Research and Development
SPTS recognises the importance of having a strong evidence base underpinning work to raise standards. In particular, as part of the SEND community, we actively engage with and contribute to educational research to help shape policy and developments in practice.
TEACHING SCHOOLS EVALUATION
The Somerset Partnership Teaching School participated in an evaluation of teaching schools commissioned by the NCTL. The broad aim of the project was to gather robust qualitative and quantitative evidence to understand the effectiveness and impact of teaching schools on school improvement, and the quality and scope of external support required to enhance these.
The report is available here.
MENCAP INSPIRED EDUCATORS: MAXIMISING THE IMPACT OF TAS
Inspired Educators was developed after research commissioned by the DfE revealed that children who received the most support from TAs made significantly less progress than similar pupils who received less support.
In 2013, the teaching school entered into an agreement with Mencap to deliver training and dissemination on the effective deployment of TAs to support pupils with Special Educational Needs. Over 250 Heads, SENCos and teachers from Somerset and BaNES attended sessions.
An independent evaluation of the project showed that 80% of schools that undertook training agreed that they needed to develop the way TAs are prepared, communicated with and deployed, and would be developing an action plan to outline how they will use TAs more effectively. As a result, the Somerset Partnership Teaching School worked with local authority partners to roll out sessions across Somerset in summer and autumn 2015.
Click here for the press release.
View a video of a brief introduction to Mencap's Inspired Educators project.
Or click here for the full report.
ASSESSMENT WITHOUT LEVELS: APPROACHES BY SPECIAL SCHOOLS
LANGUAGES SUPPORT PROGRAMME - SPECIAL SCHOOLS PROJECT: LEARNING TOGETHER
Commissioned by the CfBT Education Trust on behalf of the DfE, this project aimed to identify successful communication and interaction strategies in use in special schools and consider how these could be used and adapted to support those teaching languages to pupils with additional needs in both mainstream and special schools.
The full report is available here.