Free stuff – reflection not inspection 

Sencos, have you heard of Whole School SEND and the wonderful resources they provide?
The review guides and audits are awesome and a way for you to measure your provision and possibly give you some leverage with the head and governors should you be falling short.
If you do use them, please let me know on this thread so we can share great practice, lessons learned and useful solutions.

 * SEND Review Guide<; – Evaluating and improving SEND provision across a school at a strategic level, with the purpose of empowering schools to improve their SEND provision by using a school-to-school model.

 * SEND Reflection Framework<; – Has a tighter focus on classroom culture and practice. It can be used in groups, across departments or a whole school, enabling teachers to coach each other through the process of understanding their own strengths and weaknesses.

 * TA Review Guide<; – Focusing on the deployment of TAs within a school to ensure TAs have the most positive impact in their school and help bring about better outcomes for the learners they support.

 * Preparing for Adulthood Review Guide<; – Designed to support schools in preparing children and young people with SEND for the next stage of their learning and development and into adulthood.
“The guides are all free to download and white label versions are also available. For example schools and LAs have made their own versions of the SEND Review Guide to make the content specific to their locality. Reflection, not inspection! Empowering schools, MATs, Las, OAs to take responsibility for SEND provision through a collaborative, reflective school-to-school model of support.” Daniel Bunter, Impact and Evaluation Officer, Whole School SEND.
New on the horizon is an evaluation projection on the work of Whole School SEND over the last two years. They would welcome any feedback on the resources (how/where have they been used? Any outcomes positive or negative? etc), training opportunities and the future of the work more generally. If you would like to contact them directly, you can email Daniel at<>.
I hope they can help you, I certainly think they’re brilliant.


More is less 

Poor kids get ReadWriteInc – they’re PP you see and as everything is costed, it is considered that scarce resources should be spent on something tangible to measure progress. The Reading for Pleasure initiative from the Book Trust is not easily measured. Teachers tell the senior team that it’s lovely, they are seeing real enthusiasm from the children and to be able to give good quality fiction away is a gift which keeps on giving. Well, how can we measure that on a spreadsheet? It’s not worth it. 

But says a teacher, the PP children are likely to benefit most aren’t they? They may not have books at home.  

The head shrugs, it’s not measurable and they need help with their reading so they get ReadWriteInc.
Elsewhere in the DFE, while libraries close in schools they think literacy hubs should be created. Children don’t need libraries, they need to decode.
As kids take art the ones who can’t decode do ReadWriteInc.
As kids have assemblies the ones who can’t read do ReadWriteInc.
The kids who can’t read often can’t do maths either so when the others are learning a rich curriculum, they’re learning phonics and memorising their times tables.
Their curriculum is narrowed and stripped to make sure they know their 7 times tables and how to split a digraph.  
If they’re PP they need this stuff – it frees up their working memory as it all goes into their long term memory. 

What if they can’t retrieve it? 

Well that’s where retrieval practice comes in. 

They memorise, they retrieve and repeat. 

But they have memory and retrieval difficulties.

Well, they just have to do it more. 


In art, in drama, in PE.
Oral language is ignored in this barren diet, social communication is invisible and peer to peer learning non existent, replaced instead with TA to child decoding, times tables, times tables, decoding.
We want our children to learn to read and do their times tables but when do they learn the other bits?

