Case work report will provide a setting with:

• A profile of an individual pupil’ s strengths and areas for development
• Clear information which can be shared with parents
• Accurate baseline assessment information to inform target setting
• Information required to implement appropriate provision to support accelerated progress

Casework could include:

• Detailed 1:1 assessments of the strengths and weakness of learners followed by a summary report with recommendations to support QFT planning. Areas covered – Literacy, Speech, Language and Communication, Dyslexia, Maths and EAL
• Advice to SENCO and class/subject teacher following assessments and observations
• Advice for parents
• Identification of suitable interventions to implement within the school
• Follow-up support for monitoring interventions an evaluating pupil progress 

Could include:

• Developing SENCo skills in order to design a system which enables effective monitoring, evaluation and sharing of information with all relevant stakeholders
• Review of SEN across your setting – Support in auditing and evaluating the effectiveness of current provision with reference to the Ofsted framework.
• Consideration of the appropriate methods of recording provision suitable to your setting
• Support in developing provision
• Pre and post Ofsted planning

Outcomes:

• Provision is directed by identified pupil need
• The impact of provision is monitored and evaluated
• Analysis of school data informs provision
• Pupil achievement analysed with reference to Ofsted criteria
• Provision is monitored in terms of value for money

Supporting you to:

• Interpret and analyse data
• Identify vulnerable groups
• Monitor effectiveness of interventions

Outcomes:

• Provision matches identified needs
• Action planning linked to data analysis
• Selection of effective evidence based intervention
• Systems and frameworks for monitoring

Supporting you to: 

• Review and update policies in line with current national legislation and local guidance
• Reflect upon the New Code of Practice
• Respond to school and pupil need efficiently and effectively
• Share information across the setting and broader community

Outcomes

• School will have up-to-date policies reflecting individual ethos
• Policies will meet legal requirements
• Support in preparation of annual report to governing body
• Clear information for parents

Supporting you to: 

• Complete needs analysis and priority action planning
• Turn theory into practice around SEN policy, systems and procedures

Outcomes

• SENCO to have increased knowledge of SEN
• Effective management of SEN
• Effective and reflective practice developed
• All statutory requirements are met

Supporting you to: 

• Develop and implement strategies to support learning
• Use and implementation of the Inclusion Development Programme
• Identify appropriate assessment and tracking materials

A Training Package is also available on raising awareness and practical strategies for children with Speech, Language and Communication Needs.

Outcomes:

• School is able to identify correctly and respond to pupils with SLC needs
• Increased staff confidence in meeting the needs of SLC needs
• Creation of a communication-friendly environment.
• Raise attainment across the curriculum as reflected in school tracking data and PSS assessment

Supporting you to:

• Review provision for SEND across your setting
• Interpret and analyse Data
• Develop Pre or post Ofsted action planning

Schools can also commission an SEN review to identify areas for development.

Outcomes for school/setting:

• Increased staff confidence in preparation for Ofsted relating to SEN
• Focused action planning
• Meeting statutory requirements
• Provision related to SEN data

Schools in increasing numbers have been requesting additional support with targeting work in maths. In response to this PSS have developed the Birmingham Maths Toolkit.

Supporting you to:

• Use the maths toolkit to assess, set targets and monitor progress
• Identify gaps in pupil learning to develop and implement strategies to support learning

Outcomes:

• Effective use of assessments to inform planning and provision
• Pupil progress is tracked and appropriate targets are set

Supporting you to:

• Enhance provision through the implementation of a range of interventions which could include: – Acceleread Accelewrite, Barrier Games, Cued Spelling, Direct Instruction, Direct Phonics, Hornet Literacy Primer,  Metra, Paired Writing, Paired Reading, Phonological Awareness Training (PAT), Precision Teaching, Reciprocal Reading, Toe by Toe, Words First and Word Wasp.

Outcomes:

• Staff confident to lead on interventions
• Provision reflects pupil need
• Effective monitoring and evaluation of intervention

Supporting all staff to:

• Use appropriate tools for differentiated planning and delivery
• Reflect on current practice in relation to SEN and develop additional practical strategies, adaptations and resources
• Evaluate medium and long term planning with reference to effective differentiation

Outcomes:

• High Quality Teaching delivered with increased confidence
• Increased knowledge of the Ofsted education inspection framework requirements with a focus on SEN pupils

A menu of services is available to support improvements in high quality teaching.

