Teach-Primary-Issue-19.3

Daydream and wonder One problem that’s been highlighted by many national reports about SEND is that, too often, there isn’t enough ambition for pupils. So, let’s start with your biggest dreams and not your current assessments of attainment. Imagine that it’s 3:50pm, and you’ve got an empty classroom. Lean back in your chair and think about what adult life could be like for one of your pupils who has SEND. Envision them in the workplace, living independently, successfully raising a family and being fit and healthy. Now you’ve done that, pause. What are four areas that they should be better at so they could achieve those dreams? Jot them on a sticky note. Next, imagine what it would look like if that child left your class in July, and you could say, “We’re so proud. They couldn’t have done any better.” What leaps would they have made in their reading? Concentration? Friendships? Managing feelings? Monitoring their own hearing aid? Jot your thoughts down. Even if your ideas feel unrealistic, don’t worry. You have permission to dream big. Back to earth Once you’ve processed your ambitions, only then can I t was quite a while coming, but eventually, it happened. That moment. It was in a town centre bar one night. I was with friends, when a bloke aged 20ish approached... “Are you Mr King? You used to be my teacher.” We chatted a little. He was a pupil with SEND whom I’d taught early in my career, and he spoke about how, alongside a brilliant teaching assistant, I’d helped him with his severe stammer. He’d moved away from home, he was working and was pretty happy with life. I couldn’t make out everything he said, but that was only because ‘Mambo No. 5’ was blasting out of the speakers. His stammer was no longer evident, and he spoke with fluency and confidence. He was a walking, talking, living, dancing reminder of the importance of great SEND provision. And that all started with a plan. The good, the bad and the lengthy There are many templates for SEN plans – some that are keenly focused and some that are so long and complex that they risk being ineffective. Whether your template is great or grisly, you want to give every child the best shot at success. So where do you start? you really reflect on your current assessments of the child. Most schools assess English and maths well, but to assess SEND more holistically, don’t be afraid to ask your SENCo, stick your nose in the SEND cupboard, or Google for reliable downloadable tools, (e.g. Northamptonshire SALT’s 42 | www.teachwire.net DREAM BIG Permission to Allow yourself to take a journey from your classroom, and plan for your pupils’ very own ‘Mambo No. 5’ moment... T EACH PR I MARY S END SPEC I A L I N AS SOC I A T I ON W I TH AARON K I NG