Assessment at tutees home, Assessment at Tutors home / place of business

Nicola joined Pupil and School Support (PSS) as a teacher in 2011 and from the beginning she has been a great asset to the team. She is able to fulfil all the aspects of our job description (see appendix) which is wide and varied! Within our role staff have to be able to work independently, manage their own timetables and workload and meet deadlines including those for statutory assessments. Nicola is exceptionally well organised and has never missed a deadline. One of the key features of our work is report writing and the development of training and guidance materials. Nicola’s written work is always exemplary. Nicola has undertaken additional qualifications during her time with the service including: PG Cert - Dyscalculia - ATS, PG - Cert Dyslexia AMBDA and has used these qualifications to not only apply to her caseload of schools and pupils, but also to build the capacity of the team. Nicola has undertaken a variety of project work which has required her to complete research and provide written materials and training packages for PSS. Projects directly related to Dyslexia and Dyscalculia include: • Development of Dyslexia assessment pathway (as part of PSS Dyslexia project group) • Development of guidance materials for Dyslexia for PSS service • Provided coaching and support for other members of the PSS service • Carried out identifications of Dyslexia in line with guidance from relevant bodies • Delivered Dyslexia and Dyscalculia specialist teaching packages, which included building the capacity of school staff to also implement strategies and provide appropriate support. Nicola joined Pupil and School Support (PSS) as a teacher in 2011 and from the beginning she has been a great asset to the team. She is able to fulfil all the aspects of our job description (see appendix) which is wide and varied! Within our role staff have to be able to work independently, manage their own timetables and workload and meet deadlines including those for statutory assessments. Nicola is exceptionally well organised and has never missed a deadline. One of the key features of our work is report writing and the development of training and guidance materials. Nicola’s written work is always exemplary. Nicola has undertaken additional qualifications during her time with the service including: PG Cert - Dyscalculia - ATS, PG - Cert Dyslexia AMBDA and has used these qualifications to not only apply to her caseload of schools and pupils, but also to build the capacity of the team. Nicola has undertaken a variety of project work which has required her to complete research and provide written materials and training packages for PSS. Projects directly related to Dyslexia and Dyscalculia include: • Development of Dyslexia assessment pathway (as part of PSS Dyslexia project group) • Development of guidance materials for Dyslexia for PSS service • Provided coaching and support for other members of the PSS service • Carried out identifications of Dyslexia in line with guidance from relevant bodies • Delivered Dyslexia and Dyscalculia specialist teaching packages, which included building the capacity of school staff to also implement strategies and provide appropriate support. • Development of Dyscalculia assessment pathway (as part of PSS Maths project group) • Delivered training to PSS team to upskill them in the areas of Dyslexia and Dyscalculia identification. • Delivered training and coaching to the PSS team in relation to maths difficulties and appropriate provision. • Provided informal support to other colleagues within PSS who are completing the qualifications Nicola already holds. Above is a sample of the activities that Nicola has undertaken on top of the everyday work of a PSS teacher. She stays committed to projects until she has seen them through to a successful conclusion and works hard to overcome any barriers. Nicola has been able to complete all of these projects to a very high standard because she is highly motivated and passionate about everything that she does. Nicola keeps herself up to date with current and relevant research in these areas. She is currently researching the relationship between Dyslexia and Dyscalculia and how to implement appropriate provision in a mainstream where these two needs are identified as co-occurring needs, and how these differ from a general learning difficulty. Nicola will use this research to not only build her own understanding but to extend this to the wider team and in turn schools across Birmingham. I have no reservations in supporting Nicola’s application to join the Dyscalculia Network In my opinion she has all personal, professional and academic qualities that are required to be successful. Signed: Date: 08/12/2022 Terri Cawser (Deputy Service Lead – PSS) Appendix One: Pupil and School Support Teacher – Job Description 1. Job Purpose To offer support to all Birmingham schools and settings both individually and in family groups raising achievement, promoting inclusion and increasing access to learning with a particular focus on pupils with cognition, learning and language difficulties. To ensure that children and young people are: o Safe from significant harm o Leading happy and healthy lives o Achieving in schools and settings o Accessing appropriate educational placements and post 16 pathways o Engage, participate and make good progress in settings and schools 2. Duties & Responsibilities General a) to participate in the development and implementation of Access to Education policies and practices b) to adhere to and assist in ensuring that safeguarding policies and procedures are followed, including the Early Help Assessment processes c) to implement the city's equal opportunities