Maximising progress – ensuring the attainment of pupils with SEN
- Publication date:
- Jan 2005
- DCSF ref:
- 0104-2005 G
- Audience:
- SENCOs
- Function:
- Guidance
- Format:
- Booklet
This publication is available in a ZIP file (1.9 MB).(The contents of this zip file can be downloaded from the attachments and resources block.)
Download publicationOne of the major barriers to achievement for pupils with SEN or a disability is being rendered dependent on adults to help them learn. Many pupils with cognitive and learning difficulties lack self-confidence. This results in an over-reliance on an adult to support them with their work. SENCOs should be alert to this because there is a significant risk of ‘learned helplessness’.
These materials are intended to help SENCOs align their work with other teaching and learning initiatives from the KS3 Strategy. They aim to ensure that SENCOs are fully conversant with the Strategy’s approaches to learning and teaching as part of whole-school improvement.
The three booklets in this pack are designed to maximise the attainment of the growing number of pupils with special education needs and disability within mainstream secondary schools who are working within national expectations but currently under-attaining.
This publication may be available to order from:
Delicious
Digg
StumbleUpon
Reddit
Facebook
DiigoIn this section
- Accessing National Curriculum science for pupils with SEN
- Achievement for All: Local authority prospectus
- Behaviour And Attendance Key Messages For SENCOs
- Effective leadership: Ensuring the progress of pupils with SEN and/or disabilities
- Every Child a Reader (ECaR) toolkit
- Inclusion Development Programme - Supporting children on the autism spectrum: Guidance for practitioners in the Early Years Foundation Stage
- Initial teacher training inclusion development programme - Primary/Secondary dyslexia and speech, Language and communication needs DVD
- Maximising progress – ensuring the attainment of pupils with SEN
- Primary and Secondary Inclusion Development Programme - supporting pupils on the autism spectrum
- Red set – Foundation Stage
- Removing barriers to achievement: The government's strategy for special educational needs
- Targeting support: Choosing and implementing interventions for children with significant literacy difficulties
- Teaching the daily mathematics lesson to children with severe or profound and multiple learning difficulties
- The role of a school improvement partner (SIP) for a special school
- Use of data in special schools by school improvement partners (SIPS)
- What works for pupils with literacy difficulties?
Attachments and resources
- Maximising progress: Ensuring the attainment of pupils with SEN – Part 1: Using data – target setting and target getting
- Maximising progress: Ensuring the attainment of pupils with SEN – Part 2: Approaches to learning and teaching in the mainstream classroom
- Maximising progress: Ensuring the attainment of pupils with SEN – Part 3: Managing the learning process for pupil with SEN
Comments
Would you like to comment? Register for an account, or log in if you are already a member