• School is following correct procedures around Exam Access Arrangements
• All evidence is in place to satisfy inspectors.

• Support and advice around the gathering of evidence
• Advice to schools on planning a coherent approach to Exam Access Arrangements
• Delivery of correct assessments to meet JCQ requirements for Extra time, Reader and Scribe
• Support with analysis of assessments carried out by school
• Support with completion of online paperwork including Form 8

• Recognition of strengths and identification of areas for development
• Focused action planning
• Increased staff confidence at removing barriers to learning
• Shared vision of aspirational vision for SEN across the school

• Planning with Senior Leadership Team
• Interviews with Senior Leadership Tam, curriculum coordinators, agrees number of class teachers, support staff, parents and pupils
• Lesson observations with a focus on SEN pupils within the classroom, utilising Ofsted framework January 2012
• Summary report and recommendations compiled to support school in identifying ways forward and planning next steps

• Identification of strengths and areas for development
• Action plan developed
• Understanding and development of evidence portfolio
• Knowledge of the quality mark standards

• Providing initial consultation around  interpretation of each of the standards
• Support to  carry out a self-audit of the school against the standards
• Guidance around evidence collation
• Advice as to whether or not the school meets the criteria or whether more development needs to take place in a particular area
• Support with action planning to address areas that need further development
• Support to identify and plan the activities that need to take place in order to meet the identified criteria within an appropriate timescale

• Increased understanding of the assessment process
• Increased knowledge of support strategies that can be used at home
• Increased awareness of some of the issues surrounding dyslexia

• A lively colourful graphic created during a meeting.
• A conference that engages participants, prompts creative thinking and captures key themes and ideas from the session
• Electronic copies of the chart

• FAYS (Acocks Green and Gateway Clusters)
• Aston/Nechells
• Cole Heath
• Eastwards Consortia
• Erdington
• Hall Green
• Handsworth
• Kings Norton
• Ladywood
• Longbridge/Northfield
• Perry Barr
• Quinborne (Harborne and Quinton)
• Saltley Plus
• Senneleys
• Sparkbrook and Sparkhill
• Sutton Coldfield

A City-Wide Early Years Group is currently active within Birmingham

Ofsted good practice indicators cite Teaching Assistant specialism as crucial in providing personalised support for pupils who need extra help and improving pupil outcomes by creating independent lifelong learners. As recorded in Ofsted’s school inspection update in November inspectors were asked to consider:

How do senior leaders ensure that TAs are deployed effectively in line with evidence?

Are TAs supplementing the work of teachers or replacing them?

Is there a well-planned programme of training and support for TAs who deliver out of class interventions?

PSS courses support this drive towards the more strategic employ of Teaching Assistants within schools to ensure they are an integral part in the drive to improve pupil achievement. It recognises the changing educational landscape and raised profile of Teaching Assistants in schools: with specific, more effective, high impact deployment as an essential in supporting children with individual learning needs; increasingly recognised by and included in a school’s strategic planning process to ensure pupils receive the best possible educational experience.

• The programme is delivered by Pupil and School Support in partnership with Birmingham Adult Education Service, and includes partners such as the Police Service, Fire Service and local safeguarding bodies.
• Parent Ambassadors have opportunity to gain one unit of a Level 2 Open College Network West Midlands qualification entitled: Becoming a Parent Ambassador.

• The course is delivered over a 11 week period, which includes an Information and Assessment event and a final presentation event.
• Each training session takes place on consecutive Monday mornings throughout the spring term.
• Each session will be 3 hours in length and start at 9:30am so that parents have time to drop their children to school if necessary.

An initial written assessment must be completed to ensure candidates had the required level of written English to access the qualification criteria.

• The Parent Ambassador Information and Assessment event will take place on Wednesday 25th September from 9:30 to approximately 11.00 am. Jaffray Building, Door D, Fentham Road, Erdington. B23 6AE
• Both an allocated school-based mentor and parents must attend this event.
• Parents will undertake an initial written assessment. The outcome of this assessment will determine if they have met the required standard of written English and can enrol on the course.   

