achievement: how well do pupils ... - wiltshire local offer web viewthe teacher uses strategies that...

School Name:Wiltshire Special Educational Needs

Self-Evaluation

1

WASSHWiltshire Association of Secondary &

Special School Heads

Wiltshire SEN SEFWiltshire SEN Self-Evaluation

Date: School:Cluster (if applicable) Area: North South East WestSchool Reviewers (designations, emails and names)

Current Ofsted Grade: Date of Inspection:Ofsted Comments on SEN Provision from last report:

Number of Pupils on Roll:Number Pupils with SEN (not in Resource base or ELP)Number Pupils with SEN on Individual Plan led by the school/academy:Number Pupils with SEN on SEN Support:Number Pupils with SEN with a Statement or My EHC Plan:Number of Pupils in Resource Base or ELP (if applicable):Other notable SEN Characteristics or context (e.g. residential provision, particular specialism, other)

Overview comments on progress and attainment for SEN pupils by category.Please insert a provision map in available.

SEN – School based plan SEN Support My EHC Plan/Statement

Peer Reviewer (Name, designation, email and school)

There are notes at the end of this document if you want more information on how to fill it in

2

Overview 1

RAG Preparing Developing Established ExceededLeadership and Management: How effective is

the leadership, management and governance of SEN?

Preparing Developing Established Exceeded

1. There is a strategic whole school approach to understanding and responding to the needs of children and young people with SEN. Information. (full information1)

The SENCO works closely with the governing body/Trustees and Head teacher to ensure that all children/young people with SEN have an appropriate education, that promotes high standards and the fulfilment of potential2


2. The school/academy has sufficient, suitably qualified and experienced staff to meet the range of learning support required by learners. (full information2)


3. The school has access to a range of qualified and experienced teams, organisations and provisions to enable a varied, flexible and personalised learning experience for children and young people with SEN. (full information3)


4. Safeguarding is prioritised for all pupils, but with particular appreciation of the increased risks for children/young people with SEN.

There are (where appropriate) risk assessments in place, alongside intervention plans for pupils with SEN3. (full information4)


Identification and Assessment: How effective is identification, assessment and planning for

pupils with SEN?Preparing Developing Established Exceeded

5. Identification & on-going assessment of SEND leads to additional or different arrangements being made & a consequent improvement in progress4

Planning for Children and Young People with SEND is person centred and outcome based5 and parents and children, young people feel included, respected and engaged with the learning goals and curriculum. (full information5)


6. The School is responsive to the ways in which SEND intersects with other groups, including Pupil Premium, English as second language, gifted talented, ethnic minority, child protection, care leavers attendance and lateness6 (full


1 Click on the box which best represents how your school’s practice can be described in relation to this indicia. Then click on the Paint pot symbol and choose Red for Preparing, Amber for Developing and Green for Established or Exceeded. Or you can copy and paste the appropriate top box.2 SEND Code of Practice: 0 – 25 Years para 6.13 Ofsted School Inspection Handbook September 2015 para 114 Para182 Ofsted School Inspection Handbook September 20155 SEND Code of Practice: 0 – 25 Years para 6.44 – 6.56

3

information6)7. Appreciation of transitions are at the forefront of

planning and intervention from the earliest point of identification of SEN7

Pupils and carers are supported with a wide range of information throughout their school career. (full information7)


Quality First Teaching for Pupils with SEN: How well does Quality First Teaching support good

progress for pupils with SEN?Preparing Developing Established Exceeded

8. The assessment and identification of pupils SEN is used effectively to inform planning and support good progress. (full information8)


9. The curriculum meets the needs, aptitudes and interests of pupils with SEN. (full information9) Preparing Developing Established Exceeded

10. The learning Programmes and activities support the SEN learners wellbeing, welfare, safety and personal development. (full information10)


11. High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have SEN8 (full information11)


12. Teaching Assistants (TAs) are deployed in such a way as to maximise their impact, are well prepared for their role and demonstrate good practice9. (full information12)


