In this article, we’ll overview the main types of interventions in education. We’ll then look at a range of strategies and practical examples that you can use when planning effective interventions for your students.

What are Interventions in Education?

In educational settings, interventions are often used to describe a focused teaching session, which is a deviation away from existing teaching practice. Interventions in schools can be one-to-one, or delivered as a group. The aims of the programme will have been carefully created by a teacher or teaching assistant based on a key area of need. For example, inference in reading, or units of time in maths. Interventions should be delivered alongside Quality First Teaching, and are often used to support children with SEND.

Many issues children face in their learning are inter-connected. It might be that a child is displaying concerning behaviour, and is falling behind academically, so each intervention needs to address each individual’s specific areas of need.

As a result, some interventions are targeted, and are put in place to address a certain weakness. These interventions are likely to be more formally monitored in order to track the child’s progress, whereas other interventions are more flexible, and adjust according to the changing needs of the student.

Some interventions can be costly and time-consuming. In order to be effective, there needs to be a demonstrable impact, so structuring interventions requires strategic thinking.

Types of Intervention in Schools

There are many different types of interventions in schools. Let’s take a look at the most commonly used intervention strategies:

Why are Effective Interventions Important in Schools?

Interventions can be an incredibly beneficial aspect of school life.

Using a structured intervention, teachers can swiftly close progress or attainment gaps in a key area. They can also see the demonstrable impact of their practice, and share it with the child and their parents or carers.

Challenging behaviour in the classroom is one of the greatest barriers to learning. But behavioural interventions can help to address low-level behaviour, and, as a result, build relationships in the classroom, therefore improving the teaching and learning experience for the teacher and pupils.

When pupils fall behind their peers, they can begin to lose confidence. Implementing interventions can help to build a child’s self-worth, as well as their academic understanding. Equally, interventions often take place in a nurturing, safe environment, which can positively contribute to students’ overall wellbeing.

How Might Teachers Plan Effective Interventions?

In order to plan an effective and impactful intervention, you must first identify what it is you wish to achieve. The outcome you decide upon should ideally be monitorable, so that you can demonstrate the impact of the programme. At this stage, it may also be worth discussing any previous interventions you’ve used in order to unpick their success rates. If we prioritise interventions within the teaching and learning policy, then they’re more likely to have a sustainable impact.

Work with a colleague to consider:

• What will we be doing?
• Why are we doing it?
• How will we implement the intervention?
• Will we be able to monitor the process, and if so, how?
• And to what aim?

Once you have selected the child or children for the intervention, next look holistically at the provision in your school. What can you realistically offer? Who will deliver the session? Where? At what point in the day?

When you’ve addressed any logistical barriers, strategic planning will then be needed to address any challenges you may face. For example, staff may need to increase their knowledge and understanding prior to delivering a particular intervention. Keeping staff motivated and enthused will be crucial in the programme’s success. Additionally, a potential challenge may be that children are involved in too many interventions, which may simply lead to students feeling overwhelmed, negating any form of progress.

Before you begin the programme of intervention, remember to organise a baseline assessment, so staff can effectively monitor the child’s outcomes.

Throughout the sessions, consider how any members of staff involved will feedback on progress and target setting. And finally, when it comes to assessing outcomes, ensure you have collected tangible evidence of the intervention’s impact. This could be an increased reading age, or a journal created by the child, reflecting their increased understanding of strategies they can use to improve their wellbeing.

If the intervention was a success, try to make time as a team to discuss why. Share the practice with the rest of the school, and consider whether the programme could be rolled out across other year groups.

This handy guide from the Education Endowment Foundation (EEF) allows you to compare which interventions are most impactful, based on evidence strength, impact and cost.

Examples of Classroom Intervention Strategies

Interventions in the classroom may take many different forms.

It might be that a group of children are struggling with a particular concept. The teaching assistant might then work with those particular children to spend time consolidating their knowledge of shape before they move further into the topic.

Equally, a collaborative intervention might take place in class to deepen and strengthen students’ knowledge and understanding of a poet’s techniques and language use.

A teacher’s ability to identify early areas of need within the classroom can prevent any learning issues from becoming bigger barriers to education.

How to Create a Successful Intervention: Top Tips

1. Make it fun

Particularly important when working with Primary aged students, it is vital to grab their attention and make the learning experience memorable. You might consider getting outside and using the natural environment to practise symmetry, or use drama to analyse characters in fiction. For secondary aged students, it’s also important to make it engaging, and be sure to make the purpose of the intervention clear to them, so that they can really see how it will benefit them.

2. Link to wider learning

In order for the students to make links between key concepts and subject areas, try and link the content to wider class learning. Consider liaising frequently with the class teacher to ensure that the content aligns with the learning objectives which are being covered with the rest of the class and try to use similar case studies or examples to those which they plan to teach.

3. Timing is key

With regard to neurodiversity, a student with ADHD, for example, may resent being taken out of a creative subject they love and excel in, in order to make progress in a subject they find challenging.

4. Personalise the sessions

Every student is unique. They all have differing areas of need, and different skills and talents. As a result, when planning an intervention, try and tap into what it is that will really spark their interest and keep them motivated.

5. Consider staff wellbeing

It is vital that staff feel supported in delivering their interventions, so check in with them frequently and show an interest in the progress they are making. They must be offered adequate training for the role, and they must be given enough time to effectively plan their sessions. The interventions should also be carefully planned into their timetables so that they are balanced and manageable, for example, staff may find a full day of back to back interventions quite overwhelming so if it is possible, try to space them out.

6. Play to your strengths

Use staff in a strategic manner by playing to their areas of strength. As a team, work out where your skills and interests would be best placed when matching staff to both subject areas and individual students. It may be that a teaching assistant has a degree in a certain subject, and would feel particularly comfortable delivering interventions in that area, so make the most of those situations!

Creating an intervention in school can seem challenging. But if the programme is created in a structured and strategic manner, the chances of it being successful are much higher.

Yes, interventions involve budgets, monitoring, and data, but at the heart of every programme is the child. Effective interventions help today’s young people navigate whatever challenges they may face, and your role can be crucial in helping them to reach smoother seas.

Further Resources: 

• CPD Courses for Teaching Staff
• Metacognition in the Classroom: Benefits and Strategies
• Communication in the Classroom: Skills for Teachers
• What is Restorative Practice in Schools & Social Work?

The post Effective Interventions in Education: Types and Examples appeared first on The Hub | High Speed Training.

In this article, we will outline what is meant by the term adaptive teaching, detail its importance, and provide you with a range of adaptive teaching strategies that you can use to help your learners excel and achieve.

What is Adaptive Teaching?

Adaptive teaching, as referred to within the Early Career Framework, relates to the adaptations made to teaching to ensure it provides all learners with the opportunity to meet expectations. It encompasses the importance of effective planning prior to the lesson, as well as the adjustments made to teaching and learning throughout the lesson. The term is inclusive and recognises the distinct and separate needs of every pupil in the classroom.

Adaptive teaching moves away from the idea of labelling individuals and groups according to their ability and is instead centred around the idea that teachers have high expectations for every pupil in their care. Within the practice of effective adaptive teaching, all learners experience the same high expectations set out by the teacher, with differing layers of support, to help them make good progress and achieve well over time.

What is the Difference Between Adaptive Teaching and Differentiation?

The term ‘differentiation’ is slowly being replaced with ‘adaptive teaching’ by many professionals working within education.

What we now perceive to be effective differentiation has changed dramatically from what was once considered to be good practice. Some, for example, still associate differentiation with three coloured worksheets or tasks for three distinct ability groupings. (Some even labelled these with lower, middle or higher attainers.) This practice poses numerous problems. Firstly, a child who always receives the pink sheet labelled L will begin to see themselves as merely a lower ability learner who cannot make progress beyond their allocated grouping. The level of challenge they experience remains stagnant and they become trapped and stifled by their teachers’ fixed expectations.

In the creation of these time-consuming coloured worksheets, teachers may wrongly believe that all learners’ needs are being met. However, teachers must make further adaptations for individual learners who may struggle to access their learning, such as some learners with special educational needs and/or disabilities (SEND).  

Differentiation in this form can have a negative impact on both attainment and progress, and therefore many professionals are leaning towards the term ‘adaptive teaching’ to help capture all the important aspects of differentiation, without its negative connotations.

The more helpful term of adaptive teaching is much clearer in its aim: it is teaching and learning practices that help all learners to achieve by better suiting their needs. It also encapsulates the importance of investigating the reason behind the struggle, as opposed to merely addressing the struggle itself.

Why is Adaptive Teaching Important?

Adaptive teaching is vital in ensuring that all learners achieve the best possible outcomes. Adaptive teaching:

• Helps to cultivate a more inclusive classroom space, where each child’s needs have been addressed.

• Helps teachers to understand pupils’ prior understanding of the subject matter, allowing them to plan more effectively.

• Helps teachers to identify and plan for any barriers to learning which may exist. For example, a specific SEND – such as social, emotional, and metal health needs, or communication needs, etc.

• Enables teachers to provide equitable learning opportunities for all children. Being adaptive in both the moment and as a result of considered, planned adaptive teaching strategies will help to yield better academic outcomes for pupils.

• Gives every child the chance to succeed so that no child is left behind. This can help to decrease gaps in progress and attainment between learners.

• Helps to nurture a greater respect and admiration for education, ensuring pupils are motivated and engaged in their learning. You can find out more about the importance of motivation in education here.

