Tom Sherrington blog has been in my feed reader for as long as I can remember. I feel I have ridden pillan to the development of his teaching concepts and his leadership outlook. I feel fortunate enough to have heard him speak a few times and enjoyed the occasional conversation and so, reading his 5 star rated book felt familiar, if more orderly. Tom has undertaken some deep, hard thinking and certainly the rainforest-plantation metaphor had been fully watered and taken root.
I can see why the book has been so well received. There is an honesty in Tom’s conviction. It is, as katie37 suggests, a “meaty,” read that reflects Tom’s deep investment in evidenced informed education.
Though there were many opportunities to reflect on current teaching practice, two points resonated with my current thinking. The first on expectations and, the second, on SEND (p143-150). I expected the first, I certainly didn’t see the SEND advisory coming from Tom.
Teaching with high expectations
Rising tide lifts all ships – Joseph Renzulli (from The Learning Rainforest)
Teaching with high expectation, is my version of Tom Sherrington’s “teaching to the top” or “to cater explicitly for the highest attaining students in any group.” Versus teaching to the middle and pushing the top, supporting the bottom. Here we hold similar values.
As per our latest communication to students at our Campus.
Inclusion for Special Needs
My colleague and I have been discussing what “Quality first teaching” looks like in our setting when viewed through an SEND lens.
This first point Tom makes is on recovery or remedial teaching practice.
Let me get this straight. We’re going to catch up with the rest of the class by going slower than they are?” Bart Simpson.
I recognise the point he is making and alternative view is that recovery groups need to accelerate learning at a faster pace than the class.
Quality first teaching
A debate categorised under the subheading of individuality and commonality.
Entitlements not favours
You need to give absolute priority to students who cannot access the curriculum with special support; meeting their needs is the bottom-line regardless of the other demands on your time.
Assistants assist; teachers teach
Talk directly to your SEND students to at least the same extent as you do for any other student, even if they are supported by another adult.
High expectations are the best form of inclusion
Have the same expectations for SEND children as for anyone else to the greatest extent possible. This applies as much to standards of behaviour as it does to standards of work and levels of effort.
See the individual, not their SEND label
SEND students do not conform neatly to the definitions. Provision needs to be personalised.
Behaviour needs often have social origins but needs educational solutions
Focus on what we, as teachers, and schools, can influence.
A starting point for conversation, much like the approaches defined for supporting Pupil Premium students.