#931 Maths Interventions for Inclusion and SEND – The Willows Primary

Observations have shown that continuous progress has been made. Pupils are settled, engaged and work is being produced to a much higher standard. Photos have been attached to support the case study. Before and After the implementation of the Owl.

Child D’s Work attached in the photos Child D’s view now = Maths is so much better now and I like it more. I am getting lots more work done now.

What worked well? Staff now know new strategies to support children’s engagement and how best to support them emotionally. Every child has a right to education no matter what their background and by giving them the opportunity to be able to thrive is the way forward within our setting.

How do we know? Tracking data show by evidence produced in the children’s work books and daily check in’s. To check on progress and attainment. Receiving feedback from the pupils of what impact the owl has had. This is attached within the case study.

What changed as a result of our project? The changes made where that pupils are more settled and engaged in their work. The pupils feel more at ease and able to complete the work set to a much higher standard.

The process was first to identify the needs of the pupils and to look at why they were not participating within their lesson. First I carried out observations on the pupils (unknown to them). I then had a meeting with the class teacher, maths lead and the schools SENCO and fed this information back. We also looked at the work that was being produced in their maths books and looked at moving forward on how best we could support. Through the LBL funding I was able to purchase a piece of technology (The Owl) this equipment works by streaming the lesson from the classroom. Which is delivered by the class teacher and streamed to the group that has been set up within another part of the school.

By implementing this we have seen this to have a positive impact on the amount of work produced. Furthermore, it is important to note that the amount of exits from class has been reduced significantly and the pupils feel more at ease with the lesson being delivered this way.

Once the pupils feel confident in themselves they will be transitioned back to the main class to continue working alongside their peers.

Observations during the sessions have been carried out and it has revealed the decrease in exits from class. The amount of work produced has increased, socially and emotionally they all feel more confident in the work that have achieved and they have a much clearer understanding on how to apply maths.

For this intervention to continue to work. I would make sure that the class is not disturbed by other pupils or members of staff by walking through and disturbing the lesson. I will make sure that they have alternative access to the building.

For one pupil they have had a continuous amount of exclusions this has led them to attend a Pupil Referral Unit (PRU). This pupil has now been transitioned back to mainstream but needs continuous support to enable them to access the curriculum. With the small group being implemented this has had a positive impact but it has been seen that when staff are off and the small group does not go ahead. This pupil changes there perception on learning, Therefore, 1-1 support is required to enable the pupil to access the learning to avoid disruption.

I would now look into other lessons beginning delivered this way as the outcome has been very positive. The engagement and focus from the pupils has show a positive outcome. This piece of technology will work across the whole school to support and is teacher lead with an addidtion teaching assistant or HLTA to support and deliver the intervention to a small group.

OWL Camera £700.

Maths resources and staff time.