Making GCSEs Work *For All

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Whether you have special needs or not, you want to achieve! Achievement makes us feel good. It lifts our spirits, motivates us and gives us a glimpse of our potential. When that achievement is nationally recognised and has the ability to show that we are employable, it gains even more weight and significance to our lives. This is why GCSEs are so important. And this is why we should strive to ensure that GCSEs work for as many SEND learners as possible. So how we do this? Let me count the ways…

1

We can make GCSEs work for SEND learners when we ensure that we have the highest possible expectations for our learners. 

There are SEND learners who are thought to be incapable of sitting a GCSE because they get anxious or they stim excessively or they have echolalic speech or because they are dyslexic…and the list goes on. Of course, it is easy to see the disability, the behaviours and the barriers that inhibits their learning. In fact, some educators equate these behaviours with academic ability. But, we must never underestimate the potential for students to improve and grow both academically and emotionally. Therefore, instead of being caught up in the labels and the behaviour, we must seek to look beyond them to consider the resources we can put in place to ensure that they’ll be able to sit GCSEs and show progress by the time they get to Year 11.

2

We can make GCSEs work for SEND learners when our schools begin to focus on progress NOT grades.

In order to make GCSEs work for SEND learners, our message to students should focus on progress rather than grades. It is possible that reporting marks from assessments in percentages, could be one of the quickest ways to shift the focus to progress. When a student sees their marks after each assessment, the focus will change from just the mark / grade received to the amount of points they have moved up or down. This will make it possible for students to celebrate when they see how many points they have moved up, even if they didn’t achieve a very high mark.

3

We can make GCSEs work for SEND learners by using effective learning strategies like testing. 

When students are told that they have to sit a test, they are often filled with fear and anxiety. Anxiety is clearly a major barrier for many of our learners and this anxiety is multiplied when they are faced with tests. This is why it is so wonderful to know that retrieval practice can be so beneficial in improving the long term memory of learners. You see, regular tests helps students to get used to tests and exams and will possibly reduce some of the anxiety that students feel as a result. Concurrently, these tests have the added benefit of improving students’ memory, which is so often another key barrier for SEND learners. So to make GCSEs work for these learners, we must have regular testing.

4

We can make GCSEs work for SEND learners when there is a clear way of signposting the progress points achieved by students alongside their final GCSE grades.

In the age of levels, the minimum expectation was that students would make 3 levels of progress between KS2 (end of primary) and KS4 (GCSE). In this case, 3 might be seen as the average level of progress that was expected. Although the system has changed, it would be useful if on a transcript or alongside the grades awarded at GCSEs, there would be a clear indication of the levels of progress made. Therefore, for students who received grades like a 3/4, they could explain that whilst they received a 3, they made 4 levels of progress throughout their time in Secondary School. The focus would be on making sure that future employers and schools would be able to see when a young person has exceeded expectations. It would speak of effort, of grit and that child’s drive to succeed. Publicising this information and making it clear would be vital, but it could make an enormous difference for SEND learners who are striving to move on in their education or work.

5

We can make GCSEs work for SEND learners by making sure that schools and learners are not negatively penalised, if they are not entered for 8 subjects at GCSE.

Having a rigorous curriculum that models the high expectations that we want to see in our schools and society is extremely important. However, it is possible that a school’s obsession with the EBacc, Attainment 8 and Progress 8 scores could prove counter productive for SEND learners. For some SEND learners, having to complete at least 8 subjects might prove extremely challenging  and they might find it difficult to do well with 8. So it is possible that by reducing the number of subjects for some SEND learners and providing additional support to increase prowess in key subjects, they could gain higher grades. However, schools might be reluctant to reduce the number of subjects or provide subjects outside the approved list because this could negatively affect their progress 8 scores and their league table ratings. Therefore, allowing students to focus in on 5 key subjects would risk their place as a leading educational institution. And this is a risk, that few, if any, would be willing to take.

So yes, GCSEs are very important and it is necessary that we help our SEND learners to achieve the best possible results. However, unless we make changes, we will be blocking many able learners from showing what they are truly capable of. You know, over the last couple of days, since students gained their GCSE results, many schools have put up posts, boasting about the students who secured the top grades. I have yet to read inspirational stories about students who started secondary school with the expectation that they wouldn’t gain above Es and attained Cs. These are the stories that aren’t being told. And they aren’t being told because we are constantly caught up in the idea that it’s the grades that matter, not the progress. Now, I’m not saying that grades don’t have relevance. Of course they do! But, if we are truly committed to building resilience, to the development of a growth mindset, to progress, we must shift the narrative. If we want to help our SEND learners to feel a sense of pride in their achievements and to recognise their value to society, we must change the narrative. And this new narrative must not only work for a few, it must work for all! 

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SENDT Reflections

b558ec7ba439a6ffd0ceb3c4660897f2_special-education-clip-art-special-education-clip-art_500-375This year will make 10 years since I trained as a teacher. It is no wonder then, that I have started to reflect on the journey and what I would have done differently. In one way or another, my students are still with me. Whether they appear on trains or in the drive thru, in a plane or just my memory, I have come to accept that their story will always cling to me. Their lives are continually shaping me.

So, now I wonder, what would I have done differently and below, I’ve taken the time to chart a few reflections:

For the little boy with the veiled anger and buried hurts who was nowhere near the old level 3, I wish I had the time to hear you read. I should have given you more spelling tests and tried to get you out on trips. I should have created word walls and vocabulary lists, set you targets to use new words and make opportunities for you to use them. For you see, recently, it has come home to me that in schools, we are often expecting students to create extended answers. However, if the students do not have the language to do so then getting these answers are near impossible. So before we begin to ask for paragraphs and extended responses, we must ensure that our students have the language to make this a reality.

