Extensive guidance is currently available regarding how best to support the needs of pupils experiencing SEBD. However restricted guidance is currently available which specifically relates to effective practice within SEBD special schools. The aim of the current research was to develop a greater understanding of ‘outstanding’ practice within an SEBD special school, with a prominent focus upon the strategies which were believed to enhance pupil attainment, attendance and behaviour. It was anticipated that this enhanced understanding would support the development of high quality practice within additional SEBD provisions. A single, instrumental case study was conducted within an SEND special school, identified as demonstrating ‘outstanding’ practice by Ofsted. The views of three participating groups were elicited. The data elicited from the school’s Senior Leadership Team and participating pupils was analysed using thematic analysis. Participants identified a wide range of strategies which were most effective in enhancing pupil attainment, attendance and behaviour. Additionally a number of key factors were identified by the SLT and pupils, which they believed underpinned the school’s outstanding practice. The key factors can be incorporated within 5 key themes:- curriculum focused, holistic and recurrent support, collaboration, engagement and adaptive practice. A number of implications were identified for other contextually relevant SEBD special schools.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:646197 |
| Date | January 2015 |
| Creators | Dexter, Steven |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/5831/ |
Page generated in 0.1802 seconds