The programme will be focused on raising Teaching Assistants’ awareness of barriers to learning with SEND and enable the development of personal pedagogy and strategies for supporting students understand early mathematical concepts, and develop their fluency. The programme will encourage Special Schools and local Mainstream Schools, to develop mathematical understanding within stories to support small step development, particularly for students with communication difficulties.
Participants will explore ways to encourage reasoning and the use of manipulatives, providing a different approach to working with SEND students across mainstream and special schools. The pedagogy introduced, and any resources trialled, would support the principles of teaching for mastery
What is involved?
Who is this for?
Teaching assistants from both special schools and mainstream schools working with SEND students.
Rebecca Fletcher and Claire Hayden from Percy Hedley will be running this work group.
The programme runs over 3 dates:
Each session runs 1pm – 4pm at Churchill Community College, Churchill Street, Wallsend, NE287TN
Lunch will provided on arrival and refreshments available throughout the afternoon
TA’s will develop their pedagogical knowledge on possible ways to facilitate SEND students to answer mathematical questions enabling them to demonstrate early mastery techniques e.g. through the use of stories, manipulative and high and low tech communication aids and strategies.
Participants will be more confident in planning effective use of sensory/social stories focussing on differentiated questioning and answering techniques leading to an improved outcome for children. Participants will trial, develop and evaluate a range of approaches to develop students ability to access mathematical concepts in a functional and meaningful way through a series of gap tasks and opportunities to collaboratively design resources.
The group will have an understanding sensory/ social stories aimed at different strands of the maths curriculum with accompanying resource boxes. They will develop support strategies that consider how SEND students can be supported to participate in structured tasks and answer targeted questions to develop early mastery techniques. There will be an opportunity to work collaboratively and share best practice on how to facilitate access to a maths curriculum for students with SEND within a community network (this may potentially inform
writing of mathematical policies within individual settings).
Participants will be encouraged to generate and share ideas which they will trial and evaluate within their own setting prior to feeding back to WG using an action research methodology. Participants will be encouraged to discuss their learning and reflect on what they see within the classroom, and discuss this further with colleagues.