13. There is evidenced impact of funded support/interventions leading to progress and attainment10 (full information13)


14. The learning Environment supports the differentiation that the SEN learners require and meets the requirements for reasonable adjustments under the 2010 Equalities Act11/12 (full information14)


Achievement: How well do pupils with SEN progress and attain? Preparing Developing Established Exceeded

15. The school has systems in place to support, record, monitor and analyse pupil attainment and progress data for pupils with SEND at least three times per year. (full information15)


16.Teachers and other staff have consistently high expectations of what each pupil can achieve, including most able and SEND pupils. (full information16)


17. The school has systems in place to support, record, monitor and analyse wider outcomes for pupils with SEND at least three times per year. (full information17)


18. The school uses clear assessment tools for tracking progress including EYFS, P scales and


6 SEND Code of Practice: 0 – 25 Years Chapter 107 SEND Code of Practice: 0 – 25 Years para 8.5 and 5.478 SEND Code of Practice: 0 – 25 Years para 6.37 and 6.49 Wiltshire’s Maximising Achievement and Progress - Toolkit10 Para182 Ofsted School Inspection Handbook September 201511 SEND Code of Practice: 0 – 25 Years para 6.912 2 Ofsted School Inspection Handbook September 2015

4

post 16 achievements towards independence (where appropriate). (full information18)

Head Teacher and SENCO - Summary comments and overall evaluation


Governor/Trustee - Summary comments and overall evaluation


Peer Reviewer - Summary comments and overall evaluation


Other or In-kind support (including Wiltshire Council & Health)

Service/Support Hours (estimate)

No. of CYP supported

(note where

applicable)

Comment on effectiveness, value and impact and give

rating

(1 poor - 5 good)

1 2 3 4 5

Support from SSENS service (specialist teachers)Support from Educational PsychologySupport from SEND (SEND lead workers)Support from School Effectiveness (e.g. SIA)Support from Speech and Language team (SALT)Support from other health professionals

Leading SENCO Project

SEN Governor/Trust Board member

Engagement with a Teaching school

Volunteers (Inc. parents/carers)

Other (please identify e.g. outside agency, another school)

5

Section 1

How effective is the leadership, management and governance of SEN?

RAG Good Practice Success Criteria Exemplar evidence School Evidence and comment1. There is a strategic whole

school approach to understanding and responding to the needs of children and young people with SEN.

The SENCO works closely with the governing body/Trustees and Head teacher to ensure that all children/young people with SEN have an appropriate education, that promotes high standards and the fulfilment of potential13

(BACK1)

There is a qualified SENCO who is part of the leadership team14.

There is a governor with specific responsibility for SEND and s/he is able to challenge and influence SEND practice.15

There is an SEN Information report published on the school/academy website which includes the values and practice that the school espouses for SEND16

There is a provision for enabling parent/carers to have regular information and consultation for children/young people with SEN and that the parental and child/young person’s voice is valued and respected.

The School Development plan includes performance objectives for SEND.

There is a clear expectation that the school/academy has responsibility for making best endeavours to meet the needs of children/young people with SEN17

School/Academy Development plan includes SEN

Minutes of Governor meetings/visits showing discussion and challenge on SEN.

Records of parental visits and meetings show consistently high engagement.

Parent View and other engagement of parent/carer views express support for the schools SEN policies.

Staff records show qualifications of the SENCO and other leading SEN staff including the Head teacher.

13 SEND Code of Practice: 0 – 25 Years para 6.114 SEND Code of Practice: 0 – 25 Years para 6.84 - 9415 Page 42 Ofsted School Inspection Handbook September 201516 SEND Code of Practice: 0 – 25 Years para 6.79 – 6.83

6

2. The school/academy has sufficient, suitably qualified and experienced staff to meet the range of learning support required by learners

(BACK2)

The staff development programme includes a quality induction programme for new staff, and opportunities for all staff to develop experience and qualifications in working across the range of learning needs represented in the school’s enrolment;

The SENCO and leadership team keeps up-to-date with relevant educational research, continually reviews her/his own pedagogical practice, and ensures that there is opportunity to share and learn from good practice;

Classroom assistants are deployed flexibly and effectively, and contribute to the observation and monitoring of the learners, to lesson plans and the assessment of the learners with whom they work;

There is a clearly defined role for each child’s key worker/form tutor to make additional observations, and monitor progress and development where initial concerns have been raised;

Staff are given opportunities to reflect and debate SEN practice, they are committed to quality first teaching, and leaders have created a climate in which teachers are motivated and trusted to take risks and innovate34.

