SEN in the mainstreamHow do I ensure the SEND students

in my class make expected progress?

• Can I identify barriers to learning•Do I have strategies to support pupils with SEN?

•Do I know where to access informationinform my planning for pupils with SEN?

Can I assess the effectiveness of different teaching methods when matching for SEN pupils?

What does it feel like?

• Montillation of Traxoline • “It is very important that you learn about

traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it into quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge.”

• 1. What is traxoline?• 2. Where is traxoline montilled?• 3. How is traxoline quaselled?• 4. Why is it important to know about

traxoline?

• Most pupils with SEND in mainstream classes have mastered the mechanics of reading.

• However, barriers remain to the comprehension and further progress.

• What are these barriers?

What are the barriers to learning?VI SEMH LD

PD LCN ASD

PMLD HI MED MLD

How can I develop strategiesto support pupils with SEND?

ASD

SPLD

SLCN

ASD

SPLD

SLCN

Where can I find SEN information?1. SIMS profile – under SEN link

2. Inclusion register – – on the I-Drive - Learning Support3. IEP (Individual education Plan) – on the I drive –

Learning Support - IEPs

4. Class register – right click on reg and highlight SEN

Attached Learning Support Teachers

Year 7 – Suzy Townsend Year 8 – Anthony FerreiraYear 9 – Sarah FernerYear 10 – Howard SmithYear 11 – Marion O’MalleyFoundation Learning and Sixth Form – Nigel Orton and Francoise Moore

Which teaching methods differentiate best?

In your groups/pairs please evaluate and rank teaching methods by their capacity to

differentiate.

A.Can differentiate wellB.Can differentiate reasonably well

C.Does not differentiate well

How can you improve differentiation using weak teaching methods?

Teacher talk •Keep it short •Punctuate with Q&A – use long wait times and warnings•Effective to teach to the top and to the bottom some of the timeTeacher demonstrates•Use questions – why am I doing this? Etc.•Ask students to ‘talk me through one’ – students give teacher instructions with reasoning

watching a video or Students film•Give students questions that the film will answer before showing it

Past Paper Exam questions•If there are no easy questions, write some, and ask students to do these before the past paper

Reading•Have a range of differentiated materials including some at the level below the students and some that is the level above.