Technology & Innovation - Issue 12

LOVE... SENCOs and senior leaders within the North Yorkshire Local Authority discuss their experiences with SNAP assessments and intervention strategies WHY I ABOUT US: North Yorkshire Local Authority (LA) funded a two-year SNAP subscription for their schools as part of their ‘SEND Partnership’ to promote identification and support of children with SEND. WILL IT WORK FOR YOU? • Online questionnaires gather information from learners, teachers and parents/carers TALKING ABOUT: SNAP-SPLD (SPECIFIC LEARNING DIFFICULTIES) AND SNAP-B (BEHAVIOUR) Can you give an example of when SNAPhas supported early identification of SEND? “We were devising a support plan for a child with dyslexia, focusing on their phonics and reading skills. We administered SNAP-SpLD, and as a result, realised how high their needs were for other areas, particularly around self-esteem and self-regulation. This meant that alongside the phonics support, we put more in place around peer relationships, friendship and self-esteem. The strategies ended up having such a big impact that the parents wrote in to say how much better their child was doing at home, who was now reading because their self-belief went up. Previously, I would have started with cognition and learning and only picked up the self-esteem later. Instead, we were prompted to consider that earlier, and were able to put support in place straight away. It wouldn’t have been missed, but it was useful to pick it up earlier on in the process. As a SENCo, I would see those links, but class teachers not as quickly.” – SENCo at TIG Federation (Primary) What impact has it had on teaching? “Teachers find writing smart targets difficult. SNAP helps by highlighting where the highest area of need is and directs them to drill down to a target. Because the strategies are there, they’ve got the tools to address them, making process much tighter. Speaking as a SENCo, I can now see that the targets teachers are setting are better.” – Deputy Head and Head of Inclusion at Coppic Valley Primary School “It allows us to give targeted support to children who need it, rather than just guessing and giving universal support that isn’t specific. We can target it much more precisely.” – SENCo at Seamer & Irton C P School (Primary) Howdo youworkwith your learners? “By talking through the SNAP results, they’re able to understand themselves. Contact: 01235 827 720 | education@hachette.co.uk | hachettelearning.com • SNAP-SpLD profiles 20 difficulties and offers over 90 strategies for ages 4 to 16 • SNAP-B profiles 17 needs and offers over 75 strategies for ages 5 to 16 • SNAP Maths profiles 10 needs and offers over 30 strategies for ages 6 to 16 SNAP Instead of big, dramatic blowouts, they can ask to go out and cool down, have some time out, maybe chat to an adult, so it’s giving them the vocabulary to talk about how they feel and the tools to self- regulate. That’s really crucial, especially when they go back to their home school, because they need the vocabulary and strategies, and the interventions to use. It gives agency. Being able to say to that child, ‘ Hyperactivity is a real thing ’ and ‘ I can see it and recognise it ’, they feel heard. They’re not just a ‘naughty child’; they have an additional need, and they feel listened to. They’re entitled to help.” – Deputy Head and SENCo, Craven PRS (Secondary) PA R T N E R C O N T E N T 62 teachwire.net