• Supports both teachers and pupils alike. With considered and informed planning, teachers will feel more confident in their delivery as their planning will have anticipated any barriers learners may face. This helps teachers to have greater control over the outcome of lessons and it gives them the freedom and space to explore and strengthen their in-the-moment adaptive teaching strategies. This can help to increase teachers’ long-term professional satisfaction.

Professional Development for Teachers

Browse our online training courses for education staff, covering both compliance and professional development. Titles include SEND in the Classroom and Challenging Behaviour.

Adaptive Teaching Strategies

The success of any adaptive teaching strategy relies on the creation of a positive learning environment. This will help to provide a warm and inclusive atmosphere, where all students are respected, valued and understand their role in cultivating positive behaviour for learning. You can find out more about how to create a positive learning environment here.

The first element of adaptive teaching lies in effective curriculum planning. Where the curriculum is well planned and considers the progression of skills across the age ranges, the need for in-the-moment adaptive teaching strategies will decrease – as teachers will have already considered the many barriers and challenges learners may face, and planned and resourced accordingly. This may be, for example, through the use of targeted teacher or TA support, pre-teaching vocabulary, releasing lesson content online early, or providing audio summaries or lesson introductions before the lesson.

Note that when considering the needs of all learners, teachers should not remove challenge entirely. Challenge is an essential aspect of learning. It needs to be present and pitched correctly.

Effective communication with pupils and parents or carers can help teachers to ensure the supportive strategies they use are personalised and, therefore, most effective for the individual. You can find out more about communication in the classroom here.

Assessment is also an essential aspect of adaptive teaching as it helps to steer teaching and learning to improve outcomes. Formative and summative assessment can be used to inform in-the-moment adaptations and future planning. For example, adaptive teaching may be required if a teacher identifies a gap in their students’ knowledge through a formative assessment strategy, such as the teacher using skilful questioning and students recording their responses on mini-whiteboards. By gaining a snapshot of learners’ current understanding, the teacher can then use a range of in-the-moment adaptations to address any gaps in knowledge or areas of misunderstanding.   

In-the-moment adaptive teaching includes:

• Rephrasing questions or content.
• Adapting language to ensure all learners understand the content.
• Providing exemplars or WAGOLLs – ‘what a good one looks like.’
• Highlighting and emboldening key learning points.
• Prompting learners with key words, visuals, sound bites or other sensory stimuli.
• Setting up temporary groups as an additional layer of scaffolding.
• Gauging group responses to support individual answers.
• Giving step-by-step instructions for tasks.

Effective adaptive teaching also involves careful evaluation. The strategies used must support progression if they are to be deemed effective. Teachers and teaching assistants should have a secure understanding of the elements of high-quality teaching and use them to best suit the needs of their learners. Finally, adaptive teaching strategies should be selected purposefully and used flexibly to ensure the best possible outcomes for all pupils.

Adaptive teaching refers to the adaptations made to teaching to ensure it provides all learners with the opportunity to meet expectations. It may look different across schools, within subject areas and between classrooms. Speaking to pupils, making use of assessment outcomes and working closely with colleagues can help you to ensure that the adaptive teaching strategies you use have a positive impact. Similarly, strong professional development can help school staff to work together to shape, build and strengthen their understanding of what good adaptive teaching means to them, their subject area and their school.

Further Resources:

• CPD Courses for Teaching and Education
• What is Effective Teaching?
• Guidance on SEND in Early Years
• What is Effective Questioning & Why Should I Use it in My Classroom?
• What is Inclusive Practice?
• Marking Symbols: A Guide for Primary School Teachers
• Metacognition in the Classroom: Benefits & Strategies
• Supporting Pupils with SEN in the Classroom: Guidance for Teachers
• How to Use Assessment for Learning in Schools
• Ideas for Genius Hour in the Classroom

The post What is Adaptive Teaching? appeared first on The Hub | High Speed Training.

A teacher’s general wellbeing can be heavily influenced by the demands and pressures of the role. It can be affected by conditions relating to both the job and the profession, such as exam board changes, increased workloads and managing behaviour that challenges.

According to a 2019 Ofsted report on teacher wellbeing, ‘self-reported wellbeing at work is generally low or moderate.’ High workload, a lack of work life balance, and a perceived lack of support from leaders were found to be contributing factors to teachers’ wellbeing.  

In this article, we will define teacher wellbeing, outline the state of wellbeing in schools, explain the importance of good teacher wellbeing and provide tips to support teacher mental health in schools.

What is Teacher Wellbeing?

Occupational wellbeing refers to our ability to live our lives as closely as possible to the way we would like to. Good wellbeing at work is associated with meeting potential, developing strong relationships, and doing things we consider important or worthwhile.

Teacher wellbeing relates to all aspects of working life, including the quality and safety of the daily environment, the climate at work and how teachers feel about both their school and the profession. Workload, relationships with colleagues, levels of connectedness and motivation, the work culture and physical environment, and sense of purpose can all help to shape a teacher’s wellbeing.

These elements are interrelated and finely balanced, and are often influenced by the individual’s personal experiences. A report by Leeds Beckett University found that it can often be a crisis in a teacher’s personal life, such as relationship difficulties, family bereavement and childcare issues which ‘tips them over the edge.’

Teachers and headteachers continue to experience increased mental health and wellbeing issues and, according to teaching unions, the impacts are becoming more challenging.

What is the State of Wellbeing in Schools?

Sadly, over a third of England’s teachers who qualified in the last decade have since left the profession, and 17% of teachers in England who qualified since December 2019 left the profession within two years. These figures are even more concerning when considered alongside postgraduate teacher recruitment numbers, which were 29% below target in the 2022/23 academic year.

The ten education unions within the British and Irish Group of Teacher Unions (BIGTU) believe that the long and stressful working hours associated with teaching are causing a recruitment and retention crisis. The Trades Union Congress, the TUC, found in 2022 that, as in previous years, the teaching profession has one of the highest rates of unpaid overtime in the UK. Education unions remain concerned about the impact these conditions are having on teacher wellbeing.

A 2022 survey by the NASUWT, based on data collected from 11,857 teachers in the UK, found that:

• 90% of teachers have experienced more work-related stress in the last 12 months, causing increased anxiety (87%) and sleep loss (82%).
• 91% report that their job has adversely affected their mental health in the last 12 months.
• 64% report that their job has adversely affected their physical health in the last 12 months.  
• 78% report that they do not have access to workspaces that promote wellbeing.

A similar 2022 survey by Education Support concluded that stress, depression and anxiety have all remained at an ‘unsustainably high level’, resulting in long-term health implications for the education workforce.

Why is Teacher Wellbeing Important?

Teacher wellbeing is a vital component in creating healthy and happy schools and colleges. It is important because it:

• Helps to boost morale and productivity.
• Helps to build resilience, leaving staff more equipped to manage their emotions and recognise when they might need to seek help.
• Promotes positive health behaviours.
• Leaves staff feeling more valued, connected and respected.
• Reduces staff absence.
• Influences the wellbeing and mental health of other staff.
• Helps schools and colleges to retain good teachers. (You can find out more about teacher recruitment and retention strategies here.)
• Allows staff to feel more able and confident in supporting their pupils’ wellbeing.  
• Helps to improve educational and mental health outcomes for pupils, as staff who feel cared for and looked after will produce better results. (You can find out more about promoting positive mental health in schools here.)

CPD for Teachers

Find out more about our range of education courses for teachers and support staff. Discover titles such as Child Mental Health Training and Mental Health Training for Teachers (which focuses on the mental health of teachers).

Tips for Supporting Staff Wellbeing in Schools

Employers have a legal duty to protect the health, safety and welfare of their employees. This includes their wellbeing and mental health. Schools should also take reasonable steps to prevent work-related stress. The effectiveness of the school’s measures will be considered as part of Ofsted inspections.

So, what can schools do to support staff wellbeing? Here are our top tips:

Make wellbeing a priority

Senior leaders in schools should be aware of the many benefits of prioritising staff wellbeing – as not doing so can result in substantial human and financial cost. Assessing positive case studies from other schools where staff wellbeing has been prioritised, looking at the financial return in investment, and working with staff to find out what actions they would like to see as part of a wellbeing improvement plan will help leaders to gain a secure understanding of the importance of wellbeing in schools.

Leaders can also use the government’s Education Staff Wellbeing Charter to show staff that they are taking wellbeing seriously. This charter outlines a set of commitments to support the mental health and wellbeing of all those who work in education. The guidance, co-created by education unions, mental health charities and the Department for Education, can be used by leaders at any stage of their staff wellbeing journey. You can find out more about the charter here.

Improve the culture in school

Once senior leaders choose to prioritise employee wellbeing, their vision and goals should be clearly communicated to staff. Creating the mental health and wellbeing policy should be done in collaboration with all staff. This will help to build a sense of belonging and community, where employees feel part of the school’s strategy and mission. It will also help to nurture a psychologically safe and secure workplace, where staff feel valued and cared for.

Working in a supportive, nurturing and inclusive environment has a demonstrable impact on staff wellbeing, so it is vital that all staff treat each other with warmth and respect. Staff working within education have incredibly high standards for the children they work with, whether this be regarding uniform, standards of behaviour or attitude towards learning. All staff, therefore, should aim to uphold these high standards when communicating with one another. It is also vital that children see the values expected of them being modelled by their teachers.