Staff profile and review records show access to training and CPD

Staff deployment records show flexibility and capacity

Staff meeting minutes evidence inclusion of SEN matters

Induction programme and overview includes SEN e.g. e-learning courses on the Disability Matters website18

SEN policy and review information is known by all staff

Individual tracking of individual progress records show learning and development contributed to by a wide range of staff

Induction in-set SEN programmes are programmed in

17 SEND Code of Practice: 0 – 25 Years para 6.2 – 6.718 https://www.disabilitymatters.org.uk/

7

https://www.disabilitymatters.org.uk/

3. The school has access to a range of qualified and experienced teams, organisations and provisions to enable a varied, flexible and personalised learning experience for children and young people with SEN.

(BACK3)

Any external support provided, addresses a specific, assessed need of a learner or group of learners, and that the external support is also targeted on building the capacity of the staff.Part-time timetables have clear objectives, timescales and children/young people have an identified school lead worker tracking progress19.

There is clear understanding of the budgetary implications, value and outcomes when accessing support whether through arrangements with the Local Authority, Health, personal budgets, and the schools funded provision20.

The SENCO/Leadership team has a good relationship with external/additional organisations (including LA) which enable positive information flow, clarity for parent/carers, holistic assessment and planning and good outcomes for children and young people SEN21.

Financial records (see appendix 1) can evidence input and outcome

Records from Provision maps show varied opportunities

Annual review documents show outcomes related to provision

4. Safeguarding is prioritised for all pupils, but with particular appreciation of the increased risks for children/young people with SEN.

There are (where appropriate) risk assessments in place, alongside intervention plans for pupils with SEN22.

There are arrangements beyond that available generally, to safeguard and promote the health, well-being, welfare and protection of learners with SEN23

The designated teachers have received appropriate training in child protection and in understand the greater vulnerability for those pupils with SEN conditions requiring alternative awareness, support and

Pastoral care data shows evidence of awareness raising conversations and appreciation of issues.

Personal and social development programme are enhanced and adapted for children/young people with SEN.

19 Page 15 para 37 Ofsted School Inspection Handbook September 201520 Page 42 Ofsted School Inspection Handbook September 2015 and SEND Code of Practice: 0 – 25 Years para 6.9721 SEND Code of Practice: 0 – 25 Years para 3.13 - 16

8

(BACK4)sensitivity.

All teachers have had training and support in intervention plans for children with SEN alongside manual handing, risk management and health/medical plans.33

Success criteria Preparing Developing Established ExceededAction By Whom By When

Comments from Peer Reviewer

Section 2

How effective is identification, assessment and planning for pupils with SEN?

RAG Good Practice Success Criteria Exemplar evidence School Evidence and comment5. Identification and on-going

assessment of SEND leads to additional or different arrangements being made and a consequent improvement in progress24

The school assesses each pupil’s skills and level of attainment on entry and regular assessments of progress are made for all pupils and this is understood by all staff and stakeholders

SEN Support Plans and EHCP and Statements are SMART

Annual reviews are timely and

22 Ofsted School Inspection Handbook September 2015 para 1123 https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 http://www.safeguardinginschools.co.uk/wp-content/uploads/2015/10/Guidance-for-Safer-Working-Practices-2015-final1.pdf

9

http://www.safeguardinginschools.co.uk/wp-content/uploads/2015/10/Guidance-for-Safer-Working-Practices-2015-final1.pdf

http://www.safeguardinginschools.co.uk/wp-content/uploads/2015/10/Guidance-for-Safer-Working-Practices-2015-final1.pdf

https://www.gov.uk/government/publications/keeping-children-safe-in-education--2

Planning for Children and Young People with SEND is person centred and outcome based25

Parents and children, young people feel included, respected and engaged with the learning goals and curriculum.

