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SPECIAL EDUCATIONAL NEEDS IN MAINSTREAM SCHOOLS

SPECIAL EDUCATIONAL NEEDS . IN MAINSTREAM SCHOOLS . Guidance Report The authors would like to thank the many researchers and practitioners who provided support and feedback on drafts of this guidance. In particular we would like to thank the Advisory Panel and Evidence Review Group: Advisory Panel: Adam Boddison, Julia Carroll, Maria Constantinou, Mairi-Ann Cullen, Geoff Lindsay, Margaret Mulholland, Christine Oliver, and Rebecca Pentney. Evidence Review Group: Mairi Ann Cullen, Geoff Lindsay, Richard Hastings, Louise Denne and Catherine Stanford. Peer Reviewers: Lorena Beqiraj, Farah Elahi, Eli Gemegah, Nikita Hayden, Ines Kander, Foteini Lykomitrou and Julia Zander. Guidance report authors: Kath Davies and Peter Henderson. About the Education Endowment Foundation The Education Endowment Foundation (EEF) is an independent charity supporting teachers and school leaders to use evidence of what works and what doesn't to improve EDUCATIONAL outcomes, especially for disadvantaged children and young people.

The attainment gap between pupils with SEND and their peers is twice as big as the gap between pupils eligible for free school meals and their peers. However, ... with SEN, and the progress made by pupils, should be a core part of the school’s performance management

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Introduction The Attainment Gap

educationendowmentfoundation.org.uk

pupils and in closing the overall attainment gap. The attainment gap: its impact on children and young people • The attainment gap is largest for children and young people eligible for free school meals (the best available proxy measure of economic disadvantage) and those assessed with special educational needs.

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The Attainment Gap - Education Endowment Foundation

educationendowmentfoundation.org.uk

3 Executive summary Closing the attainment gap: 15 key lessons learned in the EEF’s first 6 years More than £96 million has been invested by the EEF and

  Closing, Attainment, The attainment gap, Closing the attainment gap

Closing the attainment gap: key lessons learned in the EEF ...

educationendowmentfoundation.org.uk

Closing the attainment gap: key lessons learned in the EEF’s first six years. 17 13. Catch up is difficult: we should aim to get it right first time round for all children. The EEF evaluated over 20 catch-up programmes that aimed to support struggling readers at the transition from primary to

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Think Forward: Coaching in Schools

educationendowmentfoundation.org.uk

schools with a view to evaluating the impact of Think Forward and building the evidence base on one- to-one coaching with a full trial in two years. The evaluation will pilot two RCT designs in four London secondary schools.

  School, Forward, Think, Coaching, Think forward, Coaching in schools

IMPROVING LITERACY IN KEY STAGE 2

educationendowmentfoundation.org.uk

and rewarding lives. Yet despite our best efforts, a disadvantaged child in England is still more than twice as likely as their classmates from more advantaged homes to leave primary school without reaching the expected levels in reading and writing. At the Education Endowment Foundation, we believe

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IMPROVING SECONDARY SCIENCE - Education Endowment …

educationendowmentfoundation.org.uk

maths, but it is just as pervasive. Our research has shown that disadvantaged pupils start to fall behind in science in Key Stage 1; the gap only gets wider throughout primary and secondary school and on to A-level. Helping schools to use evidence and to understand better the most effective ways to improve results is the best way to tackle this

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THE EEF GUIDE TO THE PUPIL PREMIUM

educationendowmentfoundation.org.uk

alternative approaches • 4Consider the likely cost-effectiveness of a range of approaches Quality teaching helps every child Good teaching is the most important lever schools have to improve outcomes for disadvantaged pupils. Using the Pupil Premium to improve teaching quality benefits all students and has a particularly

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IMPROVING LITERACY IN SECONDARY SCHOOLS

educationendowmentfoundation.org.uk

Secondary school teachers should ask not what they can do for literacy, but what literacy can do for them. This guidance report offers seven practical evidence-based recommendations, relevant to all students, based on the key concept of disciplinary literacy. It aims to support teachers in all subjects with strategies to

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IMPROVING SOCIAL AND EMOTIONAL LEARNING IN …

educationendowmentfoundation.org.uk

Improving social and emotional learning in primary schools 3 II “This guidance provides recommendations on both structured programmes and everyday teaching practices.” What does this guidance cover? This guidance report aims to help primary schools support children’s social and emotional development.

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Example of Implementation Plans - EEF

educationendowmentfoundation.org.uk

The following Implementation Plans have been created by members of the EEF Research Schools Network to support changes in their schools: ... lesson observation, work scrutiny, planner check and SOW. Clear, actionable ... • vocabulary.By term 2, vocabulary instruction emerges in daily lessons

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Supporting the attainment of disadvantaged pupils ...

assets.publishing.service.gov.uk

Figure 7 Characteristics associated with progress in disadvantaged primary pupils’ attainment at Key Stage 2 between 2012 and 2014 36 Figure 8 Characteristics associated with success for disadvantaged secondary pupils at Key Stage 4 (CAPS) 39 Figure 9 Characteristics associated with progress for disadvantaged secondary pupils at

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Key stage 4 performance, 2019 (revised)

assets.publishing.service.gov.uk

Progress 8 aims to capture the progress a pupil makes from the end of key stage 2 (KS2) to the end of KS4. It compares pupils’ achievement – their Attainment 8 score (see below) – with the national average Attainment 8 score of all pupils who had a similar starting point (or ‘prior attainment’), calculated using assessment results from

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Summary of recommendations

d2tic4wvo1iusb.cloudfront.net

progress over time • Reward systems can be effective when part of a broader classroom ... • For pupils with more challenging behaviour, the approach should ... behaviour programmes are more likely to have an impact on attainment outcomes if implemented at a …

  Progress, Pupil, Attainment, For pupils

METACOGNITION AND SELF-REGULATED LEARNING

d2tic4wvo1iusb.cloudfront.net

to allow pupils to develop and progress their knowledge of tasks, strategies, and of themselves as learners. • However, challenge needs to be at an appropriate level. • Pupils must have the motivation to accept the challenge. ... attainment of disadvantaged learners. 3 4

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Professional standards for teaching assistants

www.unison.org.uk

learning and attainment of pupils while also promoting their independence, self esteem and social inclusion. They give assistance to pupils so that they can access the curriculum, participate in learning and experience a sense of achievement. Teaching assistants are an integral part of the school workforce representing a

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Achieving Excellence and Equity - Scottish Government

www.gov.scot

7. Measuring the attainment gap 8. Drivers of improvement: what the evidence is telling us and the action we will take School leadership Teacher professionalism Parental engagement Assessment of children’s progress School improvement Performance information 9. Conclusion

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