Teaching can be an incredibly rewarding yet demanding role. Being appreciated by senior leaders can be highly beneficial to all those who work in schools. Recognising employee achievements, celebrating individual and joint successes, and acknowledging their continued effort will also help staff to feel more connected and supported within the school community.

Encourage continuous learning

Leaders can help to create a culture in school that prioritises learning, for staff as well as pupils.  

Quality professional development opportunities allow people to look up and out. A journey of continuous learning helps staff to stay informed and inspired. It also provides staff with the confidence and knowledge needed to tackle challenging experiences effectively. Relevant professional development opportunities can also help to boost job satisfaction and allow staff to feel more optimistic about the profession.

Professional development plans can empower staff to develop their skills in areas which are most relevant to their career and interests. You can download a free professional development plan here.

Completing quality mental health training for staff will also help all those working within the school community to prioritise their wellbeing. Training should outline why wellbeing is so important, both personally and professionally, and help staff to recognise the signs which may suggest they need help.

However, 48% of respondents in the aforementioned NASUWT survey stated that their school does not have staff wellbeing/mental health training in place. Providing quality training is a fundamental step if schools wish to feel the benefits of improved staff wellbeing.

Remove the stigma

When the benefits of prioritising staff wellbeing are so clear, it is essential that senior leaders aim to break down any existing stigma attached to mental illness right across the school community. They can do this through professional development opportunities, anti-stigma training for staff, pupils and the wider community, and by sharing information and advice during briefings and whole-staff meetings. Senior leaders can also consider giving staff the opportunity to become wellbeing champions in the school, whose role it is to promote the benefits of self-care and a good work life balance.  

Give staff a voice

Providing people with psychological autonomy can help to support wellbeing. Feeling heard is not only an essential part of an inclusive democracy, it also supports healthy self-development.

Leadership teams in schools should encourage staff to speak up and suggest solutions. As well as giving staff the safe spaces in which to share their ideas, leaders should also aim to validate these ideas and be seen to act upon them where possible.

Leadership teams could begin by conducting staff wellbeing audits to help gauge a sense of their employees’ current wellbeing. Survey feedback could be collected anonymously if leaders are embarking upon a big culture change in school. Communicating broad findings and patterns, and explaining how these will be addressed, will help to build support amongst staff.

It is also important for leaders to nurture a ‘saying no is ok’ ethos. As the teaching profession is multifaceted and encompasses so many duties and responsibilities, staff can easily become overwhelmed if they say yes to everything. Helping staff to recognise when they have ‘reached full capacity’ is vital if leadership teams wish to prioritise staff wellbeing.

Eliminate unnecessary workload

52% of respondents involved in the NASUWT teacher wellbeing survey stated that workload has been the main factor for increased work-related stress.

To help remove unnecessary workload, leaders should focus carefully on what works in their setting. If staff are doing something which has little or no impact, leaders should question its value. They can also give staff the gift of time by removing tick box exercises which do not actively contribute towards the school’s mission. They can review their email policy in order to set clear expectations for what constitutes responsible email use, and check the marking policy to ensure that current practice is impactful and beneficial to pupils.

Provide staff with comfortable areas to take a break

The NASUWT Teacher Wellbeing survey found that 63% of respondents do not have access to a safe and comfortable space to take time out and debrief outside the classroom environment.

Community and connection are key mental health protective factors. Being able to refocus, chat with colleagues, and take some time away from the classroom will help staff to focus on their wellbeing. Providing employees with a dedicated relaxation area also shows staff that leaders are committed to supporting employee mental health.

Embrace flexible working

Flexible working can help staff to gain greater control of their work life balance. Greater flexibility gives employees the chance to better manage their caring responsibilities, pursue other interests and prioritise their wellbeing. Flexible working can help to support the retention of experienced members of staff and reduce staff absenteeism. It can also be an attractive prospect for many future employees.

In research carried out in 2019 by Education Support, 74% of senior leaders who had implemented flexible working in their school felt that these arrangements had helped staff to manage their workload and their work life balance.

There are numerous ways to embrace flexible working in schools, including through part-time working, job share appointments, staggered hours and the school’s on and off-site working policy.

Demonstrate positive wellbeing

In order to fully promote the importance of staff wellbeing, employees should be encouraged to look after themselves. There are numerous ways that leaders can encourage staff to focus on and nurture their wellbeing. This could be through enforcing a ‘no marking’ weekend, setting up a charity walking challenge, sharing healthy recipes, recommending self-care podcasts or simply giving staff the opportunity to reflect upon what they are most proud of so far this term. This last point is particularly poignant as learning to celebrate ourselves and our achievements, however small they may seem, can help to boost our own sense of wellbeing.  

Provide specialist support

In their Supporting Staff Wellbeing in Schools booklet, the Anna Freud National Centre for Children and Families outlines how schools can improve and respond to staff wellbeing and mental health. Their three-tiered approach allows schools to focus on the universal, everyday measures they are taking to improve staff wellbeing, such as wellbeing policies. More targeted support can be given as and when needed, in the form of additional training or bespoke events or insets. Specialist support should then be given to colleagues who require it. This could be in the form of crisis support, an employee assistance programme or a referral to occupational health.

Prioritising staff wellbeing can have innumerable benefits, from boosting morale and productivity to improving educational outcomes. With the teacher retention crisis and levels of work-related stress continuing to worsen in the UK, prioritising staff wellbeing in schools has never been more important. Encouraging staff voice, creating a culture of continuous learning for all and eliminating unnecessary workloads are just some of the strategies that leaders can implement to help promote and prioritise staff wellbeing.  

Further Resources:

• What is Trauma Informed Practice in Schools?
• Teacher Recruitment and Retention: Importance and Strategies
• What is Effective Questioning & Why Should I Use it in My Classroom?
• Mental Health Training for Teachers
• How to Talk About Mental Health

The post How to Promote Staff Wellbeing in Schools appeared first on The Hub | High Speed Training.

Understanding what constitutes effective teaching is an essential aspect of ongoing professional development – regardless of your job title or length of experience – but keeping up-to-date with best practice can be challenging alongside the everyday pressures and demands of the role. However, gaining a secure understanding of effective teaching and its importance does not have to be a laborious process. Trialling the latest, shiniest strategies can take our attention away from the core components of effective teaching – components which are often very simple to implement and practise within the classroom.

In this article, we will outline what effective teaching means and why it is so important. We will also provide you with a range of strategies that you can use in the classroom to help create the best outcomes for your students.

What Does Effective Teaching Mean?

Effective teaching is the knowledge, strategies, processes and behaviours which lead to good student outcomes. Effective teachers have a positive impact on their students and use their expertise to improve learning. These good outcomes are often those that can be measured easily, usually through summative assessment.

However, it’s also important to remember that not all aspects of effective teaching are immediately visible or measurable. Effective teachers cultivate excellent working relationships with their students within safe and respectful environments. Effective teaching is much more than end-of-year data: it is an ongoing, reflective practice that needs to be refined and amended to suit learners’ needs.

Effective teachers nurture effective learners who are actively involved in their own learning and personal development. They can manage a classroom to remove or reduce instances of behaviour that challenges, introduce new information in an engaging and accessible way, and provoke curiosity in the subject matter to promote higher-order thinking. Effective teachers also love their subject and use their experience and pedagogical knowledge in order to create high-quality learning.

Why is Effective Teaching Important in the Classroom?

Effective teaching is constantly recognised as one of the key drivers in school improvement. As the popular saying goes, a school is only ever as good as its teachers.

Effective teaching helps students to achieve their goals – both personal and academic. We know that effective teachers can be hugely influential figures to many young people, providing them with both certainty and assurance when they need it the most. Children who feel safe, valued and engaged within the school community will learn better and help to contribute to an improved culture – by promoting positive attitude and behaviour.

Effective teaching can also have a monumental impact on student achievement. Improved relationships with students generate more personalised learning opportunities and greater quality targeted assessment. Being able to capture an accurate snapshot of student understanding helps to boost progress as both teachers and pupils know how to improve learning outcomes.

According to research outlined by the National College for School Leadership, ‘having a very effective, rather than an average teacher, raises each pupil’s attainment by a third of [an examination] grade (Machin and Murphy, 2011).’ Machin argues that bringing the lowest 5-10% of teachers in the UK to an average level would boost both attainment and the nation’s ranking within international leader boards.

It is, therefore, vital that schools equip teachers with the knowledge and understanding they need to be able to deliver effective learning. We know that regular and relevant professional development opportunities can affect much more than student attainment. In a discovery report into teacher retention, government findings indicate that, amongst other recommendations, a greater focus on ongoing professional development would improve both retention and job satisfaction.

CPD for Teachers

Our range of accredited online courses for education professionals cover both compliance and professional development. Explore our course library which includes titles such as SEND in the Classroom, Challenging Behaviour and Child Mental Health.

Characteristics of Effective Teaching

Here are some of the main characteristics of effective teaching, alongside tips on how to practise them successfully within the classroom: 

Create a Positive Learning Environment:

A positive and purposeful learning environment can help to bolster any other strategies an effective teacher uses to improve student wellbeing and achievement. It is vital that teachers and schools create an environment conducive to learning – one that is safe, warm, inspiring and respectful. For any teaching strategy to be effective, students’ physical, social and emotional learning environment must support their needs and promote positive outcomes. This includes everything from robust and effective school policies to classroom layout. Among other strategies, teachers can help to create a positive learning environment by establishing clear classroom rules and procedures, maintaining an environment that promotes respect, inclusivity and diversity, and encouraging students to receive and accept constructive feedback. You can find out how to create a positive learning environment in schools here.

