Camtree Digital Library (Univ. of Cambridge)
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Continuing Professional Development (CPD) in a MAT
Get PDFContext: This action research case study was carried out as part of the Department for Education's nasen Universal SEND programme in the UK, focusing on enhancing continuing professional development (CPD) within a Multi-Academy Trust (MAT). This initiative aimed to integrate staff perspectives and an analysis of existing school data to improve educational practices, particularly regarding special educational needs and disabilities (SEND).
Aims: The primary aim of the research was to enhance the CPD framework within the MAT by employing a new networking and coaching model. This included developing tailored CPD resources for both primary and secondary schools, thus striving for a comprehensive enhancement of SEND support across the academies involved.
Methods: The study utilised an action research methodology involving multiple cycles of planning, action, analysis, and review. Ethical consent was obtained from participants to ensure the confidentiality and anonymity of the data. Data was systematically gathered and assessed to evaluate the effectiveness of the CPD interventions and practices implemented.
Findings: The research found that integrating SEND principles into the core of the school's educational framework significantly enhanced collaborative efforts among staff. Continuous professional development opportunities were successfully tailored to meet the diverse needs of educators within the MAT. The analysis revealed that embedding SEND into daily school life fostered a culture of inclusivity and collective responsibility, contributing to improved educational outcomes for students.
Implications: This study illustrates the potential benefits of a structured approach to CPD within a MAT focused on SEND. Other educators may consider similar models that promote collaboration and inclusivity, demonstrating that effective CPD can lead to improved educational practices. The findings underscore the importance of continually reviewing and integrating SEND strategies into routine school functions, emphasising that SEND should be embedded in the educational ethos rather than treated as a standalone concern
PMLD Life Skills: Dual coding
Get PDFContext: The study focusses on enhancing the educational experiences of children with Special Educational Needs and Disabilities (SEND) through a specific lesson study. Conducted in a school with a focus on Inclusion and Special Educational Needs and Disability (ISEND), the study aimed to develop life skills in pupils who have profound and multiple learning disabilities (PMLD). The emphasis was placed on using dual coding - the combining of verbal and visual instructions to facilitate learning key tasks.
Aims: The primary aim of the study was to determine effective strategies for teaching life skills, specifically making toast, to improve the independence of students with SEND. The research also sought to establish a solid pedagogic foundation for these teaching strategies while investigating the transference of learned skills to contexts beyond the school environment.
Methods: The lesson study was structured over several weeks. In the initial weeks, a team was formed to identify pupils and agree on the study's focus following an analysis of the school's primary needs. Subsequent weeks involved observational assessments of students, debriefing sessions to analyse findings, and iterative lesson planning, culminating in the completion of observations and conclusion of findings by week six.
Findings: The findings indicated that providing explicit verbal and visual instructions facilitated the incorporation of information into students' long-term memory. Pupils showed significant responsiveness to clear instructions and structured learning tasks, resulting in greater independence in completing life skills tasks.
Implications: The study exemplifies the role of structured pedagogical frameworks combined with dual coding in supporting children with SEND. Other educators may learn from the effectiveness of task-oriented and visual instructional methods in enhancing skill retention. Additionally, the research suggests that implementing lesson studies as a professional development strategy could yield insights into child learning progression and serve as an intervention when student progress stalls. The potential for skills learnt at school to be translatable to home environments remains an avenue for further exploration
Transition: From an Alternative Provision (AP)
Get PDFContext: The study focuses on transitioning students from an Alternative Provision (AP) to a new secondary school setting, aiming to create an effective "introduce and fade" approach. This is particularly relevant for students with Inclusion and Special Educational Needs and Disability (ISEND) in order to ease their adjustment to a new educational environment.
Aims: The primary aim of the research is to refine a transition strategy that can effectively support students moving from temporary alternative education settings into mainstream schooling. By establishing a structured yet flexible approach, the study seeks to enhance the learning experience and social acclimatisation of these students.
Methods: The research involves a cyclical action research process, which includes planning, executing, reviewing, and refining interventions. Two action research cycles were conducted, each informed by relevant literature on effective transition practices. Ethical consent was obtained from all participants to ensure the study adhered to ethical standards. The methodology included collaborative activities between students and staff from both the new school and the Alternative Provision, facilitating a supportive transition process.
