Partnerships with outside agencies

1
Partnerships with outside agencies
Classroom management and partnerships
2
Learning outcomes

• You will
• know the range of outside agencies most likely to
  be involved with your pupils
• understand the basic principles of collaboration
  with outside agencies within the Every Child
  Matters framework, and
• know where to seek further assistance or advice
  on SEN and disability.

3
Learning outcomes
Activity 1

• You will
• know the range of outside agencies most likely to
  be involved with your pupils, and
• understand your roles and responsibilities as
  teachers.

4
Every Child Matters the five outcomes

• Being healthy
• Staying safe
• Enjoying and achieving
• Making a positive contribution
• Achieving economic well-being.

5
The key to putting the five outcomes into action

• Collaboration between local authority childrens
  services
• Involving therapists and CAMHS workers
• Outside agencies and voluntary groups may support
  pupils.

6
Learning outcome
Activity 2

• You will gain a basic knowledge of the national
  service framework (NSF) and the responsibilities
  of local authorities.

7
Childrens NSF key points

• Introduced to address variations in standards of
  care
• Services to be delivered around the needs of
  children and families
• Standards drawn up to ensure that all childrens
  services are coordinated and effective
• Performance measures set and progress to be
  measured over agreed timescale.

8
Inclusion and achievement

• National research has shown that settings that
  develop inclusive cultures, policies and
  practices also raise achievement and the
  Department of Education and Lifelong Learning
  considers good equalities and educational
  inclusion practice to be the key to school
  improvement.
• Educational inclusion and equalities policy, 2003

9
Key messages

• ECM outcomes more likely to be met if agencies
  work in partnership with schools
• All teachers should be in close touch with SENCOs
  or inclusion managers
• Take time to learn about how to remove barriers
  for individuals to improve the education of all
  pupils.

10
Learning outcomes
Activity 3

• You will understand that
• a comprehensive approach is likely to work best,
  and
• modern therapy of all kinds considers the
  individuals environment, including out-of-school
  environment, alongside the difficulties that an
  individual presents.

11
Daniels profile

• Has DCD and ADHD
• At age seven, his movement ABC score (a
  standardised test for movement) was below the 5th
  percentile in the lowest five per cent of
  pupils of the same age
• At age 12, his ABC score was the same but much
  had changed.

12
Daniel some questions

• Who contributed to the therapy?
• Where did it take place?
• What was its substance?

13
Feedback from the film

• What did you find useful?
• What could you use in your school educational
  setting?
• How could you use the information/knowledge?

14
Daniel key points

• One-to-one therapy has no apparent advantages
  over lower-cost group activities
• The film illustrates how teachers and coaches can
  contribute to therapy
• Parents, carers and peers can also help.

15
Learning outcome
Activity 4

• You will understand the basic principles of
  collaboration with outside agencies.

16
Ray a year 6 pupil

• Finds concentration difficult and can be
  disruptive. Often complains of a headache and
  sits apart
• Reading is two years behind and progress is slow
  despite extra help
• Does not like contributing to oral work in class
• Enjoys painting.

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Ray a year 6 pupil (continued)

• His mother and teacher have noticed that,
  sometimes Ray does not seem to hear them
• He sometimes stays away from school.

The SENCO calls a meeting of everyone
involved.Which professionals did the SENCO
contact after the meeting?
18
Rays story 2

• The meeting, with Rays agreement, decided on a
  referral to the schools EP and the EWS
• The EP observes Ray in class and suggests to the
  teacher Ray gets help with his oral communication
• The EWO talked to Ray and his mother. Ray said he
  found it hard to understand lessons. His mother
  works in the evenings and cannot keep an eye on
  him all the time.

What suggestions for further referral did the EP
and the EWO make?
19
Rays story 3

• The EP referred Ray to a paediatrician to check
  out his headaches and asked for a hearing test
• Ray agreed to the EWOs suggestion to attend a
  good local arts centre that works with children
  but does not always go
• The paediatrician found no obvious cause for the
  headaches although tension in class could
  contribute to them
• The hearing test confirmed Ray has normal
  hearing.
• Who did the EWO and the paediatrician bring in
  next?

20
Rays story 4

• The EWO contacted an arts outreach officer. Ray
  expressed interest in some of the activities on
  offer and attended the first one
• The paediatrician asked the speech and language
  therapy service to assess Ray, who was found to
  have a significant receptive language impairment
  that affects his ability to process oral language.

21
Rays story 5

• The SLT could
• explain the effects of Rays impairment on his
  learning
• offer strategies to support him in class and to
  improve his communication
• commit to attending regular meetings and
  monitoring Rays progress
• advise on strategies and curriculum modification
• model strategies, if appropriate, and
• work directly with Ray, if appropriate.

22
Rays story 5 (continued)

• The teacher could
• agree strategies to support Ray
• collaborate on curriculum modification and
  setting appropriate objectives for Ray
• try to attend meetings with the therapist
• ensure other adults working in class understand
  what should be done, and
• work with others on Rays social involvement,
  particularly at breaks and lunchtimes.

23
A happy ending

• Everyone played their part
• Ray became more confident in class
• He began to enjoy lessons and learn
• He is taking up activities and producing some
  fine pieces of artwork
• Both he and his mother say that he is much
  happier in school and that his results are
  improving.

24
Learning outcomes
Activity 5

• You will
• gain insight of a school system for inclusion in
  action, and
• be aware of the roles of all concerned.

25
Learning outcomes
Activity 6

• You will
• reflect on key learning points from the session,
  and
• identify key points of action for you to
  consolidate and apply your learning.