Motivate:

In order to create positive learning environments, students need to be encouraged to develop a deep curiosity and admiration for learning – a self-driven desire to learn and achieve. Striking the right balance between intrinsic and extrinsic motivation within the classroom helps to build relationships and promote high academic expectations. You can find out more about the importance of motivation in education here.

Nurture positive relationships:

In a global study by Pearson investigating the perceived components of effective teaching, the need to build trusting compassionate relationships was found to be the most common response from participants. In order to engage and motivate learners, participants stated that effective teachers needed to have a patient, caring and kind personality. Compassion and empathy were also highlighted as being key skills required in order to develop and maintain positive relationships with students.  

Understand Classroom Management:

By creating a positive and purposeful learning environment, effective teachers are freeing up students’ capacity to learn by taking away unnecessary classroom stressors, such as behaviour that challenges. You can find out how to set behaviour expectations in the classroom here.

Have strong communication skills:

Effective communication skills will help you to build and maintain positive working relationships with your students, as well as members of the wider school community. As we know, improved relationships can boost progress and achievement. Skills such as active listening can be used to help build trust and make young people feel valued and appreciated. These skills will also help you to forge better relationships with parents and carers. You can find out how to communicate with parents here.

Have secure subject knowledge:

Effective teachers know their subject/s inside out.  According to a report by the Sutton Trust, there is strong evidence to suggest that a teacher’s secure content knowledge has a positive impact on student outcomes. Effective teachers combine this deep understanding with strong pedagogical knowledge so that they can understand how students learn. With this knowledge, effective teachers can anticipate common misconceptions their students may have, and adapt their planning to suit individual need.

Be passionate:

Effective teachers express unwavering passion for both their subject and their students’ progress. Modelling this energy for both the subject and student learning can help to inspire your pupils to stay committed and dedicated to their learning.

Provide high-quality learning opportunities:

Effective teachers ensure good student outcomes through high-quality learning. They use all the elements of high-quality teaching to create personalised and relevant learning opportunities. Elements of high-quality teaching include:

• Scaffolding – Scaffolding in learning is seen as a temporary measure that students can use to enhance their learning. Effective teachers can scaffold the learning in order to meet the differing needs of their students. In doing so, they are making the learning accessible and impactful, allowing pupils to build upon their knowledge and understanding. Examples include chunking tasks, front-loading concept-specific vocabulary, and using think-aloud models to demonstrate effective metacognitive thinking. It’s important to note, however, that over-scaffolding can have negative impacts on pupil progress. Effective teachers get the balance just right.
• Using effective instruction – Effective teachers present lessons clearly, ensuring the goals and purpose are accessible to all. They use instructional delivery skilfully to connect students’ knowledge and interests to the learning goals. To improve your instruction within the classroom, you can regularly review learning and provide your students with time to practise and embed skills before they develop the learning further.
• Developing metacognition – Effective teachers equip their students with a range of metacognitive strategies that they can use to control their learning. These strategies help pupils to be more aware of their own thinking – which ultimately helps them to learn better. Examples might include tried and tested problem-solving methods, memorisation techniques when introducing new vocabulary, thinking journals or metacognitive talk – where both the teacher and the student say aloud what they are thinking, before and during a task.
• Using assessment for learning effectively – Teachers use both formative and summative assessment in order to motivate, inspire and challenge learners. Effective assessment can provide teachers with an immediate snapshot of student understanding, which can help to address misconceptions, guide planning and boost progress. Skilful questioning, for example, can help you to engage and challenge your students, as well as consolidate their learning.

Reflect:

Effective teaching also requires reflection. By focusing on your strengths and areas for improvement, you can work out how to improve your teaching in key areas in order to better serve your students. You can do this by welcoming pupil and parent voice and/or seeking out feedback from your department lead and line manager. Reflection can be cumulative or immediate (where you collect students’ day-to-day responses in order to determine whether a certain learning opportunity or assessment strategy has been successful). Being secure in your understanding of how to improve means that you can target professional development to specifically address your needs. 

Effective teachers can have a significant impact on a child’s social, emotional and academic development. Their role is vital in ensuring students achieve the best possible outcomes. Effective teachers are always cushioned by the support of good schools who create cultures that prioritise professional development. A school’s role is key in both nurturing effective practitioners and helping them to maintain the best standards of practice.

Further Resources:

• CPD Courses for Teaching and Education
• Effective Communication in the Classroom: Skills for Teachers
• How to Use Assessment for Learning in Schools
• What is Effective Questioning & Why Should I Use it in My Classroom?
• Marking Symbols: A Guide for Primary School Teachers
• What is Adaptive Teaching?
• How to Promote Equality, Diversity & Inclusion in the Classroom
• Ideas for Genius Hour in the Classroom

The post What is Effective Teaching? appeared first on The Hub | High Speed Training.

In this article, we will outline what trauma-informed practice is and the effects of trauma on children. We will also explain how you can make space for trauma-informed practice in school, as well as provide you with a range of strategies that you can use.

What is Trauma Informed Practice?

In defining trauma informed practice, we must also consider the meaning of adversity, trauma and adverse childhood experience (ACE).

Adversity

Adversity tends to be something that children experience over a long period of time, and it’s often not a single event. Examples of adversity include neglect, community violence and bullying.

Many children living with adversity, or those who can utilise the warmth and support of a caregiver or community network, can recover from its impact. However, where children are left unsupported and isolated from effective care, the impact of adversity can be lifelong.

Adverse childhood experience (ACE)

ACEs differ somewhat from the general meaning of adversity as they are a set of clearly defined stressful and/or traumatic circumstances, such as living with someone who has gone to prison, or losing a parent through divorce, abandonment or death. You can find out more about adverse childhood experiences and their impact here.

Trauma

Trauma occurs when an individual experiences an overwhelming event that is often beyond their ability to cope with and process. It is a significant disruption in somebody’s life that impacts both their body and mind.

Trauma can be used to describe the event itself, the reaction to it or the lack of a trusting and nurturing support network to help the individual cope with the trauma. 

It can be a single event, such as being injured in a car accident, or prolonged, long-term exposure, such as living with physically and emotionally abusive caregivers.

Trauma informed practice

Trauma-informed practice is a universal framework, widely used within the health and education sectors. Its aim is to meet the needs of those individuals who have experienced trauma through strategy, policy, continuous learning and intervention.

Unlike trauma specific services which treat trauma through therapies, trauma-informed organisations recognise that people who have had traumatic experiences can find it challenging to feel safe and develop trusting relationships. Staff have a strong understanding of how trauma can affect many aspects of an individual’s life and therefore aim to promote trust and prevent re-traumatisation by providing safe, stable environments in which children can flourish.

Schools who adopt trauma-informed practice have a sound understanding of child development. Staff know how children’s brains develop and help them with their emotional regulation, knowing that this will help to safeguard their future mental health.

In helping those children with direct experiences of trauma, a trauma-informed organisation inadvertently supports all children’s psychological, emotional and social development.

What are the Effects of Trauma on Children?

Exposure to trauma can have lasting effects on an individual, especially when the individual is not supported in managing the impact of the trauma. It’s important to remember here that people respond to trauma differently. Some people are not ‘traumatised’ by the trauma they experience; others’ responses may be immediately apparent or manifest themselves over time.

The effects of trauma, both short-term and long-term, can include the following internalising and externalising behaviours:

• Increased heart rate.
• Bet wetting.
• Nightmares.
• Increased levels of stress and heightened anxiety.
• Hypervigilance.
• Decreased self-esteem.
• Increased likelihood of engaging in risk taking behaviours, such as alcohol or substance abuse.
• Developmental delay.
• Inability to form trusting relationships.
• Difficulty in expressing emotions.
• Inability to manage their emotions.
• Increased likelihood of later mental health difficulties.

What are the Benefits of Trauma Informed Practice?

There are innumerable benefits of becoming a trauma-informed organisation. These include:

• Improved outcomes for all.
• A more connected and respectful school environment.
• A reduction in challenging behaviour.
• Higher inclusion rates.
• Lower exclusion rates.
• An ability to model and sustain reliable attachment.
• Improved sense of belonging.
• Students who are calmer and ready to learn.
• Students who are better equipped to manage their emotions, with higher levels of self-esteem, empathy and resilience.
• Students who feel understood, valued and safe.

How to Make Space for Trauma Informed Practice in Schools

Trauma-informed practice is not a new initiative – something to trial, monitor and then replace with a new strategy six months later. It should lie at the heart of the curriculum, be valued by all those in the school community and be reflected within each and every school policy. It is a change in culture.

For the practice to be successful, those working closely with children should recognise and appreciate the impact of trauma. Their role is to do all they can to lessen the impact of trauma on learning, so that children find fulfilment and achieve their potential.

Teaching and Education Courses

Find out more about our teaching and education courses, including titles such as Child Mental Health, Special Educational Needs in the Classroom and Challenging Behaviour.

