KS1 class of 29 is killing me

[tempie]

I have no TA support.

10-12 are roughly on track and some of them need more challenge.
8 are not far off, but do need some support in various areas.
Then there are 9 who are so poor. 3 of them can't even write their own name yet and will not attempt anything, not even a fine motor task, without an adult there the entire time.

Continuous provision was an absolute disaster so we had to go formal but it's just so draining. I feel like each child gets about 10 seconds of my time a day. I have 4 iPads to use but they just hit the screen randomly and end up deleting the tabs I want them to use.

Is there anything I can do?! I am so demoralised tonight.

I can't help much as i'm year 6 but I'm in the same boat. Class of 32, no TA and they are so weak i'm stuck. I have 6 at year 2 level. Only about 6 are true year 6 level and it's only because they are capable kids. Their last full year was year 4 yet i'm expected to get them through SATS with no mitigation in the syllabus or exam at all (why they can't do the same for SATS as they are for gcse and a level I don't know).

I'm afraid i've had to employ "holding pattern" teaching and just keep certain kids occupied until I have time to group teach. It's exhausting. It's bad enough having a bunch of huge 11 year olds with the social skills and abilities of year 4 and I just can't imagine how year 1 or 2 are coping!

You're not alone. Hopefully a ks1 expert will be along to help.

What are your holding patterns?

Y6 must be so stressful. I can't imagine.

I have a task for the lowest that they can do independently to start with. Do an input for lower core, core, highers and then rotate between them for an additional guided group while the others get on. Once they are going I return to SEND and do another input. Then when they are going I pull the others back, afl, set them off again before pulling the days focus group back. I have a selection of "if you finish try this" colour coded for them.

This all works for maths but English is VERY tricky when some are writing at GD and others still need forced order wordbanks and phonics!
I have gone back to CLOZE and forced order old skool for English otherwise I just can't get away from the ones who can't write.

Guided reading i do whole class but differentiate heavily. The lowest might have just a few simplified lines or drawing task.

Frankly it's impossible! I have great respect for ks1 teachers. I would be crying by breaktime.

That's what I'd like to try. Even the simplest of tasks is disastrous between my little group though- I left playdough out today, took it all out of the tubs for them, left them tools and rollers and they were still shouting and fighting while I was trying to do phonics with the others.

You sound like yours is definitely up and running! I would be crying by ten past nine in KS2

You can lock the iPad to one app temporarily if that would help? Instructions here www.cnet.com/tech/computing/lock-the-ipad-to-just-one-app/

I am in SEN so very different ratios but most of mine are working at pre key stage-I use TEACHH style baskets where each child has their own basket with activities for independent work-it is a work in progress but we are getting there. I would be tempted to try that for the 6 of 9 lowers that might do something? I use a photo of their face on each tray so they know whose is whose and they do alright keeping their own stuff.

Do you do a now and next board and visual timetable?

It's the iPads provided by the LEA. They've restricted the apps I'm allowed to download so I can only use Safari- it's such a pain.

Yes, using the same sort of system with all of the lower group. 6 of them have picked up the idea of their timetable and try their best most of the time.

The other 3 are just such a worry. Today was better behaviourally but the academics

Ah, the visual timetable! The panacea prescribed by every educational psychologist that ever visited my class (even though I already had one- maybebit needed to be bigger? Wall sized? Worn as a dress?)
Derailing but honestly, if I ever got any other advice from one I would faint.

Haha our visual timetable(s) are the glue that holds my class together, and what keeps my own SEN child in the mainstream classroom. But you are right, it is the first thing people suggest even then, sorry for being so predictable, it annoys me sometimes too.
(School policy is that mine have to be incredibly specifically laid and also tailored to the children in a way that takes ages to create)

Glad you had a better day @tempie. What sort of level are the lowest three at?

@phlebasconsidered

Ah, the visual timetable! The panacea prescribed by every educational psychologist that ever visited my class (even though I already had one- maybebit needed to be bigger? Wall sized? Worn as a dress?) Derailing but honestly, if I ever got any other advice from one I would faint.

I'm not sure I've ever read a post of MN that has resonated with me more! SENCOs literally crying in meetings, begging for funding to support children smashing up classrooms. Local authority bod: "have you thought about a visual timetable?". Argh!!! I can laugh now I have a lovely, easy class and am no longer a SENCO!

Two are definitely on the pscales (to use old money). They function at such a low level. They can't hold focus for the length of a story and can't hold anything to mark make. They fight like cat and dog too. The third is brighter, but he just takes himself off to see whatever catches his fancy, which is never anything on his visual timetable!

SENCO is swamped and I am so limited with so many of them.

For the third could you use a sand timer? Say 1-2 minutes of what you want them doing, then a reward time tailored to them, a sensory toy/tray, a specific toy? Have it set out as a now and next/first and then board. That's what we do with (mainly) children with ASD, then gradually extend the time on task by using a longer timer. They can see the time left and are reassured that there is an end in sight. DM me if you want a now and next and symbols for it making up and sending to you, I spend half of my life on Boardmaker so it's no bother.

I don't have any tips on managing all of this as the only adult in the room though. The other two sound even more of a challenge. Can you keep one with you whilst you teach a group, and the other as far away as possible, then swap? Do they have diagnoses/EHCPs?

Yes, that's the problem. With only one of them, I could do it, but there are so many who need an adult beside them to keep them on track even for a minute or two.

This has been cathartic though. Thank you.

Honestly, I have a maximum of three children (P levels, behaviour) to each adult in my class, and it's still hard to get stuff done. So you are doing heroically.

Is there a SEN school locally who will do outreach? Some of our staff do this locally, going out to mainstream schools to advise and they are brilliant.

@phlebasconsidered

Ah, the visual timetable! The panacea prescribed by every educational psychologist that ever visited my class (even though I already had one- maybebit needed to be bigger? Wall sized? Worn as a dress?) Derailing but honestly, if I ever got any other advice from one I would faint.

Terrifyingly honest

Visual timetable, personalised task checklists, visual instructions, repeated instructions... all the holy grail of Ed psych. I get they do help a lot. But they are more often than not the only advice. And completely out of touch with what is practical in a busy classroom - writing out personalised checklists, with visuals, for every task... great if you have buckets of TAs with endless time and not many children all with different needs to help