For the other little boy, the one who should have a diagnosis of autism, I should have chased it for you. I should have gone beyond the rhetoric that your parents were not interested and called them myself. I also saw your loneliness, I saw the anxiety now that must have been chipping away at the dawn of teenage-hood that made you withdraw from your peers. I should have requested that the learning mentors buddied you up with someone. I should have made more time for you, perhaps prepped you with questions at the start of the lesson so that you were more confident answering them as we would go through the lesson. This could have made you more confident, it could have helped your peers to see the possibilities that I will always see in you. I know I placed you near the door, so if ever your fight/flight/freeze impulse flared you would have an easy way to escape. But I regret that now, I should have put you front and centre, directly in my line of sight so that I could forever get to you. I did growl for you though. The minute they hinted at marginalising you, I would snip them back in line but those who seconds in an eternity where I am absent. Your memory tears me up!

And to the students who were always off task, wiggling in your seat and ready to drift off at any moment to near oblivion who I strategically seated next to the quiet intelligent ones to maintain my sanity, you needed a checklist. I simply could have kept you a little more focused by giving you the feeling that you were achieving, that you were making steps. Perhaps, you also needed a sensory aid just to settle you, or a cushion to make you move in your place but I never knew they were out there then. I do now of course and although I would definitely use them, I would still want you to say random things and make me smile.

I remember the young, black boys too who thought they were some kind of ‘bad man’. At every turn, they are ready to swagger and light up the room with some new slang. When they started to lose the plot, have a few too many fights, they could have used a few comic strip conversations to view their thinking and the people they’re arguing with in an objective way. It would have helped them to really think about the world outside of themselves. And I should have found ways to get you mentors from the community, people who could help to show you that the see more in you than you do in yourself.

And for all of you who hated English and reading and writing, we should have spent more time just talking. We should have had more artists in, performed poetry and do presentations. We should have danced, done the olden days equivalent of the dab whilst making rhymes about the things we’ve learnt. I still remember when Freddie  Macha came in for some workshops. Where ever you are, my lovely class, I think you will too.  I know we had fun in the end and that you all tried so hard. You might not all have gotten Cs, but you went far beyond expectations. I’m still saluting you.

And for the little girl with the long black hair, who had started to perform beyond expectations and then suddenly stopped coming in, I should have gotten your parents in and tell them that you’re smart and could go on to do amazing things. It might not have made a difference but I feel now, that I should have tried.

Through it all though, meeting you all has been a blessing. I just wish now that my teacher training had helped me to recognise that meeting the needs of my SEN learners, went far beyond coloured paper, clear tasks and dyslexic friendly fonts. It’s so much more than where you seat them or by differentiating, giving them a simple text. It’s myriad strategies and ways in, realising that each child is unique and forever bringing their own things. And as teachers who are SENDT (Special Educational Needs and Disabilities Teacher), we must identify what they bring and if it is a barrier, we must lead them past it, however gently.

 

The Power in the PIVATS

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I am an English Teacher by trade. I’ve been ploughing the field of the English Education system for quite some time and so, I’ve seen the fads come. I’ve seen them go. So when I first saw PIVATS 4, I was sceptical.

The conversion didn’t take long! I soon recognised that for the world of SEND, it provided a systematic overview of the way that we as teachers can plan and assist our students in achieving the milestones and skills which are so often taken for granted. Regardless of age or ability, there was something there for most learners. There was a step to be attained; a goal to be achieved.

Yet, there are elements which infuriated me! How can a student, whose writing is lively and entertaining and filled with myriad devices be relegated to a stage 2 just because their spelling needs work or their handwriting needs a bit more shaping? You see, with PIVATS, students would have to attain all 5 Performance Indicators for a stage before they are allowed to move to another stage. In the areas that pertain to handwriting and spelling this bothered me profoundly! Yes, I know these things are important. They make the journey of life that much more easier to travel. However, we are alive in one of the greatest centuries ever known to man! We live in a Time where software underlines our typing in red when we get it wrong. So surely, these elements, though important, should never hold students back or give a blighted impression of their intelligence when witnessed in a data field?

Although it still irks, I have moved on from things that I can not change. The serenity prayer of life has helped me to recognise something about this new post- levels world that we live in. Previously, when I worked with a KS3 Assessment Group, I felt that the removal of levels was just another avenue for schools to pretend innovation and recreate the levels from the past. However, as time has past, I have come to realise that there is a life beyond levels. Ironically, PIVATS is central to this.

I started off by giving my students a baseline Maths assessment that would expose their strengths and weaknesses across the Maths Curriculum. Then I developed a colour coded spreadsheet that would clearly highlight where students’ strengths and weaknesses are. Once I did this, I was able to clearly able to see the gaps in knowledge of my students and therefore provide a more personalised curriculum that helped my students to close these gaps. Beyond this, I began to see the potential for me as a classroom teacher. I would be able to use this to identify areas which I might need to approach differently when teaching or areas that required further research before recapping these elements with my students. As an English Teacher, teaching the Maths Curriculum, I have never felt more empowered in my practice.

So yes, there is power in the PIVATS and it does not rest in the name of a stage. It rests in the fact that when used properly, it can truly make way for progress. If used correctly, this can be an assessment tool which helps to show what our students do and do not know and provide a blue print of where we can take each and every one of them. Of course, some may argue that PIVATS are limited. They only go up to what is roughly a Year 4 Equivalent. For some SEND settings this is sufficient. Where it is not, SEND schools and centres must be bolshie and innovative enough to create a comparative year 5 and above equivalent so that no potential is wasted; no potential untapped!