Trauma Informed Classroom Strategies

There are steps that you can take within the classroom in order to become trauma aware. These should complement your school’s wider trauma-informed practices. Although every school’s approach will vary, the following themes should remain consistent:

Curiosity  

Consider this example: On their first day of year seven, a child is reprimanded and punished by their teacher for shouting out in class and trying to gain the attention of their peers. In reality, they are just feeling overwhelmed by the lack of routine in the class and the many uncertainties that exist within the new environment. The child has also had limited social contact during the holidays as they have been staying with grandma in a different town. The teacher’s loud shouting has only served to exacerbate the child’s behaviour – as it has triggered them to remember the sound of an abusive caregiver.

If children feel threatened or afraid, their brain reverts to flight, fight or freeze mode. The pre-frontal cortex (commonly understood as the part of the brain associated with thought processes which are vital for learning – such as reasoning, reflection and cause and effect) is less developed in a child’s brain. Therefore, if they experience something at school which acts as a trigger, or they feel scared or uncertain, they are less able to control their response. It also may be that a child doesn’t feel able, or is unable, to articulate how they are feeling.

Therefore, education professionals should aim to be curious about the causes of the behaviour, not angry at what they see presented before them. They must understand that all behaviour is a form of communication, reflecting a need, and that a child’s defensive behaviours may not be personal to them.

Instead of seeing behaviour that challenges as something we must respond to with decisive action or punishment, we should aim to reframe our thinking to see the child as in need of our help. Effective and well-planned transitions between schools and teachers can also help staff to appreciate children’s exposure to trauma and adversity.

Ultimately, staff who are trauma informed do not punish behaviour and responses which are trauma symptoms.

Safety

In order to not activate the fear system or cause re-traumatisation, teachers must do all they can to help create a safe and stimulating environment for their pupils – one that provides them with freedom from harm or threat. A nurturing space, which provides consistent care and encouragement, can also support children in managing their emotions and regulating stresses.

Trust

Nurturing and maintaining effective relationships in the classroom is a key aspect of trauma-informed practice. When children feel safe and secure with the adults around them, they are more likely to flourish. Uncertainties are removed thanks to established, trusting relationships.

Nurturing relationships can support children as they recover from trauma, and they can also make them more resilient to negative experiences.

This is especially important for more vulnerable groups, such as those involved with the care sector. We know that around three quarters of children go into care as a result of abuse or neglect. These children require empathy above all else and education professionals working with them should recognise that they are involved in the system because of what has been done to them, not what they have done.

Promoting active listening within classrooms, where children and adults listen sensitively and compassionately, can, for example, help to lay the foundations for more trusting and respectful relationships. This form of listening encourages children to empathise more with others, which in turn improves community connectedness. If a child tells you something, give them a safe space in which to reply. Try to listen with an open mind and without judgement, and acknowledge and value their thoughts. You can find out more about communication skills for teachers here.

Positive wellbeing

Schools that are trauma informed promote positive wellbeing. This helps children to manage their emotions and recognise the importance of a reliable support network. This is often delivered through formal and informal structured sessions and interventions. To find out more about how to promote positive mental health, take a look at our mental health resource pack for schools.

Learning

Continuous learning and impactful professional development opportunities can help those working closely with children to expand their knowledge of trauma and its impact. Refreshing your understanding of child development, for example, can help you to improve outcomes for the children you work with. Having a secure understanding of how a child’s brain develops and how it can be impacted by trauma will help you to manage student behaviour more effectively.

Trauma-informed schools create safe and nurturing environments, help children to manage their emotions, and promote connection and empathy. They understand the relationship between children’s cognitive development and the impacts of trauma, and recognise the importance of building supportive and trusting relationships. Trauma-informed practices in schools support children without judgement and can help all children to flourish.

Further Resources: 

• Courses for Teaching and Education
• Adverse Childhood Experiences: Guidance for Schools
• Safeguarding Children Legislation
• What is Adultification within Child Protection and Safeguarding?
• Effective Interventions in Education: Types and Examples
• What is the Toxic Trio?
• Child Sexual Abuse: Guidance for Schools
• Supporting Young Carers: A Guide for Teachers

The post What is Trauma Informed Practice in Schools? appeared first on The Hub | High Speed Training.

In this article, we will be exploring the question: what is a learning environment? We will highlight the importance of a positive learning environment and we’ll provide you with a range of practical strategies that you can use to improve your teaching and learning space. 

What is a Positive Learning Environment?

A positive learning environment is not a well-backed display with a perfectly trimmed border, nor is it a set of meticulously labelled desk accessories. It’s also not a space created during the summer holidays in preparation for the next academic year. 

A learning environment is much more than what you see visually. It consists of three main ingredients – the physical, social and emotional environments. For any high-quality teaching strategy to have an impact, these elements must exist harmoniously.

Imagine the learning environment as the foundations of your teaching and learning. Take them away, and your students’ ability to flourish begins to crumble. 

A learning environment is forever ‘under construction.’ It will need to be constantly adapted to suit your students’ needs. Wherever you are in your teaching career, it’s important to take the time to reflect upon the learning environment which your students experience. This reflection will help you to consider which elements need strengthening or altering in order to bolster the teaching and learning provision on offer. 

Let’s look at each of the three elements of a learning environment in turn:

Physical Environment

Firstly, schools must create a physical environment that allows all pupils to feel content, comfortable and focused. This means consideration of light, noise, air quality, temperature, reflections and wall colours. For example, where possible, there should be good natural light in classrooms, and quality electrical lighting. Ideally, there should be no glare from direct sunlight, blinds should be effective and the whiteboard projection should be easy to see. An organised and clutter-free space can help students to be more attentive and more engaged with their learning. 

Social Environment

Schools must also create an environment that is socially beneficial to learning.

Every school must have an effective, well-established and universally understood whole-school approach to behaviour, to ensure solutions exist which aim to eliminate poor behaviour. Any behaviour that detracts from the academic and social success of the school community, or weakens the self-esteem of staff or students, must be addressed effectively and efficiently if schools wish to nurture an environment conducive to learning.

In an independent 2017 report for the Department for Education, Tom Bennett states that schools can optimise behaviour by:

• Employing committed, highly visible school leaders with ambitious goals.
• Communicating realistic, detailed expectations which are understood clearly by all.
• Having a clear understanding of what the school culture is.
• Ensuring high levels of staff and parental commitment to the school vision and strategies.
• Maintaining high levels of support between leadership and staff.
• Thoroughly executing the school’s policies and strategies.
• Having high expectations of all pupils and staff, and a belief that all pupils matter equally. 

Emotional Environment

Children must also feel emotionally prepared to learn. As well as pupils acknowledging that they need to learn in order to reach a certain academic standard, we also want students to show an inherent, independent love of learning – where they learn to enjoy and appreciate each and every step they take in their learning journey.

Motivation in the classroom can help children to become resilient, independent learners, who can manage any challenges they may face in the classroom. Schools can embed whole-school strategies and policies which inspire students intrinsically and extrinsically. Both of these motivators can support each other, and you’ll need to personalise your approach to meet the needs of your pupils. You can find out more about motivation in the classroom here.

Why is a Positive Learning Environment Important?

A positive and purposeful learning environment can boost enjoyment and engagement. It can also help to enrich teaching and learning and improve academic performance. Therefore, it’s essential that schools strive to ensure that they are providing their students with the best possible learning environment.

Effective learning environments promote a strong sense of community, leaving children feeling valued, respected and connected. Building and maintaining working relationships with peers and staff can also contribute to a child’s sense of belonging and provide them with access to important role models. We know that this can help to improve mental health outcomes. For children whose home lives are unpredictable or unstable, a secure, welcoming learning environment in school can help to provide assurance and certainty.

CPD for Education Professionals

With a range of compliance and CPD courses available, find the training you need with High Speed Training. Browse our course library, which includes training such as Challenging Behaviour and Child Mental Health.

Characteristics of a Positive Classroom Environment

Whatever space you are operating in, there are some key changes that you can make to ensure the learning environment is as positive and purposeful as possible. 

Be welcoming

Create a strong sense of togetherness and unity within your class or classes. Start by greeting students as they enter your teaching space. Acknowledge those students who are demonstrating elements of your teaching and learning policy. Your positive affirmation might be exactly what a child needs to hear.

Building strong teacher-pupil relationships based on mutual understanding allows you to gain the respect of your classes, as well as demonstrate key social skills. We know that positive relationships in the classroom are critical in encouraging good behaviour and promoting pupil wellbeing.

At the start of the year, agree a set of classroom rules. If you have pastoral responsibilities, aim to create a board or display to reflect the values you all believe in. For example, trust, team work and kindness. Children could present this in a written form or pictorially. Sharing these on social media or through parent/carer learning boards further reinforces the value your school places on community. The board will also act as a daily reminder of the school’s expectations.

To build positivity in the room, start lessons by thanking students for their attention and sharing your excitement for the day or lesson. Similarly, remember to end lessons on a positive note whenever possible.

Finally, reinforce and model social skills. For example, ask students to use their classmates’ names when addressing them and highlight the importance of please and thank you.

Ask the students  

Speak to the students to find out what a positive environment looks like to them. This should encompass their physical, social and emotional environments. Consider creating a working party or sending out surveys in order to involve as much student voice as possible. 

For example, in considering their physical learning environment, would they find a new colour scheme more conducive to learning? Would they like to design their own reflection space – an area designated to silence, thought and rest? Perhaps consider launching a young designers’ competition whenever you are repurposing spaces in school.

Personalise 

Remember that the learning environment you create for your students will need to be adapted to suit individual children’s needs. Students with communication support needs and/or special educational needs (SEN) may, for example, require adaptations to their immediate environment to support them in accessing the curriculum.