The training dates (term time only) are as follows:

• Session 1:  Monday 30th September– which will include enrolment with Birmingham Adult Education Service

• Session 2:  Monday 7th October
• Session 3:  Monday 14th October
• Session 4:  Monday 21st October
• Session 5:  Monday 4th November
• Session 6: Monday 11th November
• Session 7: Monday 18th November
• Session 8:  Monday 25th November
• Session 9:  Monday 2nd December
• Session 10: Monday 9th December

Unless specified, each session will run from 9:30am until 12:30pm. Venue to be confirmed.

The Parent Ambassador will complete one unit from an Open College Network West Midlands qualification (level 2).

This training aims to develop your Parent Ambassador’s understanding of: 

• The role of the Parent Ambassador and limitations of their role;
• The role and responsibilities of school staff and how Parent Ambassadors and school staff can work collaboratively to increase parental engagement;
• The policies and procedures relevant to the school;
• The types of information required by parents and school staff;
• The potential barriers to learning for adults and children;
• The values of the school and the importance of promoting British Values through education;
• The safeguarding requirements within a school.

This programme will help learners to gain new skills, reflect on their practice and further develop participants as parent ambassadors.

All learners will be required to:

• Complete an initial written assessment (15-20 minutes written statement outlining what they believe the role and duties of a Parent Ambassador are and what skills they feel they have to bring to the role and why they would like to become a Parent Ambassador.)  This is completed at the PA Information and Assessment session on Tuesday 24th September. Examples of the required standard of written English are below.
• Attend all of the nine taught sessions.
• Complete homework tasks to build portfolio of evidence (the expectation is that parents will complete approximately 1-2 hours homework per week).   .
• Complete a voluntary placement within their school setting whilst undertaking the training.
• Commit to a further two terms of employment (either paid or voluntary) following the training.
• As this course is accredited, there will be elements of research and on-going assessment.

• Select and recruit a suitable parent or parents (there is currently no limit with regards to the number of parents we will train but remember to consider how much capacity you have in school to support them)
• Allocate a suitable school-based mentor (to oversee and support the work of the PA)
• Email emma.foster@birmingham.gov.uk to register interest by Friday 20th September
• Mentors must attend the PA Information and Assessment event on Tuesday 24th September
• Complete the necessary safeguarding checks required for the parent to complete voluntary work in schools (DBS)
• Provide a placement and opportunities for parents to engage with other parents whilst the Parent Ambassador trains (10 weeks)
• Provide a further two terms of voluntary or paid employment (approx. 3-5 hours per week recommended).  It is school’s choice whether the Parent Ambassadors are paid or volunteers.
• Support the Parent Ambassador with achieving their accreditation (i.e. provide witness testimonies or if necessary, provide support with completion of their portfolio.  For example, one homework task is to bring in a sample of school policies—they may need their mentor to help them with this).
• Promote their role within your school

On completion of this module, learners can continue with further study through Birmingham Adult Education Service.

“We approached a parent helper, at the beginning of the Autumn term, to take part in the Parent Ambassador course because we could see the potential she had to make a difference to the children and parents in our school. 

She was very excited to take part in the PSS course, which she found really useful.  During this time she did voluntary work in school for 5 hours a week, supporting all parents but especially our non-English speaking parents at workshops, parent’s evening, coffee mornings and with homework.  She also made herself available every morning and afternoon in the playground enabling her to network with a range of our parents. At the end of the term we could not afford to lose her so we decided to employ her for the 5 hours a week.  She is now supporting the facilitation of Birmingham Adult Education English and Maths courses, in school, as well as all her other roles. 

Encouraging her to complete the course and make the role her own is starting to make a real difference in connecting with our hard to reach parents, which in turn can only help their children to thrive.  We have also seen her grow in the role with a new found confidence.”

Kate Wildman, Inclusion Leader / Birches Green Infants School

“Having a parent ambassador at our school has helped us build stronger relationships with our families and the local community. Parents have shared that they like having a someone who can bridge the gap between home and school when they are unsure of who to speak to and how to convey a message they may have.”

Deb Harvey, Inclusion Manager / Yardley Primary School

“The course is excellent; I have learnt so much.”

