SCN0465
Written evidence from the Leading Inclusion in Secondary Schools Network
Introduction
Section 1 Curriculum Provision at Key Stage 3
1.1 All these schools are committed to making inclusive provision. In their 2017 intake they identified from 15 -25% of students as having a special educational need but between 24 and 45% of student as not being ‘secondary ready’ with regard to their reading skills.
1.2 There is a range of practice on ‘setting’ students, ranging from all mixed ability teaching with pupils with SEND distributed evenly across groups to creating specific additional sets for the least able in mathematics and English.
1.3 All the schools offered some alternative curriculum pathways during Key Stage 3 to the students assessed as having the most significant learning needs. This provision ranged from completely bespoke provision, including support at break and lunchtimes, to the grouping of humanities subjects in a ‘world studies’ programme which allowed some specialist teaching and a focus of literacy skills. These pathways were staffed by both SEND and subject specialist. Beyond this schools also offered particular ‘interventions’ with literacy, numeracy and social skills.
1.4 All schools offered a broad curriculum in key stage 3 although one school has had to drop drama. Two of the schools begin key stage 4 in Year 9 either wholly or for some subjects.
Section 2 Curriculum Provision at Key Stage 4
2.1 In Key Stage 4 schools have continued to offer vocational awards that are not included in the Progress 8 measure. This has a particular impact on ‘basket 2’, Ebacc, for these schools where, for current year 10 students with SEN K, between 10 and 15% were not P8 compliant. Even though these represent small numbers of pupils it remains important that their progress is included, appropriately measured and accounted for. It is not possible to say anything useful about the pattern of uptake across other subjects from the small group of schools participating in the pilot. Only one school is currently offering a foundation level or functional skills award although another intends to do so during the next academic year. These awards are not included in Progress 8, although they would certainly demonstrate progress for some students.
Section 3 Pupil Voice
3.1 Sadly, for this inquiry, we are at an even earlier stage with our ‘pupil voice’ inquiries but I can legitimately take the following comments from the 4 case studies that have been undertaken:
3.2 The students valued the perceived relevance of the subjects that they study to their future lives:
‘I don’t want to be an artist so it is not important.’
‘PE will help me stay fit and get there faster.’
‘English - I’ll need this to know what things to say in the future.’
‘Maths - when I’m shopping I know I have got the right money and I can get the correct change.’
‘Life skills helps me with the skills I’ll need in the future.’
‘I put these lessons at the bottom as I will not need them for the job I want to do’
‘Yes it is important as you need to learn to cook and it's practical. I like practical.’
3.3 Two other themes emerged: that these students liked talking about their work to explain what they have understood and they like practically based work and assessments.
‘Talking about what I have learned is much easier than writing anything down as I struggle with hard words’
‘I find writing difficult so practical lessons are always best.’
‘I remember how to do things when we have made them and seen how they are made’
‘I learn when I do practical things and when I read them.’
We are looking forward to being able to take this research further and hope that this data is of some use to your inquiry. On behalf of the LISS network
June 2018