And still we rise 

‘And still we rise’ was the theme for #WomenEd’s third Unconference and we heard from two Northern powerhouses doing exactly that.
Counsellor and cabinet member, Jackie Drayton, our first keynote speaker inspired us all with her story as did Doncaster’s Chief Executive, Jo Miller; part of the only female elected leadership team in the UK.
Some themes emerged between these two female leaders which included strong role models and community activism. The stories spoke of women who understand their communities, are invested in the people they serve and want a better life for the next generation. Jackie Drayton reminded me that it is this type of campaigning, often unpaid, which can be the trigger for change in a society.
Both women talked about being influenced by those who did not have the privilege of being born into the advantage which supports success and scaffolds individuals when they falter. A school system wanting to improve social mobility is a worthwhile desire but how should this be done?
I was criticised earlier in the week for tweeting ‘Draconian behaviour policies are the new brain gym’ alluding to the ‘No excuses’ ethos taken from the US Charter schools and plonked into communities around the UK by a number of Multi-Academy Trusts (MATs). Like some sort of educational colonialism.
This is the opposite of community activism. Rather than building a culture change from within, an imported system is being imposed on schools which has no appreciation of context. The defence of Charter schools is that schools are in chaos, parents and communities are judged negatively and need to be told what to do. 
Lately, there has been a school which has hit the news for implementing a very strict policy but it is the community activism which comes from this which interests me. Some parents felt strongly enough to hold meetings, write to their MP and campaign for what they feel is wrong for their children in the local school. Granted some of the community might welcome a new system wanting what they believe will create better results for the next generation but creating conflict in a community is divisive and not a positive outcome.
How much more productive would it be I wonder for new systems to embrace the community rather than criticise it? The efforts shown in recent news by parent activists appealing against discrimination and unfair rules could have been channeled into improving the school from the ground up.
Jo Miller talked about context and making an impact with what you have through connection and collaboration. The time is over, she told us, for command and control. But I wonder in this new educational landscape if in certain areas of the country, at least, the latter is more the case.
In a community, Trusts should be finding the activists and encouraging a school to rise up from their own ashes not from the ashes of a system who communicate their values as ‘be like us’ rather than ‘let’s see what we can become together’.

Gonna read 10 sonnets

A theme tends to emerge when there’s a plan to tidy the house with the family. I start a Twitter spat and the kids watch ‘just one more’ YouTube clip of LD shadow lady. By the end of the morning we’re all bleary eyed, the house looks like it’s been burgled and the dog is so desperate to go for a walk he’s got the lead in his mouth.

To my spat…

I saw a tweet advising teachers to read ten sonnets to improve their ‘mental schema’ before teaching a sonnet. 

I responded ‘don’t mean to be rude but isn’t this obvious?’ which invited some agreement from tweeters creating #statethebleedinobvious but more surprisingly to me a lot of people who I respect defending this tweet. ‘This does need saying’ I was told ‘new teachers don’t know this stuff, what if they studied English language?’. 

But this missed my point. I wasn’t saying teachers should know everything (polymaths are rare) my criticism was the assumption that teachers wouldn’t do this. I could teach a sonnet tomorrow but if I were asked to teach Henry V I’d need to polish up my knowledge as it’s been a while since I read it. The point is that I would do this because I’m a teacher and it’s my profession – it’s what teachers do.

To defend encouraging teachers to research a topic before teaching it seems so ‘bleedin obvious’ it’s bewildering. I’m not keen on medical comparisons but it seems to work here. A general practitioner cannot know about every ailment but if they’re unsure they would look it up or refer on to a specialist. Would it seem strange to ask a doctor to read up about athlete’s foot before prescribing talc? Yes it would; of course she would do that, it’s what doctors do.

Is this becoming an educational system of unbearable control creating learned helplessness? Having to control every little thing and then having prove that someone’s done it? (which is the next step; there are schools who expect teachers to hand in their lesson plans).

For teachers this seems to be, ‘read 10 sonnets then you can teach a sonnet’. Or, we’ve planned all your lessons and here’s a text book. You just need to deliver with those 10 sonnets I asked you to read.
In my mind, teaching isn’t like that. Yes, it might be useful for teachers to plan together and I’ve done that all my professional life but I then tweak it and make it my own. I have always gone to the teacher who knows the most about certain subjects if I’m stuck but I find out, ask and reflect as part of my planning and this is how professionals work: experienced or inexperienced ones.

The argument that you must tell them the obvious seems corrosive; that schools don’t give teachers time to develop their subject knowledge might be a valid concern but I can’t see how telling them to do it will help. if we take that level of autonomy away then we are no longer teachers. 

This belief system plays to the lowest common denominator. It is similar to how the ‘no excuses’ culture in schools feeds the narrative that chaos is ripping up our schools and unless we keep a micro managed behaviour system comprising silent corridors, blackened out windows and rows of compliant students who should not be heard only seen schools cannot function. It’s a deficit model driven by cynicism and a belief that children won’t behave without these structures in place. We are now taking a similar line with teachers; unless they are told to study they won’t. 

It is not a coincidence I place students and teachers together – we are not only infantilising our children with a level of suffocating control because we don’t believe that they can succeed without it, we are doing the same to our teachers. Teaching is not a profession if you have to tell an English teacher to read some sonnets before they teach one. It eradicates any autonomy they might have had and is deeply patronising. 