Findings: The findings indicate that structured planning and the gradual introduction of new staff relationships have significant positive effects on student anxiety and adjustment. Tools such as the "Three Houses" activity were utilised to understand students' preferences and concerns, providing vital insights for staff to address individual needs. The approach promoted transparency in communication about students' feelings, fostering a collaborative environment where both school and Alternative Provision staff can support the transition.
Implications: The study provides valuable insights for practitioners working with students in transition from alternative settings to mainstream education. The "introduce and fade" method may inform other educators about the importance of structured transitions that prioritise relationships and emotional well-being. Additionally, the use of tailored activities can be replicated in other contexts to support similar student populations facing transitions
PMLD: Social interaction
Get PDFContext: This study focusses on the implementation of Lesson Study within the context of Inclusion and Special Educational Needs and Disability (ISEND) for students with profound and multiple learning disabilities (PMLD). The research underscores the importance of facilitating social interaction among students, specifically through peer engagement based on shared interests.
Aims: The primary aim of the study is to explore effective methodologies for enhancing social interaction among learners with PMLD. By tailoring activities to individual interests, such as vehicles, bears, and LEGO, the study seeks to improve engagement and interaction in the classroom setting.
Methods: The Lesson Study was conducted over four weeks, during which a research team was formed and specific research questions were developed. The pupils involved in the study were chosen as case studies, and ethical consent was sought for the anonymised publication of data. The study utilised various resources, including lesson plans and feedback proformas, to structure and document the process.
Findings: Key findings highlight the significance of personalised approaches in fostering social interaction. Notably, pairing students with specific peers facilitated engagement, and the use of sensory mediums significantly benefited student focus and interaction capabilities. For instance, involving Pupil 2's interest in bears substantially increased engagement levels. Additionally, the combination of movement and preferred sensory resources aided in sustaining focus during lessons.
Implications: The findings suggest that adapting lesson plans to capitalise on students' interests can lead to enhanced social interactions. The study also indicates the potential for using physical movement and communication scaffolding, particularly for students with autism, to further promote engagement. The insights gained from this research may inform future practices in tailoring inclusive education strategies that accommodate diverse interests and sensory needs within a classroom setting. Further exploration into how technology can enhance communication for students with autism is recommended, as well as the exploration of strategies for personalising learning experiences for varying interests among students
Helping students in 7th grade to develop interpersonal skills in the context of writing and speaking in A2 level English
Get PDFContext: This study was conducted at Liceo Panamericano Internacional, Samborondón, Ecuador, in 2024. It involved a group of teachers from different sections of the school, focusing on a 7th-grade mixed-ability class with 27 students. The research was part of a broader initiative by the ISP-Camtree Partnership Project, which aimed to explore strategies for developing and assessing life competencies in education.
Aims: The study aimed to help 7th-grade students develop interpersonal skills within the context of writing and speaking in A2-level English. The focus was on improving students’ abilities to structure spoken and written text, take on different roles, and participate in public speaking. Additionally, the research sought to foster teamwork and empathy, addressing the tendency of high-achieving students to exclude lower-level peers. The main research question was: "How can we help students in 7th grade to develop interpersonal skills in the context of writing and speaking to create dialogues or conversations at A2 level?"
Methods: A research lesson study approach was used, involving three structured lessons with predefined learning and competency outcomes. The lessons included collaborative tasks such as structuring sentences, expressing preferences, and articulating choices with reasoning. Case studies of three students with different English proficiency levels (high-achiever, average, and struggling learner) were used to track progress. Student interviews and teacher observations provided qualitative data on learning outcomes and engagement. Adjustments were made after each lesson based on reflections and student feedback.
Findings: Students demonstrated varying levels of progress in both curriculum learning and life competencies. The high-achieving student showed strong academic skills but initially lacked teamwork abilities. The average student improved in confidence and leadership within group work. The struggling student, though still facing difficulties, became more engaged when assigned a defined role in group tasks. Structured roles and collaborative activities encouraged participation and improved self-regulation. Time management remained a challenge, and some students still struggled with fully assuming their roles.
