Pilot SEND Programme

Introduction

Using SEND information about Z that was supplied by the SENCO and Year 10 Head, we decided to administer a dyscalculia screening test based on our suspicions of the nature of her SEND (see Education Plan). The test results although not definitive came back indicating “a risk of dyscalculia” (also known as a Specific Learning Disability, SPLD). This meant that for us, even though we were given a scheme of work that included Maths’ Summer Term Higher 1 scheme (areas, perimeters, averages and range) and Chemistry (reactions) due to Z’s SEND profile, our priority centred on using these pilot sessions to explore, discover and build a method of working with Z that would maximise her learning with us. So her marks in this report (see scheme of work) at this point, are merely incidental but will prove useful for comparison for future work undertaken with her.

Maths & Chemistry

Period: 20.7.20 – 21.8.20
Sessions: 4
Duration: 3 hours (2:1 – Maths: Chemistry, resp)
Scheme of work we planned for Z, here.

Working with Dyscalculia

We had an initial “meet and greet” with Z and her carer (Jane) before we started our sessions. This meeting acted as an important orientation session for all involved where we were able to quickly establish agreed expectations for the sessions. It was also important for us to develop direct contact with Jane so that we could begin to build a partnership and rapport with her concerning Z’s progress.

Our pedagogical approach consisted of the following processes:

Talking or Writing Out a Problem
Maths (session 4)

I found that when working with Z if numbers are involved, she may miss a few even after looking at the numbers twice. What worked well with Z was me reading the numbers out loud. Once I did this Z was able to work out the equation the first-time round. I found that seeing numbers confuses Z.

Chemistry (session 4)

Z really enjoyed this lesson and was able to explain what Metal oxidation is. She explained what happens when an electron is lost and gained. Z was also able to give me examples of what and where you might see this taking place.

Draw the Problem
Perimeter and Area (session 1)

I used Google slides to encourage Z to draw around the shapes that I presented. We imagined that we walked around the perimeter of the shapes in order for Z to understand what a perimeter was and how she could calculate it.

Break Tasks down into Subsets
Maths (session 1)

Maths Assessment displayed Z’s lack of understanding of even basic concepts of area and perimeter. This was expected as she has mentioned that she has not covered it this academic year in school.

Perimeter & Area (session 4)

Z was able to remember what formula she needed to use to work out the area and perimeter. Z found the workshop easy and made great progress in this subject.

Range & Averages (session 4)

Z found this worksheet easy to go through. She had a good idea of what the different averages meant but looked back at her notes to refresh her memory.

Use Real life Cues and Physical Objects (session 3)

I had planned to use meaningful household objects and song lyrics to pin formulae onto. But when I spoke to Z about memory-aids she said that she was very comfortable with taking notes and would refer back to them to refresh her memory.

Review Often
Maths (session 3)

Z mentioned that she has covered this subject and this showed during the lesson, as she was able to remember how to work out the area and perimeter of an object. Z made notes and attempted to answer all questions. Z did have difficulties (reminders and recaps were continuously made) with some of the equations but she was able to walk me through her answers and asked questions.

Chemistry (session 1)

Z’s understanding of metal oxides was evident. The first few questions, Z answered correctly. The later questions, she struggled with. This was to be expected as she has only covered the first half of the topic in school.

Chemistry (session 3)

Z retained previous knowledge of oxidation and metal oxides and was able to give examples of what she had learnt.

Summary

We found that given time and support, with the methods used above, Z has a lot of potential. We found that her capacity for understanding the concepts involved was good but she did indeed have challenges in remembering processes for calculations.

Recommendations

• We would suggest that Z undergoes an EHCP to ascertain the exact nature of her SEND

• Working on the assumption of dyscalculia, we would recommend that Z’s repertoire of memory management be expanded beyond her note taking (although using that as an important starting point)

• We would suggest that Z continues further study of Maths and Chemistry, as she began to make good progress in our sessions

• We would also suggest that Z works on her creative writing and reading skills, as we noticed her reading age of 10 yrs in the tracking data supplied. We suspect that any challenges around comprehension and retention would be enhanced by creative activities that stimulated and nurtured her critical thinking skills. We believe that it is important that our learners become aware of their learning processes, take ownership of them and develop them. Creative writing and reading (creative thinking) sessions might be of particular use to Z.

What we can offer

• KS3/4 Maths and Chemistry tuition according the scheme of work already received

• Creative writing and reading sessions

• KS3/4 English language tuition (if required)

We are pleased to report that as a result of the structured work we did with Z, her school has used this as a basis for providing additional support for her.

Z’s Education Plan – Approach

Our sessions will take place online as one to one-lessons with our tutor (with background supervision from the Deputy Head). We will be using Google Classroom and Zoom simultaneously. Our Zoom invites will be posted in Google Classroom. Our sessions will be both synchronous using Zoom and asynchronous using Google Classroom where lesson resources will be posted alongside homework assignments. If Z were to need to contact us between sessions, our classroom space would be where this would happen.

Following up on the school’s information about Z’s SEND, we ran our own initial SEND assessment that showed Z had a risk of dyscalculia. We used the Educational Psychologist Screening Service. Our initial tests confirmed Z’s difficulties with memory and recall. However, we would advise that a full EHCP would need to be undertaken to confirm our initial test results. Working with an assumption of dyscalculia, our sessions will be arranged in 40-minute (max) segments to optimise concentration and engagement levels. We will be prioritising Maths, as requested by the school. The sessions will be 3 hours in length on a day of Z’s choosing.

The Maths provision will consist of two 40-minute sessions and one 25-minute session (which will include a 10 min recap session (AfL, Assessment for Learning)). Each 40-minute session will be separated by a short break. The Chemistry provision will consist of one 40-minute session and 10-minute recap session (AfL).

Both subject provisions will address Z’s difficulties with memory and recall.

Some of the strategies that we will use to address Z’s learning challenges include using hide and reveal, regularly returning to previous work, role reversal and assessing learning every lesson. All lessons will begin with AfL in the form of reflective questions based on previous learning. Each lesson will end with an assessment style set of questions – likely an “exit card” type of question.

Homework will also be provided each week and will be broken down into smaller, more manageable, chunks of work; self-marking and easily monitored by the tutor throughout the week – coinciding with work that she will be already receiving from school.

Assessment

As Z is currently working towards a year-end grade 1 in maths and a grade 22 in science, it is clear that there are large gaps in her knowledge. Initial testing will be carried out using Kahoot, so that lessons can be tailored better to fit Z’s specific requirements. Example questions will be created by our tutor or will be taken from past exam papers (AQA, EdExcel). Questions will be chosen so as to reflect the learning that is expected of Z at this stage of her education (using the schemes of work provided as guides). However, we will also include questions to stretch and challenge her understanding.
Typical Weekly Timetable

*We can negotiate the week day most convenient for Z

Resources

Maths & Chemistry

As mentioned above, Kahoot will feature as a resource.

Other resources such as BBC Bitesize and YouTube will also be used where appropriate. Particularly with Chemistry – if experiments are needed to be watched.

Dr Ornette D Clennon
Deputy Head
MEaP Academy Virtual School

Z’s Scheme of Work

20.7.20 – 21.8.20
Tutors: Mr Maeen Pasha and Mrs Kusu Biti
Deputy Headteacher: Dr Ornette D Clennon