How can a special school progress teaching from 'good' to 'outstanding'? We relay advice from the headteacher of an 'outstanding' special school and one of our associate education experts. We also look at Ofsted inspection reports containing advice to improve teaching from 'good' to 'outstanding'.
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Guidance from an 'outstanding' special school
We spoke to Alan Black, headteacher of Beatrice Tate School, a special school in Tower Hamlets. Beatrice Tate was graded ‘outstanding’ at its most recent inspection.
Alan said that special schools looking to improve the quality of teaching from ‘good’ to ‘outstanding’ should consider the following steps:
Find priorities from the most recent inspection report
Alan said that special schools, like mainstream schools rated ‘good’, will be given reasons in the inspection report as to why they are not yet ‘outstanding’. Schools should use these, along with the comments in the inspection report on the quality of teaching, learning and assessment (or, for inspections prior to September 2015, the quality of teaching and learning), and Ofsted’s grade descriptors for ‘outstanding’ teaching, to identify specific priorities for improvement.
We look at examples from Ofsted reports in section 3 in this article. The grade descriptors for the quality of teaching, learning and assessment are set out in a KeyDoc in another article from The Key:
Inspection judgements: grade descriptors from September 2015
https://schoolleaders.thekeysupport.com/school-evaluation-and-improvement/inspection/after-inspection/inspection-judgements-grade-descriptors-for-use-from-september-2015
https://schoolleaders.thekeysupport.com/school-evaluation-and-improvement/inspection/after-inspection/inspection-judgements-grade-descriptors-for-use-from-september-2015
Make the priorities specific
The school may decide that teaching methods are not suitably differentiated ... and focus on this as one priority
Alan emphasised the need to be analytical about these areas of focus as much as possible. They should be specific areas of teaching practice that the school can identify for improvement, rather than a target to just improve teaching. For example, the school may decide that teaching methods are not suitably differentiated to suit the variety of needs within each class, and focus on this as one priority.
Build these priorities into self-evaluation and improvement planning
Alan also stressed the importance of taking a methodical approach to these identified priorities. This means, he said, building them strategically into school improvement plans and self-evaluation.
He said this is important because there are not necessarily quick fixes. They need to build these in strategically, because it may take two or three terms to measure the impact of any actions on the quality of teaching. The timescales should therefore be realistic.
It is also important, Alan said, because the datasets available to special schools are more limited. Pupil outcomes are a sensible measure for whether changes to teaching practice are having a positive impact, but special schools may not measure progress and achievement in the same way as mainstream schools. Therefore, it may take longer to demonstrate a significant impact on pupil achievement.
... while you may be able to learn from ‘outstanding’ special schools, you should only do so if what they are doing matches your identified priorities for improvement
If looking to learn from other schools, be focused
Alan said that, while you may be able to learn from ‘outstanding’ special schools, you should only do so if what they are doing matches your identified priorities for improvement. So, for example, if you are looking to improve on multi-sensory teaching methods to help differentiate teaching processes, only look to schools who are doing this well. Don’t just find other special schools that are graded as ‘outstanding’ for the quality of teaching and arrange a visit without a specific focus in mind.
Suggested areas of focus: expert advice
We also spoke to one of our associate education experts, Gulshan Kayembe. Gulshan advised on the following areas of focus for improving teaching from ‘good’ to ‘outstanding’.
Assessment in special schools
The Key has a collection of articles dedicated to assessment and curriculum information, with guidance and examples specific to special schools.
Assessment
Gulshan emphasised the importance of focusing on the personalisation of teaching methods in special schools, because of the specific pupil needs. She said that, because of this, schools need to ensure their assessment systems identify the gaps in pupils’ knowledge.
This will allow resources to be directed to these areas. Gulshan suggested that making good use of questioning and feedback will help the assessment system uncover these gaps in knowledge.