In the maelstrom of the Twitter spat I was sarcastic to Alex Quigley and upset him. I’m more concerned by this than anything else I’ve done on Twitter. Sorry Alex.

Free training on writing and public speaking

Have you ever thought about publishing an article or speaking publicly? Maybe you want to build your network?

The London Leadership Strategy (LLS), host of Whole School SEND, have come up with a wonderful opportunity to increase the exposure of SEND professionals and families. Responding to feedback, the team decided that a free training programme should be offered to encourage advocates to write or speak about their experiences and expertise. You may have thought about blogging before but wondered who would want to hear from you? Perhaps you feel nervous about your strategies being made public? It’s likely you’re incredibly busy and sharing your skills is the last thing on your mind…

I would encourage you to sign up for SEND Advocates. There is wonderful work happening in SEND but due to the modest nature of many teachers and carers, these experiences are not shared. Collaboration and communication is vital and in a time where mainstream exclusions for students with SEND are on the increase it is more important than ever to hear from those living it and for experts who see successes in their school to share them. We need a supportive and informed community of advocates shouting from the rooftops that SEND provision can be effective, can be high quality and can be so rewarding, so that teachers to see SEND as a career choice.

I am supporting SEND Advocates and think it is a brilliant idea from the LLS team who are committed to inclusion and listening to as many professionals and families as possible. Well done to them for hearing the voices of those in SEND and offering such an opportunity. Please sign up. Learning how to write or speak publicly are great skills and I hope you may begin to feel confident enough to have your experiences heard in a wider arena.

SEND Advocates is a year’s programme and comprises four conferences across the country. These will offer professional development and opportunities to network. It is free but teachers will need permission from their school to attend. Whole School SEND also welcome applications from parents and other family members.

The first conference is on 9th October in London with the wonderful TES, features editor, Jon Severs.

Three others are planned across the country between December and March on building networks, policy and public speaking. I’m speaking at the ‘Communities of Practice’ event, which will be about building your network; to include my nightmares as well as my positive experiences. Simon Knight, Director and Anita Kerwin-Nye, Chair of Whole School SEND will also be contributors.

It you’re interested, you can email or fill in the EOI form  by 15th September.

Hope to see you on the course!

Spelling technique #1

Logical phonetic, visual sequencing, rules, auditory, motor?

The analysis of spelling errors.

I can’t claim any of these ideas I’m giving you as my own, but I don’t know exactly whose they are.  I’ve picked up many pieces of paper during my time in teaching and have a mishmash of spelling advice.  The three spelling names I can tell you though, are: Cynthia Klein, Violet Brand and Joan Walton – all of whom I use an awful lot.  So, forgive me if I am using an idea which is not appropriately cited – if you feel I’ve plagiarised please let me know. 

I asked you to collect some spelling errors from one of your students to write them in a column with the correct spelling next to them. Now I’d like you to have five more columns numbered 1-5 (sheet given in Driver Youth Trust training).

1.  Logical Phonetic alternatives ‘hart’ for ‘heart’
2.  Visual sequencing error ‘dose’ for ‘does’, ‘flim’ for ‘film’
3.  Rule orientated errors ‘jock’ for ‘joke’
4.  Auditory perceptual errors ‘sramble’ for ‘scramble’
5.  Motor integration/syllable problems ‘rember’ for ‘remember’

Look through your student’s spelling errors and tick which column you think each mistake should fit into.  Is there a pattern emerging? Are there more of one than the other? 

Below are misspellings from a 10 year old with relatively good phonic knowledge (too good possibly) but likely to have poor visual memory. 

Under the UK’s current criteria for dyslexia she does not qualify, were it still the ‘discrepancy model’ she probably would have.   

Let’s look at some of the errors:
Stretches        streches         1

Really              relly                1 (if you use e as ee) 3 (as rule) – I’d probably say 3

Gym                jim                   1

Suit                 sute                 1

Spoken           spocken          3 (as with relly, o can be the long vowel (1) but student should know ck rule)

Saturday         satterday         1

Pool                 pole                 3

This student has a mixture of 1, easy to remediate and probably quite usual for her age and 3 is a lack of phonic rules.  I’d ensure her phonic knowledge of certain rules was more secure for 3.  With 1, I am less concerned, word exposure, lots of reading and development should sort this out. 

Please remember this is less of a science and more of an instinct.  I don’t have the answers but by analysing spelling and looking for patterns, it makes support more precise in helping a student to improve spellings by using the correct strategy.