policy d) to participate in performance management and professional development arrangements according to the policy of the service e) to lead, develop and enhance the teaching practice of other staff by facilitating/organising /delivering training which could be a school or for a family group of schools f) to develop and enhance the provision for under achieving groups including under achieving pupils across whole school settings Work In Allocated Schools a) To provide support to schools around cognition, learning and language needs in a number of schools as directed by the Service Lead, working with others in Access to Education and beyond, in line with a negotiated School Partnership Plan to include: i. assessing and reporting on the development, progress and attainment of pupils ii. advise on identification and assessment of SEN, teaching methods, resources and organisation, differentiation and support systems iii. support in devising, monitoring and reviewing provision and pupil progress within the graduated approach iv. modelling of assessment and specific teaching techniques v. assessment through teaching where appropriate vi. use of a range of standardised, criterion referenced and diagnostic assessment tools including analysis of pupils' work vii. written input toward statutory assessment and attendance at reviews as necessary viii. playing a full part in the Early Help Assessment process ix. working in teams around families alongside Health and Social Care x. working with other partners around standards and progress e.g. BEP, NLE (National Leaders in Education), LLE (Local Leaders in Education) xi. offering support, advice and training to school-based staff xii. offering support to schools in preparing for OfSTED and with developments arising from OfSTED inspection xiii. offering support/advice to school governors on SEN related issues xiv. to liaise with class and subject teachers, SENCOs, Head Teachers, Teaching Assistants, parents, colleagues within Access to Education, and other partner agencies including those in Post 16, Early Years, Health and Social Care xv. to engage with school SMT/SLT to develop and enhance SEN practice across the whole school by: use of range of data sets (Analyse School Performance, school tracking including TPT, performance data, other School comparison tools) – to move school forward in terms of pupil progress and outcomes xvi. Over time develop the use of range of tools to support schools in monitoring standards and progress and evaluating provisions for under achieving pupils including pupils with SEN e.g. learning walks, informal class observations, stakeholder conversations (pupil, parents), coaching/mentoring support b)To have an impact on the educational progress of pupils other than those specifically targeted by: i. initiating and helping to establish systems for “High Quality Teaching” and effective evidence-based interventions at the targeted and specialist level in the schools s/he supported including the training of relevant school staff. These interventions could be in the area of literacy, language or maths ii. having accountability for the progress of identified groups of pupils with cognition, learning and language difficulties where intervention has been specified through the School Partnership Plan. This to be managed through performance review arrangements iii. ensuring that pupil progress, made as a result of these interventions, is tracked, analysed and shared to inform work of other practitioners iv. promoting a range of other effective teaching strategies which lead to a greater rate of progress and higher level of access and inclusion v. developing and evaluating effective systems based on use of data so that informed choices can be made for a wider setting (e.g. provision mapping) Work In Centre a) to participate in the planning and preparation of support for individual pupils, schools and family groups (researching programmes, interventions and effective strategies) b) to maintain records and report on the assessment and progress of pupils to schools, parents (through schools) and other agencies, in line with agreed policies. c) to keep their line manager informed of work in schools d) to give advice to school staff and others in Access to Education & beyond on strategies and resources e) to support colleagues in the implementation of local and national initiatives f) to participate in the planning, preparation and delivery of training for schools, other services and groups as appropriate g) to assist with the training of new staff in the centre as well as supporting less experienced staff Role with Families of all Birmingham Schools Focusing on teaching and learning, requiring the exercise of a teacher’s professional skills and judgement, there is a responsibility to facilitate school to school support within family groups. This to involve: a) leading on facilitating, organising and/or delivering training for families of schools relating to the teaching and learning of pupils with cognition, learning and language needs b) facilitating the sharing of effective practice relating to the work of the SENCOs within families of schools and how it impacts on teaching and learning c) ensuring liaison with any other PSS colleagues working in schools within particular family groups d) coordinating agreed improvement priorities within family groups related to the teaching and learning of pupils with cognition, learning and language difficulties e) to be a part of developing integrated working practice within family groups

Certificate in Dyslexia, 2020, Edgehill University. Associate Member of the British Dyslexia Association (AMBDA) -20/AMB11127 British Dyslexia Association APC number: 20/APC11242

PATOSS insurance

Up to age 18