Some children, including those with ADHD, might benefit from a standing desk; others, including autistic pupils, may benefit from a low-arousal, calm and structured environment. Furthermore, some students, including those with dyslexia, may benefit from access to a daily timetable and reminders display. Furthermore, children with social, emotional and mental health (SEMH) needs may benefit from access to self-sooth boxes in their learning environment. Self-soothe boxes are made by the child, and are filled with items which make them feel calm. For example, a photograph, a piece of material, a lavender bag or a seashell. If a child begins to feel overwhelmed, they can then collect their box and spend some time looking at each of the objects they have included. 

Being aware of each of your students’ needs, and tracking how these change over time, will help you to make the right accommodations to your teaching and learning space.

Follow routines 

From supporting transitions to welcoming new students, there are innumerable benefits of adopting clear routines and practices.

Effective practitioners follow agreed routines and standards. These might include rules for classroom discussion, entering and leaving the room, how to behave in the classroom, how to register and how to listen.

Rules and routines provide students with safety, comfort and familiarity. Once they understand and accept the school’s expected standards, they are free to focus on their learning, as many of the uncertainties they may have felt have been removed.

For routines to become accepted and commonplace, they must be universally understood. Therefore, ensure that all members of the school community know and understand the school’s expectations.

Engage 

Provide students with access to an enriching and engaging curriculum. To ensure maximum effectiveness, map the curriculum across the school so that students can make links to and build upon prior learning. This progressive approach to curriculum management will help you to nurture inquisitive and inspired learners.  

In order to increase inclusivity and stimulate curiosity, consider a multisensory approach. This is especially important when supporting children with special educational needs (SEN) in the classroom.

Similarly, think carefully about the way you communicate with students, so that your lessons are as impactful as possible. You can find out more about how to communicate effectively in the classroom here.

Let your passion for the subject shine through. Remember, enthusiasm is infectious.

Be flexible

Think about how you can utilise the physical items in your space to best suit learning. Think sofas, lounge beanbags and stools, as well as more flexible table configurations. These can be used during group work to boost creativity and provide children with more autonomy in class discussions. If budgets allow, a selection of computers at the back of your classroom can also provide children with more freedom in the way in which they digest and present their learning. 

Build resilience

Teachers should create a culture of experimentation. Children need to realise that making mistakes is an essential part of learning. Reworking and revising allows students to cement their understanding. If a student tells you they ‘can’t’ do something, correct them by stating, ‘you can’t do it yet.’ This growth mindset approach is especially important in primary settings, so that young people feel more prepared for any challenges they may face in secondary school. This positive reinforcement also continually reminds your students that you care about each of them individually and that you’re committed to their success.

Reward

Consider all of your learners on a continuum and embrace neurodiversity. Your students will come to you with differing needs, experiences, targets and levels of ability. Whether they’ve made a small step or a giant leap, they deserve to feel proud of themselves.

Remember, rewards don’t have to be material. Simply telling a student exactly what they did well and praising them for it can be enough.

Alongside reward, ensure you have clear strategies for dealing with challenging behaviour. You can find advice on how to set behaviour expectations here.

Reach out for help  

Investigate what funding your school may be entitled to. It may be that you can apply to the Local Authority for a particular grant. For example, if you want to create a reflection space to support your students’ mental health or a greenhouse project to develop social enterprise opportunities, you may be able to put a bid together.

Similarly, if you’re planning the upheaval of a key learning environment, you could reach out to members of the community for support. Ex-students studying at nearby schools or colleges could work together to repurpose an old storage room into a cosy space for interventions and coaching sessions, for example. Ask parents and carers to donate old materials or supply artwork for the walls. 

Be positive

According to Hughes and Vass (2001), there are three types of language that can be used to support learning and motivation.

Firstly, the language of success. Display your belief and confidence in the students’ abilities through phrases such as, ‘I know you can …’. Next, the language of hope. Encourage the pupils in your class to have a go, even if they are apprehensive by using phrases such as, ‘I’ll try but I need some help …’. Finally, the language of possibility. When your students tell you that they’re ‘not good at X’, introduce a climate of possibility within your response. For example, ‘Yes, I understand that you’re getting a little bit mixed up, but let’s see which element you’re struggling with.’

Consider having a board in your room to highlight the importance of mindset, featuring examples of negative statements alongside their more positive counterparts.

Give freedom

Limited involvement in decision making may cause some students to disengage with school life. Aim to provide children with autonomy and choice. Give them a ‘stake’ in their school community.

This could be at a classroom level, where every child on the table knows their individual role during group tasks and discussions, or at a whole-school level – by promoting responsibilities such as school councillors, assembly technicians and green leaders.

The physical, social and emotional environment in which a child learns can have a profound impact on both their attainment and wellbeing. Therefore, it is essential that schools strive to create positive learning environments. In doing so, they are helping each and every one of their students to flourish.

Further Resources: 

• CPD Courses for Teaching and Education
• Understanding the Importance of Motivation in Education
• Safeguarding Children Legislation: Guidance for Schools
• What is Effective Questioning & Why Should I Use it in My Classroom?
• What is Inclusive Practice?
• Educational Bias: How to Avoid Bias in the Classroom
• Conflict in the Classroom: Coaching Children in Acting Responsibly
• What is Effective Teaching?
• What is Adaptive Teaching?
• Metacognition in the Classroom: Benefits & Strategies
• How to Create an Effective Culture of Safeguarding in Schools
• How to Promote Equality, Diversity & Inclusion in the Classroom
• How to Support EAL Students in the Classroom
• Recognising the Signs of Dyslexia in Children
• How to Promote a Reading Culture in Schools
• How to Use Assessment for Learning in Schools
• What is Restorative Practice in Schools & Social Work?

The post How to Create a Positive Learning Environment appeared first on The Hub | High Speed Training.

It is important that all those considering entering the profession are aware of what the role entails in order to make an informed decision. In this article, we will outline the essential qualifications required of a SEN teacher and the key responsibilities involved, as well as how to secure a job. 

What Skills Do I Need for a Career in Special Education?

You will ideally need the following skills to become a SEN teacher: 

• Empathy and sensitivity – Soft skills, such as empathy, will help you to teach and lead effectively. It is essential that you understand the challenges your learners may face. For example, a child with social, emotional and mental health difficulties (SEMH) may express a need through behaviour that challenges. They will need a teacher who understands how they feel and acts in their best interests.  

• Strong communication skills – Good communication skills will help you to work effectively with students, parents, carers and staff, as well as outside agencies involved in the welfare and support of your pupils. 

• Strong administerial skills – SEN teaching will involve participation in referrals and assessments. Cross-sector support often requires teachers to write reports and complete relevant documentation. 

• Strong organisational skills – Being organised will help you to stay up to date with planning and marking. Planning a personalised curriculum which suits the needs of each of your students will also require creativity and good time management skills. 

• Patience – You may face behaviour that challenges. To ensure a purposeful classroom environment, it is vital that you remain calm in stressful situations. Strong behaviour management skills will help you to navigate potentially stressful situations.  

• Ability to work collaboratively and independently – You will have to work on your own as well as part of a team. SEN teachers often deliver lessons alongside other teachers and teaching assistants, so it is important that you listen actively and respect your colleagues’ opinions. You will also need to show initiative when making decisions.

• Ability to be flexible in your practice – You will need to adapt your approach depending on your learners’ needs. Flexibility when designing a personalised curriculum will help you to create the best possible teaching and learning environment for the children and young people in your care. 

• Resilience – Working in small group settings means that you will get to know the children in your class – and their families – very closely. Working within this kind of tight-knit community can be emotionally challenging. Having a positive mindset will allow you to focus on the incredible opportunity you have to really make a difference in your students’ lives. You can find out more about our resilience training here. 

What Qualifications Does a SEN Teacher Require?

To teach in a state-funded SEN specialist setting, you will need to have a degree and qualified teacher status, QTS. Independent settings may have varying requirements. 

After completing a degree, there are numerous routes you can take to secure QTS, such as school-based training placements and university-led courses. Find out more here. 

The majority of teaching courses in the UK offer SEND modules, but if you wish to teach children with vision, hearing or multi-sensory impairments, you may need to obtain additional qualifications. 

There are some key restrictions to be aware of if you are considering teaching as a career. As you will be working with children and young people, you will need to pass enhanced background checks. This may affect you if you have certain past convictions.  

Top Tip

To develop your knowledge and understanding of SEND, take our Special Educational Needs in the Classroom course, supported by SEND expert, Anita Devi, and educational consultant, Mike Fleetham. Within the course, you will cover topics such as the Graduated Approach, Universal Provision and the four areas of need. You will also discover a range of strategies that you can use within your practice to support children and young people with SEND. Find out more about the course here.

Roles and Responsibilities of a SEN Teacher

SEN teaching is a varied and interesting role. 

You will be responsible for planning lessons and assessing learning, and you are also likely to have pastoral responsibilities for a group of children. 

SEN teaching is often more structured in routine but flexible in the content delivered. You will have to carefully differentiate the learning according to the needs of each child. Effective scaffolding will ensure each of the children and young people you work with can access their learning. 

Much of the focus will be centred around core skills, such as phonics, reading, writing and maths, yet you will have the flexibility to design the learning around your students and their interests. Working in this way often means that you can build strong relationships with your learners. 