Paul / Parent Ambassador

“The content is very interesting and helping to improve practice. There is more homework than I thought previously however the tutor is fair and explains it very well.”

Laura / Parent Ambassador

“I really enjoyed this course with other like-minded parents who are all here to try and make a difference in their school.”

Lorraine / Parent Ambassador

“We have implemented drop-ins every Tuesday and Thursday.”

Paul / Parent Ambassador

“The PA role is still yet undefined in our school.  We are working on what areas she will have most impact.  Once our new building is completed her role will be paramount in school.”

School-based Mentor

“Examples of the work I have done: introducing myself to school staff at a staff meeting; producing a questionnaire for parents to complete online and supporting parents at drop-in session.  I have also signposted parents to websites and local organisations.”

Rachel /Parent Ambassador

Would you recommend this course?

“Yes I would.  Already we have introduced our PA to parents and they are keen to pass on concerns and worries to her.  She then feeds back in weekly meeting and we try to resolve or communicate a clearer response to the concerns.”

SENCO

The Parent Ambassador programme has been established at West Park Primary School in Wolverhampton for over 18 months.

“The work of the Parent Ambassadors has grown and grown.  It’s working better than I ever could have imagined.”

Briony Jones / Head teacher

The Parent Ambassadors have been integral to shifting our mindset as a school towards improved parental engagement.  Their work is now fundamental to our aims and values.

They are flexible with their hours and support the school in so many ways; their role continues to grow and develop, as well as their own knowledge and skills.

We have even developed a person specification and job description to raise their status (these are available on the A2E website).

Now they are established, which didn’t take as long as we thought, I communicate with the Parent Ambassadors through email and informal conversations—we now only meet half termly.

We have trained two Parent Ambassadors who:

• Organise and deliver training to parents including ESOL language and health classes
• Provide weekly drop-in sessions
• Led training for our teachers, who will now signpost our parents to them
• Communicate key messages to parents
• Meet and greet parents at the start and end of the day
• Reduced SLTs workload by leading on events such as our Christmas Fayre
• Lead training for our teachers, who will now signpost parents to our Parent Ambassadors

“None of the concerns I initially had have happened.  There are no negatives. Only positives.”

• Raising Awareness– (school-based) – 1 hour twilight session for schools, focusing on identification of need, EAL vs SEN, stages of language acquisition, and includes generic strategies to support learning in the classroom.

• Supporting Newly Arrived Learners– (school-based) – two twilights or half day session for settings where the raising awareness package has not already been delivered.  This training focuses on identification of need, EAL vs SEN, stages of language acquisition, and also includes specific strategies to support reading, writing and language development in the classroom.  This will also include materials to support the school with the induction of newly arrived pupils, initial identification of needs and top tips for staff on good practice. Where schools have previously had the raising awareness training delivered in school, a bespoke training package focusing on practical strategies to support EAL learners can be delivered. EAL Co-ordinator Training – this is a centre based course

• Training for EAL Co-ordinators in developing their role(centre-based) – full day session to familiarise EAL Co-ordinators with the process of identification, assessment and tracking. This will include support on induction, identification of EAL and the pupil’s primary needs, using assessments to support initial language targets and tracking progress. There will also be generic strategies for supporting speaking and listening, reading and writing. Course participants will also be provided with the PSS EAL Toolkit at a reduced price.

• Increased staff confidence to support pupils
• Increased awareness of EAL learners needs
• Knowledge of a range of practical strategies
• Developing and embedding EAL friendly practice
• Removal of barriers to learnin

In addition PSS have also produced an EAL toolkit.  This is made up of:

• Induction Pack
• School Assessment Pack
• Newly Arrived Vocabulary Intervention Pack

This EAL toolkit is included at a reduced cost in the EAL co-ordinator training but can also be purchased separately.  For further details of this please contact either you PSS teacher or the PSS Service Lead.

Pupil and School Support facilitate termly EAL network meetings.  These are half day session aimed at EAL co-ordinators and others working with pupils where English is an additional language.  These networks aim to:

•          Identify best practice around EAL provision

•          Provide support to build an inclusive classroom

•          Share tools to develop a strategic approach around EAL provision