Assignment (Equivalent to 5000 words) Overcoming Barriers to Learning

53 A critical, reflective review of the barriers to learning experienced by an individual or group of individuals and how these barriers might effectively be overcome within your school setting.

This will include the following sections:

1. Setting the Context (equivalent to approx. 1,000 words)

 Identify an individual or group of pupils who may experience barriers to learning.

 Reflect critically on the development of provision within your school context to address these barriers. 2. Reviewing Evidence Informed Practice (equivalent to approx. 3,000 words)

 A critical review of the underpinning statutory, theoretical and research background  Reflect critically on the nature of the barriers to learning experienced by pupils(s)

 Review the evidence to support current practices and alternative approaches to address them  Critically evaluate strategies that could be implemented to effectively remove these barriers.

3. Developing Provision (equivalent to approx.1,000 words)

 Reflect critically on the significance of your findings for your own practice.

 Develop a set of recommendations for your school to implement in response to your findings.

This assignment will provide evidence for achievement of specified National College for Teaching and Leadership Learning Outcomes identified in this Framework. Your assignment will also be assessed in relation to the Masters-level criteria of the Faculty of Education at Manchester Metropolitan University.

Please ensure you refer to the guidance given in the Unit Handbook, Moodle site and course meetings. Important reminder Please ensure you keep a copy of all submitted work

Part B - UNIT 2 - 22 BU 0006 Leading and Coordinating Provision (30 CATS) The Award should enable SENCOs to:

54 Learning

Outcome Code

Learning Outcome Source of Evidence

Assignment/Learning Outcome Activity, APL

Verified - Initial and date Tutor, Coordinator, Marker, Mentor or agreed other person.

B.5.1 _{Promote a whole school culture of high expectations and best}

practice in teaching and learning to improve outcomes for children and young people with SEN and/or disabilities

Assignment 1

B.5.2 _{Advise on and influence the strategic development of a person-centred} and inclusive ethos, policies, priorities and practices

Learning Outcome Activity B.5.3 _{Ensure that the school’s SEN policy is embedded within the school’s}

performance management, self-evaluation and improvement planning

Learning Outcome Activity C.1.2 Person-centred approaches build upon and extend the experiences,

interests, skills and knowledge of children and young people with SEN and/or disabilities

School based practice

55 Learning

Outcome Code

Learning Outcome Source of Evidence

Assignment/Learning Outcome Activity, APL

Verified - Initial and date Tutor, Coordinator, Marker, Mentor or agreed other person.

B.6.1 Understand and meet their statutory responsibilities towards children and

young people with SEN and/or disabilities Assignment 1

B.6.2 _{Addressing discrimination, stereotyping and bullying related to} SEN and disability

Learning Outcome Activity

B.6.3 Deploy and manage staff effectively to ensure the most efficient use of

resources to improve progress of children and young people with SEN and/or disabilities

Assignment 2

B.6.4 Lead the professional development of staff so that all staff improve their practice and take responsibility for removing barriers to participation and learning

Learning Outcome Activity

B.6.5 Promote improvement in teaching and learning to identify, assess and meet the needs of children and young people with SEN and/or disabilities, within a person-centred approach

Learning Outcome Activity

B.6.6 Model effective practice, coach and mentor colleagues Learning Outcome Activity

B.6.7 _{Commission, secure and deploy appropriate resources to reinforce}

the teaching of children and young people with SEN and/or disabilities, and evaluate and report upon their impact on progress, outcomes and cost-effectiveness.

Assignment 2

B.6.8 _{New funding models, including the right to personal budgets} Assignment 2

7. Critically evaluate evidence about learning, teaching and assessment in relation to pupils with SEN to inform practice and enable senior leaders and teachers

Learning Outcome Code

Learning Outcome Source of Evidence

Assignment/Learning Outcome Activity, APL

Verified - Initial and date Tutor, Coordinator, Marker, Mentor or agreed other person.

56 B.7.1 Select, use and adapt approaches, strategies and resources for

assessment to personalise provision for children and young people with SEN and/or disabilities

Learning Outcome Activity

B.7.2 _{Establish systems to collect, analyse and interpret data, including} Raise On-line, to inform policy and practice, raise expectations and set challenging targets for children and young people with SEN and/or disabilities

Learning Outcome Activity

B.7.3 Draw upon relevant research and inspection evidence about teaching and

learning in relation to pupils with SEN and/or disabilities to improve practice

Assignment 1

B.7.4 Undertake small-scale practitioner enquiry to identify, develop and

rigorously evaluate effective practice in teaching pupils with SEN and/or disabilities

Assignment 1

8. Develop, implement, monitor and evaluate systems Learning

Outcome Code

Learning Outcome Source of Evidence

Assignment/Learning Outcome Activity, APL

Verified - Initial and date Tutor, Coordinator, Marker, Mentor or agreed other person. B.9.1 Record and review the progress of children and young people with SEN

57 B.9.2 Make effective use of data to evaluate and report upon the effectiveness

of provision and its impact on progress and outcomes for pupils with SEN and/or disabilities

Learning Outcome Activity

B.9.3 Plan and intervene to meet the needs of children and young people with

SEN and/or disabilities Assignment 2

B.9.4 Set challenging targets for children and young people with SEN and/or disabilities

Learning Outcome Activity B.9.5 Inform all staff about the learning needs, emotional, social and mental

health needs and achievement of children and young people with SEN and/or disabilities

Learning Outcome Activity

B.9.6 Ensure appropriate arrangements are put in place for children and young people sitting national tests and examinations or undertaking other forms of accreditation

Learning Outcome Activity

C.1.1 There are high expectations for all children and young people with SEN

and/or disabilities School based practice

9. Draw on external sources of support and expertise

Learning Outcome Code

Learning Outcome Source of Evidence

Assignment/Learning Outcome Activity, APL

Verified - Initial and date Tutor, Coordinator, Marker, Mentor or agreed other person.

58 children and young people with SEN, through, e.g. person-centred

planning, ‘team around a child or family’, the Common Assessment Framework and the Education, Health and Care Plan

B.8.2 Engage with the Local Offer to develop effective working partnerships with

professionals in other services and agencies, including voluntary

organisations, to support a coherent, coordinated and effective approach to supporting children and young people with SEN and/or disabilities

Assignment 2

B.8.3 Interpret specialist information from other professionals and agencies and demonstrate how it has been used to improve teaching and learning and outcomes for children and young people with SEN and/or disabilities

Learning Outcome Activity

B.8.4 Ensure continuity of support and progression at key transition points for

children and young people with SEN and/or disabilities Assignment 2

C.1.4 Family leadership is encouraged and parents and carers are equal

partners in securing their child’s achievement, progress and well-being School based practice

Unit 2 Assignment (Equivalent to 5000 words)