(BACK5)

There is recognition that parents know their children best and staff listen and understand when parents and children and young people express concerns and aspirations about their development and learning goals.

Teachers are able to differentiate between: those children and young people who

need support to catch up with their peers; and

those children and young people who need a more tailored approach to address a specific SEN that is impacting on their ability to learn26.

All those who work with children and young people are alert to emerging difficulties and respond early.

Particular care is given to identifying and assessing SEN for children or young people whose first language is not English.

Arrangements are in place to Equality Act 2010 and if so what reasonable adjustments the school may need to make for them

The impact of interventions/provision is regularly assessed and learning used to develop practice.

EHCP/Statements/individual plans for learners with SEN are outcome based and can be measured.

comprehensive

Statutory assessment timescales are met.

Pupil voice records show participation and inclusion in a relevant way

Parent View is supportive of the success criteria described

Records of Multi-agency meetings show reflection and challenge

Pupil records, in particular incident records show learning from practice

Conversations with parents and children/young people show engagement and differentiation.

24 Para182 Ofsted School Inspection Handbook September 201525 SEND Code of Practice: 0 – 25 Years para 6.44 – 6.5626 SEND Code of Practice: 0 – 25 Years para 6.20 - 24

10

6. The School is responsive to the ways in which SEND intersects with other groups, including Pupil Premium, English as second language, gifted talented, ethnic minority, child protection, care leavers attendance and lateness27

(BACK6)

The school is aware of the combined disadvantage of SEN with other factors and seeks to support the family and the child to achieve learning and social objectives.

The school works closely with Local Authority, Health and independent multi-agency specialist to support the child’s whole life wellbeing28.

Budgets for different groups are used creatively to maximise outcomes for children/young people in these groups.

Records from annual reviews show regular involvement of multi-agency staff.

Engagement of Parent/Family Support Advisors (PSAs), counsellors the use of nurture groups and practices

Participation by staff in SWAPP courses29

Pupil records, class observations, and staff meetings evidence involvement of external staff

7. Appreciation of transitions are at the forefront of planning and intervention from the earliest point of identification of SEN30

Pupils and carers are supported with a wide range of information throughout their school career.

(BACK7)

Pupils make positive transitions between year groups, key stages, in year transitions and post 16 education with clear goals towards learning and ownership of learning goals.

At the end of year five, nine31, eleven and thirteen pupils with SEND have transition plans as part of their annual reviews.

Pupils are encouraged and supported to have positive aspirations and are given clear support and activities to achieve future goals.

Feedback of parent view and at annual reviews

Evidence in annual reviews and diary commitments by SENCO and staff to support transition.

The Required transition element is part of annual reviews at year nine.

27 SEND Code of Practice: 0 – 25 Years Chapter 1028 SEND Code of Practice: 0 – 25 Years para 6.58 - 6229 SWAPP - Support in Wiltshire Parent Programme30 SEND Code of Practice: 0 – 25 Years para 8.5 and 5.4731 SEND Code of Practice: 0 – 25 Years para 8.7 Schools: guide to the 0 to 25 SEND code of practice: Advice for school governing bodies/proprietors, senior leadership teams, SENCOs and classroom staff p16 and 21.

11

Post 16 timetables are personalised to meet learning, employment and independent living skills which can secure realistic goals. (including travel training, creative use of assistive technology, social and communication skills, volunteering, work experience, using their community and considering accommodation and housing options)

The school/academy has positive relationships with feeder schools and Colleges which enables regular information being made available to students about future options.

There are creative approaches to transition including staff swaps, secondments, shared training, video conferencing, enhanced transition visits and cross phase projects.

Pupils and families are made aware of support, advocacy and mediation services to support impartial decision making and access to broader support32.

Pupils and parent/carers are made aware of the Wiltshire’s Local Offer site to supplement school information.

All school generated decision making, reviews and consultation with parent/carers and children/young people are supported by appropriate records that are accessible for parent/carers and children/young people (this includes specific adaptions such as braille, dyslexic friendly versions as well as

Programmed activities in the school diary

Post 16 outcome data

No.s of fixed term exclusions in transition settings and longevity of placements.