As a SEN teacher, it is likely that you will be working with a larger number of adults in your classroom. The number of supporting adults will vary depending on the needs of the children in the class. 

Some children you will work with may have had negative experiences of previous educational settings. This is likely to affect their behaviour and attitudes towards learning. You will have to be flexible in your approach to ensure your learners feel as secure and content as possible. For some children, whose experiences of education thus far have been traumatic, certain topics and expectations can be triggering. You will need to adapt your approach to meet the needs of every child. 

You can find out more about supporting children with SEN in the classroom here. 

How Do I Secure a SEN Teaching Role?

Research current vacancies on your Local Authority website as well as well-known national sites. You may be able to organise a tour of the setting prior to application – should you wish to do so. 

Letters of application should demonstrate your passion for working with children and young people with SEND, as well as your relevant skills and experience. 

When you secure an interview, preparation is the key to success. Be aware of common interview questions for teachers and begin to craft your responses in advance of the interview. Where possible, link your responses back to experiences you have had working with children with SEND. You can also refer to books you have read and webinars you have attended, elaborating upon key points of interest. This will help to reflect your enthusiasm for supporting children and young people with SEND. 

As part of the interview process, be sure to talk about any relevant CPD training you have taken. Be aware of areas where your knowledge and understanding is not yet secure, and be prepared to explain how you plan to address these. 

There are a range of online courses available which you can complete in your own time to strengthen your knowledge and understanding of the sector. Take a look at our course library here, which includes titles such as Autism Awareness in Education, Child Mental Health, Dyslexia Awareness and Special Educational Needs in the Classroom. 

Have You Listened to our SEND Podcast?

In this episode of the High Speed Training Podcast, we are joined by Anita Devi, CEO and Founder at Team ADL, a not-for-profit committed to enabling everyone to thrive in education, employment and life. Alongside Anita is Mike Fleetham, Director and Lead Trainer at Thinking Classroom, an education mentoring organisation that has worked with over 500 schools, local authorities and organisations, and Dr Richard Anderson, Head of Learning and Development at High Speed Training. Click on the link below to access:

Special educational needs (SEN) teachers work directly with children and young people with special educational needs and disabilities (SEND). They are responsible for ensuring their students receive the best possible experience of education. SEN teachers have a unique opportunity to make a meaningful and lasting impact in a child’s life. 

Further Resources:

• CPD Courses for Teaching and Education
• Supporting Pupils with SEN in the Classroom: Guidance for Teachers
• SEND Review: Summary of the Green Paper 2022
• Volunteer Roles in Schools: What Are the Requirements?
• What to Expect From NQT or ECT Years: Guidance & Tips
• Professional Development Plan for Teachers
• What is the Local Offer?
• What is SEND in Early Years?
• 7 Creative Classroom Exercises for Teaching SEN Children

The post How to Become a SEN Teacher appeared first on The Hub | High Speed Training.

• Finding a provider to deliver informative and engaging compliance training to all members of staff.
• Ensuring the solution gives staff the freedom and flexibility to complete the training around their schedules and responsibilities.

The Objectives

• To ensure staff receive the correct compliance training.
• To ensure staff enjoy their professional development and retain what they learn.

The Solution

• Accredited online training from High Speed Training.

As part of our client case study series, we spoke with Mrs Jill Wilson CBE, headteacher at The Gleddings, to find out more about the school and its training needs.

About The Gleddings Preparatory School

The Gleddings is an independent, non-selective preparatory school in Halifax, West Yorkshire. With an adjoining nursery, Little Gleddings, the school welcomes children aged 6 months to 11 years.

The school’s caring ethos lies at the heart of school life, with their intention to simply make their students as happy and successful as can be. Due to its nurturing environment, personalised curriculum and dynamic leadership, the school won ‘Independent Preparatory School of the Year’ in 2017.

Established over 60 years ago, members of The Gleddings alumni are now choosing to send their own children to the school, with most pupils being enrolled before birth.

The Independent Schools Inspectorate identified that safeguarding at The Gleddings is given paramount importance, with policies and procedures rigorously reviewed to ensure the safety and well-being of the pupils.

Why Choose High Speed Training?

Jill Wilson CBE said: ‘Part of my role as headteacher is to ensure that all staff demonstrate the knowledge and skills needed in order to fulfil their roles effectively, so I must make sure that their training is up to date, thorough and engaging.’

‘I wanted to find a training solution which gave my staff the freedom to choose when they completed it. The staff here at Gleddings are often on-site from 7am until 6pm. An online training option suited us because it gave us the freedom we were looking for. Staff could complete the training within their own non-contact hours, and arrange this flexibly.’

Mrs Wilson went on to discuss how important quality training is in order to boost engagement and retention.

‘Previous online training we had completed from other providers was dull or just too complex. High Speed Training’s courses were fantastic. Due to the way they were structured and delivered, we all felt we retained what we learned.’

‘I am acutely aware that training is not just about understanding compliance, but about retaining and using the information moving forward. The materials High Speed Training provided gave us with the information we needed, delivered in an accessible and engaging way.’

What Were The Advantages of Taking The Training Online? 

‘My staff deserve the professional freedom to organise their non-contact hours how they see fit. Having an online training option meant that they could complete the course at a time that suited them the best.’

‘Taking the course at our own pace also allowed us to focus on areas which were particularly relevant to our individual positions. We all learn in different ways and at different speeds and the course accounted for this.’

We asked Mrs Wilson how the staff respond when a new training update is announced.

‘No one moans or groans. We love the training.’

If you are looking for compliance or professional development courses for your staff, take a look at our extensive education course library here. To find out more, call a member of our friendly support team on 0333 006 7000 to see how we can help your organisation grow.

What to Read Next:

• Case Study: Compliance Training at The Wakefield Trinity Foundation
• A Personal Development Plan (PDP) Guide & Template
• CPD Courses for Teaching and Education

The post Case Study: Compliance Training at The Gleddings Preparatory School appeared first on The Hub | High Speed Training.

• Completing staff training during a pandemic.
• Finding an accredited online course that would complement in-house training. 

The Objectives

• To ensure that all staff receive thorough and comprehensive safeguarding training. 
• To ensure that staff have the option to complete training remotely and flexibly. 

The Solution

• Flexible online training which meets the Foundation’s contractual requirements. 
• Well-structured and informative courses which staff can complete in their own time, at their own pace. 

As part of our client case study series, we caught up with Luke Shale, Head of Education and Learning at The Wakefield Trinity Community Foundation, to find out more about the Foundation and its training needs. 

About The Wakefield Trinity Foundation 

Wakefield Trinity Community Foundation, which is an award-winning charity aiming to motivate, educate and inspire its local community through the power of sport, is the official charity of Wakefield Trinity, a professional rugby league club in West Yorkshire. 

The Foundation aims to provide people in the local community with life-changing opportunities, especially its children and young people. They want to see communities grow, develop and become more active. 

Working alongside other Super League and Championship clubs, the Foundation also delivers programmes on behalf of The Rugby Football League across the UK. In addition to their work locally and nationally, the Foundation also works in Nigeria, giving local people the opportunity to play rugby through a club sponsorship. 

How Does The Foundation Support The Local Community? 

The Wakefield district contains some of the most socially and economically disadvantaged areas in the UK, so the children and young people the Foundation supports are often facing challenging circumstances. By working with local schools, they are able to identify and engage children from typically ‘hard-to-reach’ families. Trinity Healthy Holidays Club and Trinity DNA Camps inspire participating children with a packed schedule of sports and social activities. The events are supported by Morrisons, who provide the children with a free lunch every day they attend. 

Partnering with the EFL Trust, the Foundation deliver the National Citizen Service project, creating a number of different opportunities for 16–17-year-olds. Through social enterprise activities, participants help to improve green spaces and charity gardens across the local community and beyond. 

The Foundation also aims to use the power of sport to help engage young refugees and asylum seekers in local club life. Their 10-week Inspiring Futures project gives participants the chance to boost skills, play sport and find out more about Wakefield. 

Why Choose High Speed Training? 

We asked Mr Shale why the Foundation selected High Speed Training as their online training provider.

‘At any one time, we can have up to 60 children and young people on-site, so we take our safeguarding responsibility very seriously here at The Foundation. It is absolutely essential that we refresh our safeguarding knowledge regularly and keep up-to-date with new policy amendments or announcements.’

‘We looked at a variety of online training providers to assess which course was the most informative. We needed a course which gave us in-depth safeguarding knowledge and met the contractual requirements from our accrediting partner, the National Citizen Service. High Speed Training’s course included all of the elements we were looking for and it was reasonably priced. Fortunately, a colleague who had just joined the Foundation had used High Speed Training in his previous employment, so he was able to recommend the Designated Safeguarding Lead course.’ 

What Were The Advantages of Taking The Training Online? 

‘Firstly, it gave the staff the freedom and choice to learn in their own time, at their own pace. We all have a number of roles and responsibilities, so this course gave us the opportunity to plan the training around our current commitments.’

‘We also felt that online training gave us the chance to stop and focus on particular areas of interest. Where information was key to our roles, we could take the time to digest the content at our own pace.’

‘Other online courses I have taken in the past from different providers were delivered through separate video-only modules, which made the experience too passive. In contrast, we found that the High Speed Training course was both interactive and accessible. It had an optional audio voiceover and it was filled with exercises and reflection opportunities – which held our attention throughout.’