Implications: The study highlights the benefits of structured group work in fostering both language skills and interpersonal competencies. Assigning roles within groups helped students feel included and responsible for their contributions. Teachers may find it useful to integrate students’ interests into lessons to enhance engagement. Additionally, differentiated activities can challenge high-achievers while supporting weaker learners. The research also suggests that ongoing reflection and self-evaluation can encourage students to take greater ownership of their learning and social interactions
Introducing Attention Autism
Get PDFContext: This study explores the implementation of the Attention Autism intervention within a mainstream primary school's autism Resource Unit. The intervention was introduced to support children with autism in developing sustained attention, turn-taking, and positive peer interaction.
Aims: The primary aim was to evaluate whether the Attention Autism programme could improve the social skills and social development of children with autism. The study also sought to assess whether progress made during structured sessions would transfer to less structured parts of the school day, such as break and lunchtime.
Methods: The study employs an action research methodology, adhering to ethical guidelines for participant consent and data anonymity. It comprises two distinct cycles of action research, where planned interventions are developed, implemented, and subsequently reviewed. The research draws upon established literature on Attention Autism and incorporates structured observations during specific activities aimed at enhancing child engagement.
Findings: The findings suggest that the Attention Autism programme effectively supports children in enhancing their attention and engagement. Increased participation in activities and improved turn-taking were observed, although progress in some areas was slower than expected within the typical timeframe of the programme. Consequently, Stage 4 of Attention Autism was not reached. Observations during break and lunchtime indicated that some children were beginning to apply their learning from the programme in different contexts.
Implications: The findings suggest that Attention Autism can positively influence attention and social development in children with autism, with some evidence of skill transfer beyond intervention sessions. The study highlights the importance of pacing the intervention appropriately and tailoring resources to sustain engagement. Educators may find value in adopting this structured, engaging approach to support inclusion and emotional well-being in similar setting
Reducing reliance on adult support - Increasing pupil confidence and self-belief
Get PDFContext: The study examines the impact of Lesson Study on enhancing pupil independence and reducing reliance on adult support among focus pupils with low self-confidence and self-belief in a mainstream primary school setting. It identifies the relationship between self-perception and dependency on Learning Support Assistants, addressing the need for effective pedagogical strategies to foster greater autonomy in learning.
Aims: The primary aim of the study is to explore methods that increase pupils' independence while simultaneously decreasing their reliance on adult support. The study seeks to establish the connections between effective teaching strategies, such as scaffolding, and improved pupil confidence and self-belief.
Methods: The study employs a collaborative Lesson Study approach, where educators engage in professional discussions to develop and implement teaching strategies tailored to the needs of focus pupils. Key components include scaffolding, differentiated success criteria, and pre-teaching. Data on pupils' engagement and self-reliance were collected with ethical consent for anonymous publication.
Findings: The findings indicate that the focus pupils' low self-confidence correlated with a heightened dependency on adult support for task engagement. The introduction of particular pedagogical techniques, such as consistent scaffolding and differentiated outcomes, contributed to increased pupil autonomy. The collaborative professional approach proved effective in refining these strategies, demonstrating that dialogue among educators can drive meaningful improvements in teaching practices.
Implications: This study underscores the potential benefits of targeted pedagogical strategies that emphasise scaffolding and differentiated learning outcomes in enhancing pupil independence. Other educators may find the collaborative structure and focus on professional dialogue beneficial for refining their own teaching practices, particularly in enhancing pupils' self-belief and reducing reliance on additional support. Such strategies may inform approaches to inclusion and support within diverse classroom settings
SEND and Race
No full textContext: This study addresses the systemic issue of racial bias in the identification of children with Special Educational Needs and Disabilities (SEND), focusing particularly on the labelling of those with Social Emotional Mental Health (SEMH) or Moderate Learning Disabilities (MLD). Conducted in a mainstream setting at a Further Education College, the research highlights the complexities involved in addressing these biases.
Aims: The primary aim of the research is to better understand and mitigate the impact of racial bias on the identification and labelling of children in the SEND category. The study seeks to refine existing methodologies and develop actionable strategies that respond to the nuanced challenges faced by educators in this domain.
Methods: The research utilised an action research framework, structured into two cycles. The first cycle involved a thorough planning phase that included the review of key literature shaping the research inquiry. Ethical consent was obtained from all participants, ensuring anonymity throughout the process. The study involved iterative cycles of planning, action, observation, and reflection, allowing for continuous refinement of the research question and methodology.
