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What is the most valuable piece of information a teacher can have about a SEN pupil in order to meet the pupil's learning needs?

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GPS assignment - Part B What is the most valuable piece of information a teacher can have about a SEN pupil in order to meet the pupil's learning needs? The aim of this assignment is to find out what information is available in schools about SEN pupils, and how this data is used to help teachers to understand SEN pupils' learning needs. I am going to look at what qualitative data and quantitative data they have on SEN pupils and try to decide which piece of information is the most useful for meeting the statutory learning needs or to provide a statutory inclusive education. (http://www.nc.uk.net/nc_resources/html/inclusion.shtml) To achieve continuity, I will select one SEN pupil and research the data on that one specific pupil. The pupil selected is from year 9 and for the purpose of anonymity, will be called Frank. The data that the school has on this particular pupil includes their Key Stage 2 results, their MidYIS scores (explanation to follow), their end of Key Stage 3 targets, their current attainment levels (from teacher assessment), their mock Key Stage 3 results, full school reports, full academic reviews, progress reports, Individual Education Plans (IEP's), Reading ages and SEN classification. I will critically analyse each piece of data and use this to write a piece of reflective writing on how useful quantitative and qualitative data is in helping teachers to meet the learning needs of the pupil. Critical Analysis of the Quantitative Data * KS2 results Frank achieved a level 3 in his Key Stage 2 mathematics Statutory Assessment Test (SAT's), a level 2 in English and also a level 2 in science. ...read more.


* Mock SAT results (Y9) The usefulness of tests has always been an area of conflict for me. I believe that our education system contains too much testing of knowledge, and not enough focus on understanding. I was reading about Blooms Taxonomy and it says that 80% to 90% of the time, teachers just ask questions, which assess knowledge, but not understanding. (Taxonomy of educational objectives: the classification of educational goals, Bloom B, Longmans, 1956). Knowledge does not mean you understand something. However, in the case of mock exams, they are useful in determining gaps in knowledge. This is especially important for SEN pupils, as I have found from experience, they tend to hang on to misconceptions far more aggressively than other pupils do. Therefore, the mock exams do provide the teacher with an opportunity to assess the misconceptions of a SEN pupil, as well as others. * Reading Age The knowing of the reading age is useful for teachers, but teachers should already be differentiating enough for this. However, I have a different pupil with a reading age of 6years, and for him I have to write in his homework for him as he takes an extremely long time to read it from the board. I say the homework aloud too. I spoke to the SENCO (QTS 2.6) at the school and she gave me some tips for pupils who find reading difficult. Something interesting she told me was that dyslexics find the font Franklyn Gothic Medium (size 12 minimum) ...read more.


I can see where there are gaps in their knowledge if they will speak open, honestly, and mathematically with the class and me. With this, I believe I can set more realistic targets that are actually based on the pupils' real understanding, not by how well they have been prepared for a type of exam question. It also gives me a better understanding of what level pupils are working at. In addition, if pupils are more at ease with you as person, from experience, they are more likely to be honest with you. I often ask pupils if they liked a certain lesson, and most of them are comfortable in saying yes or no. I can ask pupils what they like doing in maths and what they do not. This way I am getting the pupils to tell me what their learning needs are, rather than me try to work it out. I would prefer it is more emphasis was placed on qualitative assessment than quantitative, as I believe it would yield better and more accurate results. The only problem is, is that just schools are judged on statistics, and it is quicker and easier to give formal tests than to sit down and thoroughly evaluate a pupil. Pupils also like to receive marks and percentages. They would usually prefer to know they got 90% in a test than to just be told that they are working at a very high level. ...read more.

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