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Maximising the impact of pupil premium, better outcomes for disadvantaged and vulnerable pupils.

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(1) | Loom | Free Screen & Video Recording Software

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Fantastic thank you. Thought provoking - considering what we can do in the current situation - any practical tips about reaching out during school closures? Continue building the relationships I guess.

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Curriculum Conversations Mary Myatt

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Using Desirable learning difficulties to make learning easier short talk

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Thanks Damian, really interesting! I'll be checking out your blog. Just a quick question - Is this approach embedded across your school KS3 and KS4 in different departments? Would be interested to see what your Maths department are doing.

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•	Read Chapters 4 & 5 Chapter 4 – Meeting Individual Differences	     Chapter 5 – Helping Pupils Learn

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•	Read Chapters 4 & 5 Chapter 4 – Meeting Individual Differences	     Chapter 5 – Helping Pupils Learn

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Learning to Teach in the Secondary School : A Companion to School Experience, edited by Susan Capel, et al., Routledge, 2019.

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Reading for GAT access ebook via Marjon discovery.

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Reading for GAT access ebook via Marjon discovery.

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Tunnicliffe, Clive. Teaching Able, Gifted and Talented Children : Strategies, Activities & Resources,  Read Chapter 5 – Affective Classroom Provision for AG&T

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Graf (2011)

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Pupil Voice on being Gifted and Talented

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Pupil Voice on being Gifted and Talented

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Lamb & Lane (2013)

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Pupil voice on being gifted and talented in physical education 'They think it's just, like, a weekend sort of thing'%

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Talent development in physical education: a national survey of policy

and practice in England

Richard Bailey�, David Morley and Harriet Dismore (2009)

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Talent development in physical education a national survey of policy and practice in England (2009)

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Who are our EAL learners?

Pupils learning English as an additional language (EAL) share many common characteristics with pupils whose first language is English. Many of their learning needs are similar to those of other children and young people learning in our schools. However, these pupils also have distinct and different needs from other pupils by virtue of the fact that they are learning in and through an additional language, whilst also learning that language. In addition, they come from cultural backgrounds and communities with different understandings and expectations of education, language and learning.

Pupils with English as an additional language are not a homogeneous group. Teachers and educational policy makers need to be aware of the range of variables in relation to both individual learners and groups.

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Pupils learning English as an additional language (EAL) share many common characteristics with pupils whose first language is English. Many of their learning needs are similar to those of other children and young people learning in our schools.

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and You Tube clip

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Link to the Inclusion Development Programme (IDP)

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Link to the Inclusion Development Programme (IDP)

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Complete the relevant units and take the Self Assessment Sheets before and after completing each unit.

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Teaching resource, Guidance - All regions -

This resource is from the original suite of IDP resources published by the DfE in 2008 - unfortunately, this interactive suite is no longer available. It contains a wealth of information about Dyslexia and Speech, Language and Communication Needs in primary and secondary schools.

Training resource - 21 Nov 2017

The Communication Trust have re-developed the course so it is now tailored for the needs of practitioners working across all the different education phases. Users have the option to access four different pathways - early years, primary, secondary or further education. Each course has a number of activities and resources to support learning.

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Teaching resource, Guidance - All regions - This resource is from the original suite of IDP resources published by the DfE in 2008 - unfortunately, this interactive suite is no longer available. It contains a wealth of information about Dyslexia and Speech, Language and Communication Needs in primary and secondary schools.

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Self Assessment Tasks Guide within the Inclusion Development Programme

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Self Assessment Tasks Guide within the Inclusion Development Programme

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Please see attached in order to find and download the 'self assessments' on the IDP website. Test your knowledge before taking each unit and then after to demonstrate evidence of your knowledge development in each area for Teaching Standard 5.

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You can find the self evaluation downloadable PDF

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Special Educational Needs EEF Guidance Report

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Special Educational Needs EEF Guidance Report

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Go to 'what works' for information on the 4 broad areas

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nasen House
4/5 Amber Business Village
Amber Close
Amington
Tamworth
Staffordshire
B77 4RP

Tel: 01827 311500
Email: welcome@nasen.org.uk

Opening Hours:
Monday to Thursday 09:00 - 17:00
Friday 09:00 - 16:00

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nasen House 4/5 Amber Business Village Amber Close Amington Tamworth Staffordshire B77 4RP Tel: 01827 311500 Email: welcome@nasen.org.uk Opening Hours: Monday to Thursday 09:00 - 17:00 Friday 09:00 - 16:00

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Great Lessons 3 - SEND Revision - RCP 27-04-17

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Sherrington's Key principles for SEND (2017, p. 143)

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Sherrington's Key principles for SEND (2017, p. 143)

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Sherrington's key principles for SEND pupilspdf

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Influences on students’ GCSE attainment and progress at age 16

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Influences on students’ GCSE attainment and progress at age 16

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Effective Pre-School, Primary & Secondary Education Project (EPPSE)

Research Report DfE

September 2014