The assessment systems in place should also allow teachers to measure ‘small steps’ of progress, because of the needs and potential learning difficulties of pupils. Gulshan said that the progress pupils make may be in smaller increments than in mainstream schools, and the difference between ‘good’ and ‘outstanding’ teaching may be in displaying these smaller steps of progress. Therefore, the assessment system needs to be able to reflect that.
Use of teaching assistants
Gulshan said that it is crucial for special schools to ensure strong partnerships between the teaching staff and teaching assistants (TAs). The TAs need to be well briefed and have the right resources to assist classroom teachers.
Another article from The Key includes further guidance from Gulshan, and other sources, on how to ensure strong partnerships between teachers and TAs in special schools.
Partnership working between teachers and TAs in special schools
https://schoolleaders.thekeysupport.com/staff/staff-ratios-and-qualification-requirements/teaching-roles/partnership-working-between-teachers-and-tas-in-special-schools
https://schoolleaders.thekeysupport.com/staff/staff-ratios-and-qualification-requirements/teaching-roles/partnership-working-between-teachers-and-tas-in-special-schools
Behaviour management
... as some pupils in special schools may have behavioural difficulties, it is important to ensure teachers and TAs are equipped with the right behaviour management techniques
Gulshan also mentioned the need for a consistent behaviour management strategy, which should be reflected in the school's behaviour policy. She said that, as some pupils in special schools may have behavioural difficulties, it is important to ensure teachers and TAs are equipped with the right behaviour management techniques.
The following articles from The Key look at behaviour management advice for special schools.
Behaviour management: pupils with emotional and learning needs
https://schoolleaders.thekeysupport.com/pupils-and-parents/behaviour-and-attendance/strategies/behaviour-management-case-studies
https://schoolleaders.thekeysupport.com/pupils-and-parents/behaviour-and-attendance/strategies/behaviour-management-case-studies
Using seclusion and time out in special schools
https://schoolleaders.thekeysupport.com/pupils-and-parents/behaviour-and-attendance/strategies/time-out-and-seclusion-approach-special-schools
https://schoolleaders.thekeysupport.com/pupils-and-parents/behaviour-and-attendance/strategies/time-out-and-seclusion-approach-special-schools
Tips on behaviour management
An article published by SEN Magazine includes tips for managing young people with behavioural, emotional and social difficulties (BESD):
Six ways to manage BESD, SEN Magazine
https://senmagazine.co.uk/articles/articles/senarticles/six-ways-to-manage-besd
https://senmagazine.co.uk/articles/articles/senarticles/six-ways-to-manage-besd
Ofsted: ‘outstanding’ teaching in a special school
Kilton Thorpe Specialist Academy in North Yorkshire was graded ‘outstanding’ in all areas when inspected in July 2015. Pages 5-6 of the inspection report include the following comments about the ‘outstanding’ teaching:
A particular strength of the teaching in the school is teachers’ knowledge of the needs of each individual pupil
A particular strength of the teaching in the school is teachers’ knowledge of the needs of each individual pupil. They use this information expertly to ensure that what they plan for pupils to do has a very effective impact on learning …
Teachers are very skilled in a wide range of communication techniques, for example, through objects, symbols or photographs or signed communication. They observe pupils and listen carefully to ensure that they have understood exactly what the pupil is asking or saying so that they always give a thoughtful response.
It adds:
Staff frequently reflect on the quality and impact of their teaching alongside other staff. As a result, teaching is improving continuously and pupils learn and achieve outstandingly well during their time at school.
The inspection report is available here:
Kilton Thorpe Specialist Academy, Ofsted
http://reports.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/139110
http://reports.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/139110
Sources and further reading
Gulshan Kayembe is an independent consultant who has experience of inspecting schools. As a consultant, she provides mentoring for senior leaders and has worked as an external adviser on headteachers’ performance management.
Top Ofsted rating for many SEN schools – so why aren’t we trumpeting success?, The Guardian, 20 January 2015
http://www.theguardian.com/education/2015/jan/20/ofsted-sen-schools-outstanding
http://www.theguardian.com/education/2015/jan/20/ofsted-sen-schools-outstanding