidentified SEN. As a result further assessment was conducted by school staff in order to develop a greater
understanding of students’ needs and subsequently provide more extensive and appropriate in-class support and interventions. However the SLT also stated that they were aware of the complex difficulties experienced by students outside of school, relating to their emotional well-being and their family’s financial needs. A number of participating students highlighted that school staff demonstrated an interest in students’ lives and their overall well-being, as opposed to simply focusing upon their academic achievements. The SLT initiated CAFs in order to provide a framework of support for families who appeared to be experiencing difficulties.
4.4.2 What specific strategies do the senior leadership team and pupils feel