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Maximising pupil progress and building
school capacity
Delivered by Clare Belli
Southampton Advisory Outreach Service
for SEND
To be familiar with recent research into the factors that impact on short term interventions delivered by SAOS and other external agencies
To recognise some factors that lead to successful intervention, maximise pupil progress and build school capacity
To consider the impact of the research on your school’s policy and practice
To examine future partnership working to ensure intervention outcomes are sustainable and long term
Aims:
SAOS newly formed in September 2015 with secure funding for
3 years.
Clear need for service to:
Demonstrate evidence of positive impact on pupils and
schools
Collate information to support future service development
Identify aspects of service that have high impact value on
pupil progress
Maintain cost effective approaches and provide value for
money
Evaluation is complex because the service has a dual role:
to maximise pupil progress
build school capacity
Context
Challenges :
How do we measure progress?
How do we ensure we are measuring progress rather than provision?
Wide range of interventions for behaviour and learning
Pupils vary considerably (heterogeneity)
Responsibility for delivery largely with school
Progress impacted by a range of factors and individual variables
Maximising pupil progress
Focus on goal setting to evaluate if intervention
had intended effect
Use of Target Monitoring Evaluation System
Methods
1 2 3 4 5 6 7 8 9 10
Target Monitoring Evaluation
System
Progress is
Below
baseline
Baseline
maintained
Some
progress
Expected
progress
Exceeds
expectedB baseline
E expected
A attained
Research findings in relation to
TME…Measures and
quantifies
progress against
specific targets
Locke & Latham, 2oo6,
Hattie &Timperley, 2007
Maintains focus
on progress
rather than
provision or how
support is
perceivedDunsmuir, 2009
Allows for
measurement
of wider range
of conceptually
complex skills
Respects pupil as
individual with
bespoke targets and
own baseline and
progress markers
Mackay, 1993
Brandt, 2014
Individual data
can be collated
for diverse
group of pupils
Mackay, 1993
Brandt et al, 2014
There is a need to remember:
TME provides a narrow measure of progress
Rix et al, 2009
TME demands:
quality, well defined targets
agreement between professionals about what targets to set
and how they can be achieved
capacity of practitioners to predict expected progress and
agree what progress has been made
Parkinson and Humphrey, 2009
Dunsmuir, 2009
However…
Challenges:
What do we mean by building school capacity?
How can we measure an increase in improved school capacity?
School contexts vary considerably
Building school capacity
Views of both service user and service provider using
On-line evaluation
Nominal Group Technique
Methods
Research findings in relation to
building school capacity
Increased
capacity to
meet the
needs of
similar pupils
in the future
Achievement of
targets is
motivational ,
producing
evidence of long
term effects
Locke and Latham, 2006
Scott and Nowlis, 2013
Development
of wider
repertoire of
strategies
Increased staff
confidence
Increase in
staff
knowledge
There is a need to remember:
Capacity of practitioners to assess confidence
levels is problematic
Data does not demonstrate whether capacity
building is sustained long term
Parkinson and Humphrey, 2008
However
There is a need to look at monitoring systems for ensuring:
Consistency in terms of delivery and implementationTimmins and Miller, 2007
Continuous reinforcement of new skills in different contextsBrandt et al, 2014
Whole school culture and commitment Brandt et al, 2014; Locke and Latham, 2009; Dunsmuir, 2009
Necessary adaptations are made throughout duration of interventionBecker and Domitrovich, 2011
Effective communication throughout the intervention and beyondRose, 2012
Influence and involvement of senior leaders Dunsmuir, 2009; Rix et al, 2009
How do we ensure sustainability
over time?
What could you develop/improve in your school to
ensure that interventions are effective, maximise
progress and are sustainable over time?
How will findings from this research affect your
school’s policy and practice?
What are the implications for your
school?
Half way through current SLA
Carrying out case studies of highly successful
interventions
Opportunity to examine current model and explore
future ways of working and funding
Discussions with Headteachers in the coming
months to discuss and plan for future service
delivery
Moving forward
Collaborative partnership working to reduce limiting
factors
The role of the Partnership Working Agreement
The role of the target setting meeting
Supporting sustainability
Capturing wider progress
The service is currently focusing on:
http://www.southamptoninclusion.net/research/recent
-research-projects/
Where you can find complete
research
If you would like to share your thoughts on this
research or the current service model, please email:
Or ring SAOS and speak to Clare on:
023 80 445 981
Your feedback
Visit:
www.southamptonoutreach.net
Or email
To access specific support for individual pupils :
Visit our teaching school website at:
www.southamptoninclusion.net
Or email:
For further information on courses and
training in relation to special educational
needs …
