|
How can we identify the most vulnerable children? |
|
|
|
Research taster
Behaviour trails or audits can supply information about pupils that can help you to get a picture of who the most vulnerable children are, the effectiveness of any support they are already receiving and what extra support they might need. 
Your evidence
You may find it helpful to follow a particular child who you know has social and/or learning difficulties that place them at risk of becoming disaffected, for a day. It may be best to record activities in terms of their motivational appeal, explicit purpose, what the child was required to do and how s/he responded. Alternatively, you could monitor the tasks yourself, for a longer period.
Some questions you might ask could include:
a) How did s/he respond to activities that other pupils found exciting?
b) Are there long sequences of seatwork and or writing? How well or otherwise did the pupil cope?
c) Did the pupil enjoy active tasks, passive tasks, both or neither?
d) Did s/he prefer to work alone, in a small group, as part of the whole class?
e) Is the pupil receiving any type of support currently?
(Adapted from Reflective Activity 10-1g)
Moving forward
Consider the findings from this exercise, and, preferably with a colleague, try to deduce the reasons for any patterns you identify. Could you use what you have found out about the pupil’s responses to lessons to create more effective ways of supporting the pupil, such as changing the types of task set, making the task more active, avoiding excessive writing? If the pupil is already receiving support can you build on this using evidence you have gathered?
Find out more
 Hallam, S., Castle, F., Rogers, L., et al (2005) Research and Evaluation of the Behaviour Improvement Programme Research Report RR 702, London: DfES
Hallam, S., Rhamie, J., Shaw, J. (2006) Evaluation of the primary behaviour and attendance pilot Research Report RR 717, London: DfES
|
