SEN practice examples: Developing effective communication systems

The problem: maintaining a high profile for SEN

A strategy used to address this

Sedgefield Community College produces the Learning Bulletin, a concise monthly information sheet for all staff. It is printed on two sides of A4.

Download an example of the bulletin (PDF, 28kb)

Why this works

The bulletin is based on the principle of ‘little and often’. It is timely and it gives enough information to keep staff informed, but not too much to include in their practice.

Teachers feel they are kept informed and are given helpful strategies to try out in their classes. The bulletin is influencing perceptions of pupils with SEN by frequent and consistent use of vocabulary related to inclusion.

To find out more, contact Sedgefield Community College, County Durham.

The problem: improving communication with parents

A strategy used to address this

Angelika Hickey, a teacher at Sedgefield, uses personalised progress letters.

Developing partnerships with parents is especially important for pupils with additional and different learning needs. Angelika says communication should focus on ’what is praiseworthy’. She has produced some model letters that she sends to parents:

Progress letter One (Word, 30kb)
Progress letter Two (Word, 30kb)

Why this works

These letters focus on the positive aspects of the students’ education. Although a specific problem is drawn to the parents’ attention, it is in the context of improving those aspects that are already going well.

The tone and language is professional and objective, with a clear focus on developing learning skills and improving attainment.

The problem: gathering effective feedback from teaching assistants

A strategy used to address this

Debbie Amato, a teacher at Danecourt Special School, Gillingham uses a sticky label system.

Teaching assistants (TAs) play a vital role in the education of children with Special Needs, but how can they report back to the teacher?

There is often not enough time for in-depth discussions with the teacher after a lesson or activity. Note books and files can be cumbersome, and using them in class may be intrusive.

Debbie has found a simple solution that she finds effective.

TAs are given the specific learning objectives for a child or group and they report back on the progress towards the objective by writing concise comments on a sticky label. This label is then stuck on to the relevant space for evaluations on the teacher’s planning sheet.

Debbie reads the labels at the end of the day. If necessary she then has follow up discussions with the TAs .

This results in an efficient system of communication that is both manageable and informative. It is particularly helpful to Debbie in planning the next steps in children’s learning.

Why this works

This is a practical solution to the problem of effective communication between teacher and TA in a busy special school environment. A roll of sticky labels is available on each desk so the TA does not have to encroach on the child’s learning space with a book or file. TA and teacher time is spent very efficiently and pupils benefit from the adjustments the teacher can make as a result of the feedback.