After the Bell

What does research tell us are our ‘best bets’ for classroom practice to support students with SEND? This podcast explores strategies that can be adopted across a school, or in individual classrooms that will support students with SEND to make excellent progress. We consider key approaches that teachers can implement that will not only support students with SEND, but will help all learners in the classroom to thrive.

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The SEND Code of Practice describes 4 broad areas of need: cognition and learning; communication and interaction; social, emotional and mental health; and sensory and physical needs. In reality though, many students will not neatly fit into one of these categories: their needs may fall across different categories, and even within a category, their needs will be individual. This podcast explores how we can really get to know our students so that our provision becomes tailored to their specific needs.

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Year on year, the number of students identified as having Special Educational Needs and Disabilities is increasing and is currently around 15% of the overall school population. Nationally, outcomes for students with SEND are concerningly low, with the performance gap at the end of Y11 increasing over a number of years. It isn’t just academic outcomes that a concern though: research shows that the wellbeing of students with SEN are worrying, with these learners likely to be less happy and also less likely to progress on to further education or employment that students without SEND. It is therefore crucial that whatever our role is in education, we take proactive steps to support students with SEND to thrive. In our last series, we specifically looked at how TAs can be deployed to have the biggest impact on students with SEND. In this series, our focus remains on supporting students with SEND but through a broader lens, considering the ways we can all help.

Schools often describe themselves as ‘inclusive’ but what does this really mean, and what does it look like when schools get this right? In this podcast, we explore the culture and practices that need to be in place for all students, including those with SEND, to feel safe, secure and be able to thrive academically, personally and socially.

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SEND in schools is a complex topic, governed by many legal frameworks, policies, legislation and practices. Hopefully, this podcast will help to summarise some of the key language used in this field, considers why outcomes for students with SEND may differ and considers key myths about SEND that as educators, we should be aware of.

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In March 2022, the Government published its SEND Green Paper, outlining changes it proposes to make to the future of SEND support. This podcast explores the challenges that the Green Paper identifies, its recommendations for change and allows us an opportunity to reflect on how support for students with SEND may change in the coming years.

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There is a clear body of research considering strategies and approaches that allow Teaching Assistants to have the biggest possible impact in their role. This podcast explores practical steps that schools can take to engage with this research, and change their approach to embrace these recommendations.

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For too many years, CPD in schools has focussed almost exclusively on teachers. There is a growing acknowledgement that if we are to build truly great schools, we need to invest in the entire workforce. This podcast considers what a strong and effective CPD programme looks like that invests in, and develops, Teaching Assistant to thrive in their careers.

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Increasingly, TAs are being used to deliver specific interventions and other out-of-class support to students. These interventions are only likely to work if the interventions selected are underpinned by research demonstrating their quality, if the implementation is carefully planned and if TAs are trained and supported to deliver them to a high standard. This podcast explores how TAs can achieve success in this aspect of their role.

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In this series so far, we have looked at the SEND Code of Practice and also considered how schools are currently deploying TAs, as well as looking at the impact this can have. In this episode, we will review the evidence for how TAs can have the maximum impact when providing in-class support. We know that when this is done well, with planning and a clear strategy, it can support vulnerable students to make progress. This podcast explores what how this can be achieved, so that TAs have the biggest impact possible on the learning of the students they are supporting.

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The massive growth in the number of TAs in schools has been driven by concerns about teacher workload, and because of a commitment to inclusive practice, supporting students with SEND to stay in mainstream schools where possible. This podcast considers how TAs are used in schools, and what research tells us the impact of their work is.

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