We asked Mr Shale how the Foundation’s experience of taking a High Speed Training course might affect their training model moving forward. 

‘We will absolutely consider a more hybrid approach to our training from now on. Online training gave our staff the opportunity to renew and refresh their knowledge. It suited everyone’s level of need and gave us the unique learner journey we were looking for.’

You can find out more about The Wakefield Trinity Community Foundation and their fantastic work here. 

If your company requires compliance or professional development training, then visit our extensive course library. Our accredited training features over 180 courses in Food Hygiene, Education, Safeguarding, Health and Safety and more. To discover how we can help your organisation grow, call a member of our friendly support team on 0333 006 7000. 

What to Read Next:

• Case Study: Compliance at the University of Exeter
• The Future of Online Learning: 2022 Whitepaper
• CPD Courses for Teaching and Education

The post Case Study: Compliance Training at The Wakefield Trinity Foundation appeared first on The Hub | High Speed Training.

The exact cause of dyslexia is unknown, but it often runs in families and is believed to have a genetic link. It is likely that the parents of children with dyslexia may also experience similar strengths and challenges to their children. Dyslexia is not linked to a lack of intelligence, poor parenting, or the child’s socio-economic background.

A report by Made From Dyslexia estimates that as many as one in five people are dyslexic, and 80% of children with dyslexia leave school unsupported and undiagnosed. As a result, increased awareness amongst professionals working within the education sector is crucial. Early recognition and support can be instrumental in improving outcomes for children and young people with dyslexia. 

In this article, we will outline the signs of dyslexia in different age ranges, explain how it affects learning, and provide you with a range of strategies that you can use to support children with dyslexia in the classroom. 

What are the Signs of Dyslexia?

Spotting dyslexia in children can be difficult. There are no physical signs and some children are good at covering up their struggles. Dyslexia is often only identified when it is already affecting a child’s progress and achievement. 

The signs of dyslexia often become more obvious when children begin to learn to read and write. However, challenges may only become apparent when the child is exposed to a new environment or a significant change in their life.

Although every child will experience dyslexia differently, there are some common signs associated with specific age ranges which you can look out for. These include: 

Signs of dyslexia in primary-aged children:

• Slow processing speed, including slow spoken or written language. 
• Poor and/or inconsistent spelling.
• Poor handwriting.  
• Mixing letters and numbers. 
• Forgetfulness.  
• Struggling to follow instructions or directions. 
• Difficulties with concentration. 
• Being easily distracted. 

Signs of dyslexia in teenagers: 

Any of the signs above, plus:

• A disparity between the way they communicate verbally and what they can write on paper.
• Unwillingness to read aloud.
• Poor comprehension skills. 
• Struggling to stay organised and meet homework deadlines. 
• Difficulties copying and taking notes. 
• Social withdrawal. 
• Behaviour difficulties.
• Fatigue.
• A possible dislike for reading and writing, and/or schooling in general.

You can find out more about the signs of dyslexia in children and young people here. 

How Does Dyslexia Affect Learning?

When considering how dyslexia affects learning, we need to understand its main characteristics: difficulties with phonological awareness, verbal memory, and verbal processing speed. By understanding the needs which arise as a result of these difficulties, teachers can determine how best to deliver and structure information to their students. 

• Phonological awareness is working out and manipulating the sounds within spoken language. It involves picking out rhyming words, alliteration, and counting syllables in a word. Phonemic awareness is a subset of phonological awareness and involves identifying and manipulating the individual sounds in words. Difficulties in this area can affect reading, writing, and spelling. You can find out more about phonemic awareness here. 
• Verbal memory is the ability to retain an ordered sequence of verbal material for a short period of time – an important skill in many aspects of learning. Children with dyslexia may only be able to ‘hold on to’ new information for two or three seconds. 
• Verbal Processing Speed is the time taken to process verbal information. It involves the ability to take in information, process it, respond to it, and recall it. A slower verbal processing speed can affect a child’s ability to recall long lists, follow instructions, sequence words, and structure their work. 

Dyslexia can also affect children’s organisational skills and concentration. They may appear forgetful and dreamy. Children with dyslexia can also become very easily overwhelmed with the amount of information they are being asked to process throughout the day, which can result in fatigue and/or behaviour that challenges. 

Children with dyslexia, if unsupported, can be left feeling upset, frustrated, and alienated – which can negatively impact their mental health. It is estimated that as many as 40-60% of young people with dyslexia have some kind of psychological difficulties.

What Is The Dyslexia Screening Bill? 

The Dyslexia Screening Bill was introduced by Matt Hancock, the Conservative MP for West Suffolk, in December 2021. However, the Bill was later withdrawn by Mr Hancock in March 2022, without progressing beyond instruction.

The Bill proposed universal dyslexia screening for children in primary schools. It also highlighted the importance of teacher training in improving outcomes for children with dyslexia. As dyslexic brains work differently to a more neurotypical profile, Hancock argued that all teachers should know how to teach ‘according to how their brains work’. 

Despite the Bill being withdrawn, the Department for Education remain committed to ensuring that all children and young people with Special Educational Needs and Disabilities (SEND), such as dyslexia, receive the support they need to achieve in their education. Through the Children and Families Act 2014, mainstream schools must do their best to make sure a child or young person with SEN receives the support they need.

A spokesperson from the Department for Education stated: ‘The SEND Code of Practice is clear that meeting the needs of a child with dyslexia does not require a diagnostic label or test. Instead, we expect teachers to monitor the progress of all pupils and put support in place where needed.’ 

As part of their commitment to improving outcomes for pupils with SEND, the department published the SEND and Alternative Provision Green Paper in March 2022. This set out their plans to better identify children at risk of falling behind and provide them with the support they need, including those with neurodivergent conditions. They welcome feedback during the consultation period, which ends on the 22nd July, 2022. You can find out more here.

Hancock’s campaigning for universal dyslexia screening in primary schools and better teaching training for all neurodivergent conditions continues. In June 2022, he delivered the first reading of the updated Dyslexia Screening and Teacher Training Bill in parliament.

Classroom Strategies for Dyslexia

The majority of children with special educational needs, such as dyslexia, will have their needs met through high-quality teaching and adaptations to it. Schools should follow the Graduated Approach when considering how best to meet the needs of children with dyslexia. This might include adjustments to their Universal Provision and/or Targeted and Specialist Provision, depending on the individual’s level of need. 

Dyslexia Awareness Training

If you work with children and young people, then you may be interested in taking our Dyslexia Awareness course. Supported by the Helen Arkell Dyslexia Charity, the course provides a comprehensive overview of dyslexia, its characteristics and impact, and the diagnostic assessment process. It also introduces learners to a range of strategies that they can use in the classroom to ensure children with dyslexia thrive. Find out more here.

Strategies to support children with dyslexia in the classroom include: 

Increase awareness of learning differences and neurodiversity across the setting. The more the community knows, the more understanding and supportive they will be. Hold assemblies, welcome guest speakers, boost staff knowledge regularly, and host webinars for parents – you can even invite a student with dyslexia to speak to their classmates about their unique strengths and challenges, if they wish to. Ask children and adults alike to celebrate the wonders of dyslexia.

Focus on the positives. Highlight what the children are good at and acknowledge their strengths. If a child constantly receives negative feedback, their self-confidence will be affected. This can affect their general wellbeing, social development, and mental health, as well as their progress and achievement across the curriculum. 

Make transitions seamless. Whether it be a new classroom, school, or setting, provide students with the opportunity to meet new teachers and experience new environments – virtually or in-person. Introduce new routines in advance of start dates and provide visual copies of important instructions or reminders. You can find out more about how to support children through transitions here. 

Chunk tasks to support working memory. If we overload students with too many tasks and instructions, they can easily become overwhelmed. For children with dyslexia, who experience difficulties with verbal processing speed and memory, teachers need to be particularly mindful of how they structure lessons to support working memory. Provide clear instructions, model tasks, and check understanding regularly. Repeat instructions and ask your learners to repeat them back to you or their partners. You can also improve and develop metacognitive talk by asking students to verbalise their thought processes.

Provide visual aids. Provide children with glossaries, timelines, key words, multiplication squares, and spelling banks to boost memory and retention. Using mnemonics, rhymes, and songs can also be useful practice. 

Provide lesson summaries. Students with dyslexia often benefit from receiving lesson overviews and resources in advance. These could be handouts or links to videos or websites. Audio lesson and unit summaries, recaps, and introductions, alongside early access to lesson handouts and resources, can help children prepare for their learning in advance, and/or consolidate previous learning. 

Communicate well with parents. Speak to parents to gain a more holistic understanding of the child’s struggles. Discuss supportive strategies that can be replicated across both environments. You can find out more about how to promote effective communication with parents here. 

When left unidentified and unsupported, dyslexia can affect children’s social, emotional, and academic outcomes. It is vital that those working with children and young people know the signs of dyslexia, its characteristics, and how these affect teaching and learning. Greater awareness of dyslexia and improved training opportunities will be vital if we are to ensure that all children with dyslexia are identified and supported in the classroom. 

Further Resources:

• Dyslexia Awareness Training 
• What are Specific Learning Difficulties (SpLDs)
• How to Support Children With Speech, Language, and Communication Needs 
• 8 Useful Apps to Help with Dyslexia
• How to Help a Child with Dyspraxia in the Classroom

The post How to Help a Child with Dyslexia in the Classroom appeared first on The Hub | High Speed Training.