Engagement

Engagement for Learning at Nexus 

Engagement is the single best predictor of successful learning for children with learning disabilities (Iovannone et al., 2003). Without engagement, there is no deep learning (Hargreaves, 2006), effective teaching, meaningful outcome, real attainment or quality progress (Carpenter, 2010). 

At Nexus, the Engagement Model is crucial to the way learning is supported and developed for Pupils in Pathways 1 and 2; therefore, we use it for all pupils in these classes. 

It is statutory for schools to report using the Engagement Model The engagement model - GOV.UK  (Accessed Nov 25) and we have used the guidance to develop a way of using the model in the most meaningful way for our pupils so that we notice and celebrate the ways in which each pupil is engaging in their learning. This personalised information is then used to create learning experiences that are motivating for pupils with Next Steps that enable them to progress in their learning in ways that are embedded and sustainable. Progress with Engagement is also used to evaluate Pupils’ Target Towers. 
 

The 5 Aspects of Engagement in the Model and their definitions are: 

 Exploration:

Can the pupil build on their initial reaction to a new stimulus or activity? Does the pupil show interest and curiosity in the stimulus or activity? What exploratory behaviours does the pupil use to investigate it? 

Realisation:

‘Light Bulb Moment’. How does the pupil interact with a new stimulus or activity? Do they show realisation, surprise, delight, amazement or fear at a new application of their previous understanding?  

Anticipation:

‘Predict’ Is the pupil able to anticipate familiar activities are about to start or finish? Do they need cues or prompts to support their awareness? Is their interpretation of prediction because of their previous knowledge, experience or skill? 

Persistence:

‘Continued effort’ Does the pupil show perseverance or determinationin actively trying to find out more about the activity or stimulus? Do they sustain their attention in the activity?  

Initiation: 

'Spontaneous’ Does the pupil spontaneously and indepenedently initiate an action with the stimulus or activity to bring about a desired outcome? Are they able to prompt another person to do an action? 
 

These 5 aspects help us to highlight and articulate the different skills involved in Engagement for Learning. Rather than making one comment on increased engagement, it reminds us to be more specific about how a pupil is accessing learning activities and focus on how to develop individual aspects eg talk about increased anticipation, or showing an ability to further explore or initiating more spontaneously. 

It gives us more scope when setting targets and improves the way we refer to, recognise and celebrate small but significant steps of progress. We use our assessment platform: Evidence for Learning to record using the Engagement Model template, basing observations on key video and photographic evidence. These can be shared with families. A rating scale is used. 

Using this scale allows us to track Engagement over time for individuals and cohorts, although we are mindful that it is a Formative and not a Summative assessment tool. 

The Engagement Model also supports us when talking to other professionals and families; increasing our vocabulary, shared understanding, and ensure we are using consistent language throughout the school and externally, and help us to evaluate the effectiveness of our curriculum and our teaching and then plan next steps. 
 

Research has suggested that the Engagement Model can be highly effective in recording some of our intervention tools and approaches such as Intensive Interaction:  

Intensive Interaction: an evaluation of two different recording formats 
Authors: Shearer, Katherine; Parkhouse, Charlotte  
Source: Good Autism Practice (GAP) Volume 21, Number 2 October 2020 pp 23-32 

Charlotte Parkhouse 
Communication and Engagement Lead