Findings: The findings from the action research cycles indicate that racial bias affects the identification processes for children with SEND. The data suggests a need for comprehensive approaches that incorporate diverse perspectives and engage participants actively in the research process. Anonymity and ethical considerations were maintained throughout, fostering an environment conducive to open and meaningful dialogue.
Implications: The findings of the study highlight the necessity for educators to remain vigilant and reflective concerning their practices around SEND identification. Understanding how racial bias manifests in educational settings may provide insights into developing more equitable practices. Other educators might learn from the iterative nature of the action research cycles, which allow for ongoing improvement and responsiveness to the needs of diverse student populations
Biology: Scaffolding Writing
No full textContext: This study examines the implementation of a Lesson Study focused on improving extended writing for two high-attaining pupils with special educational needs and disabilities (SEND) in a mainstream secondary school biology curriculum. The study incorporates structured scaffolding techniques to enhance writing skills, particularly in the context of a gradual release teaching model.
Aims: The primary aim is to investigate the effectiveness of various scaffolding strategies, including writing frames and collaborative learning approaches, in aiding pupils A and B to improve their extended writing capabilities. The study also seeks to explore how the findings might be applicable across different subject areas beyond biology.
Methods: The Lesson Study is structured across three weeks, with one lesson conducted each week. The study employs a series of scaffolding tools, such as an acronym Writing Frame specifically designed for natural selection, and the Structured Evaluation Scaffold, integrated within the 'I do, we do, you do' framework. Data collection focuses on pupil performance and engagement with these scaffolding techniques.
Findings: The results indicate that both pupils benefitted from the scaffolding strategies, although to varying degrees. Pupil A demonstrated increased independence and progress in writing through the use of a BrailleNote Touch Plus device for real-time feedback, enabling on-the-spot clarification of misconceptions. Pupil B, who is verbally articulate, thrived through collaborative discussions in 'think-pair-share' activities, leading to greater confidence in her writing.
Implications: The insights gained from this study suggest that the application of structured scaffolding can significantly enhance writing abilities in pupils with SEND. The varying responsiveness to the scaffolding techniques highlights the importance of individualised approaches within inclusive education. Furthermore, the strategies employed in this study may provide useful frameworks for other educators looking to support similar learners in diverse subject areas
Helping students in Foundation 2 to use critical thinking skills
No full textContext: This study was conducted in a Foundation 2 class of 15 students at Lady Elizabeth School in Alicante, Spain. The context is framed by the Early Years Foundation Stage (EYFS) curriculum, with a focus on developing life competencies, particularly critical thinking, in young learners. The students are early language learners, and the approach taken was informed by the school’s ongoing use of the EYFS Characteristics of Effective Learning (CoEL), especially the strand related to Creating and Thinking Critically.
Aims: The primary aim of the study was to explore how Foundation 2 students could be supported in using critical thinking skills to solve problems and adapt their strategies when necessary. The study sought to develop confident learners through child-led learning facilitated by adult observation and minimal intervention, using the 'Planning In The Moment' methodology.
Methods: The research employed a lesson study model with three iterative research lessons focusing on problem-solving in practical, play-based contexts. Three case study students were observed during tasks involving repairing a dolls’ cot, planting seeds, making sand number moulds, moving water-filled tyres, and attaching number labels to metal containers. These tasks were designed to promote planning, decision-making, and strategy adaptation, with adult prompts used to scaffold learning when needed. Observations were combined with short interviews to gather student reflections.
Findings: The case study students showed varied levels of confidence and skill in applying critical thinking. R consistently demonstrated initiative, resilience, and the ability to adapt strategies independently. D was more reliant on peer modelling and adult prompting but showed growing confidence. E required adult support and prompting to persist but showed developing resilience and ability to choose alternative strategies. Across the tasks, students engaged more deeply when activities aligned with their interests, and their use of vocabulary often limited how clearly they could express their ideas.
Implications: The study highlights how opportunities for critical thinking can be embedded in everyday EYFS practice. It suggests that minimal adult intervention, well-timed prompts, and a variety of tools can help children explore and refine strategies. Other teachers might learn from how open-ended questioning and provision of varied materials can encourage young learners to persevere and adapt in the face of challenge