Long blog coming up. I’m in Uni reflection mode.
I even spent some time in a big soft private pod chair in the library, with a laptop point and a purple cushion -lush! Nearly as cool as this stylish seating offering…
[THE INCLUSION DIVERSITY AND EQUALITY CONFERENCE]
Well, the IED conference has just drawn to close, and I was really impressed by the quality, depth and enthusiasm of the speakers. My head is full of little parcels of info and ideas that I hope to unwrap properly at some point.
My ONE BIG THING… T1 and T7
Lesley Powell’s keynote lecture on Socio-economic considerations and subsequent improvement strategies at Shotten Hall. Can I say I loved this without sounding too gushy?!
I said it. I loved this. Centred around the importance of aspiration, and the employment of innovation, creative and often unconventional intervention, future focussed investment and holistic pupil progress, I was really impressed and impacted.
Prior to teacher training, I worked for Creativity Culture and Education, who ran, and evaluated, the Creative Partnerships programme – so I’m already sold on the use of the arts and creative practitioners to drive the aspirations and subsequent achievements (not to mention economic gain – PWC gave our pupils a huge ROI of 16 points – way above national average). I’ve also spent the last 10 years working with inner-city youth to inspire improvement in their life circumstance and skills, so I was really, hmmmm, fired up I suppose, to see this in action alongside proven pupil progress in a school that won;t pay lip service to deprivation, looking instead to foster an environment of belief, that provides a framework to dream of achievement.
With half the school nearly on FSM, and gritty Ever6 stats indicated the longevity of the issue, it almost reduces the risk of focussing on, and possibly isolating pupils in less privileged scenarios, and potentially exacerbating their feeling of social exclusion.
Lesley also talked about behavioral concerns, emotional baggage and talked about always allowing pupils an exit route – which is some excellent advice I’ve been given before in the context of parenting. Moreover, her slides, from an OFSTED view, on progression and excellence were practical and useful.
I am going to ask if I can visit, and certainly, I’ve been prompted to think about the role of teacher-practioner -pioneer and how my skill set matches different school profiles and pupils. What kind of pupil, and progress is my teaching most aligned toward?
MY LITTLER THINGS…
I developed an awareness of the increasing significance of IED on the Ofsted agenda, and the range of susceptible children, from a variety of Protected Characteristics that I might have considered in the classroom.
Those which were most greatly unpacked were probably sexual orientation and disability from a Learning barriers perspective – with the former being most provoking in terms of my preparedness to challenge cultural prevalent yet nevertheless offensive language that cultivates homophobic bullying.
I also enjoyed thinking about EAL provision – the seminar and lecture included some simple, ‘problematic’ pupil engaging strategies that are actually transferable, and highlighted the intelligence that exists in a home language, and should be assumed in the second language, even through tests aren’t able to indicate this clearly, so stretch and challenge is crucial. Interestingly a lot of EAL students are also G&T, and with some additional provision and planning (Google translate, translated keywords, buddying, visual stimulus), can progress well alongside their language development, and actually, with the increase in vernacular tolerance, are less diverse in language ability from their monolingual peers than I might assume. Plus, they often have something to offer – use their context to educate the class about the wider world, for instance.
I’ve been most exposed to, and will continue to be most exposed to pupils identified by the Disability Characteristic.
I’m spending my short placement at a school with a higher FSM%, so will use the opportunity to seek out aspirational strategies through professional dialogue where possible, since I don’t have any observation time at this school. The Head of T&L at my SD school suggested I spend some time at a school in a school with significantly more soci-eco issues to take into account, and Ill set this up once I’ve returned.
My main focus then, will be working with the SEN team, requesting additional training and exploring resources for literacy improvement strategies – particularly spelling and grammar – in my lower ability classes, whilst negotiating the challenge of pupil perceived stigmatization – hopefully a whole class approach to this with differentiated outcomes will alleviate this, or differentiated homework so that SEN scaffolded techniques are undertaken in individual settings. I also found Gina’s advice on working with LSA very valuable, as was her challenge to be aware of the prevailing existence of girls with unidentified learning needs, due to their early socialising skills – certainly this has brought to mind 1 Y9 pupil that I’m going to request is assessed.
Great conference, with speakers who were truly knowledgeable with excellent and inspiring models of practice- so much to take away and reflect on, and I hope I have the opportunity to go to similarly focused conferences in the future.