Use of personal budgets

32 http://www.wiltshireparentcarercouncil.co.uk/en/Home_

http://www.wiltshireparentcarercouncil.co.uk/en/Home_Page

appreciations of family requirements which may include access to research document, easy read versions and involvement of friends and wider family)



Section 3

How well does quality first teaching support good progress for pupils with SEN?

RAG Good Practice Success Criteria Exemplar evidence School Evidence and comment8. The assessment and

identification of pupils SEN is used effectively to inform planning and support good progress.

(BACK8)

Teachers set appropriate learning objectives and success criteria for all pupils, based on the pupils’ prior skills, knowledge and understanding.

Teachers identify and support any pupil who is falling behind, and enable almost all to catch up.

Teachers use external support to inform planning

Classroom observation records show appreciation of the SEN issues

Teachers’ planning and annotation on planning

Teachers’ individual CPD

13

for pupils with SEN.

Teachers’ planning makes reference to individual pupil’s SEN support plans, EHCP, Statement and/or individual targets.

Teachers check pupils’ understanding systematically and effectively in lessons, offering clearly directed and timely support.

Teachers and support staff follow up pupil responses to interventions and approaches to develop practice.

Teachers plan peer and self-assessment effectively to help pupils to understand how to improve their work.

records show learning and challenge

Pupils’ work shows development and progress with supportive and relevant marking

Pupil interviews/pupil voice

Deployment of support staff is flexible and tailored

Records of pupil progress, provision maps, annual reviews.

9. The curriculum meets the needs, aptitudes and interests of pupils with SEN.

(BACK9)

The school and teachers take account of pupils’ views when planning the curriculum to ensure that it engages and interests all pupils including the lowest attainers and those with SEN33.

The curriculum ensures that for learners with SEN, their experience of school is socially inclusive, and that they have appropriate opportunities to participate in activities with their peer group;

The Curriculum supports the learners with SEN to develop and use their language and mathematical skills, to enable them to access the whole of the statutory curriculum and the academic and voluntary options, which meet their needs; and

The curriculum provides a programme of learning which meets the needs, interests and the prior

As above

33 Para154 Ofsted School Inspection Handbook September 201514

achievements and experience of the learners with SEN, and ensures that they are motivated to continue to succeed.

The curriculum includes trips and enrichment activities that are appropriate and accessiblefor all pupils.

10. The learning Programmes and activities support the SEN learners wellbeing, welfare, safety and personal development.

(BACK10)

The learning programmes and environment; ensures the safety, health and well-being

of the learners, and that additional support is provided in an atmosphere of mutual trust and respect;

are personalised and progression can be shown to support the pupils changing needs as they develop.

Where TAs support learners with SEN this is not focused on management of behaviours, but growing the pupils learning and self-management skills

ensures that adequate time is afforded to the pastoral needs of learners, and that they are helped to develop the resilience and coping skills needed to deal with the barriers they face;

provides or secures additional advice and support to help meet the pastoral needs of learners whose needs are complex or who are marginalised or at risk of suspension and expulsion; and

actively seeks the learners’ opinions on their own progress and on what facilitates or hinders their learning, and learning programmes are adjusted accordingly.

SEN Records, annual reviews and plans show changes and development based on learners input

Information provided for parent/carers is appropriate

Classroom observation evidence engaged and developing learners

Provision maps

Lesson plans

Marking of class and homework shows attention to personalised programmes

Views of external Specialist teachers e.g. teachers of the Deaf.

11. High quality teaching, differentiated for individual

Teachers use questioning techniques that include and support the participation of all pupils (for

Lesson plans evidence planning for SEN pupils

15

pupils, is the first step in responding to pupils who have SEN34

(BACK11)

example; using ‘no hands up’ approaches and directing differentiated questions at particular pupils).

The teacher uses strategies that maximises the participation of all pupils (for example; talkpartners, use of mini white boards, ‘voting’ cards).

Effective feedback, both oral and written, is given to all pupils. The feedback focuses not just on the individual and task completion but also on learning and thinking skills35.

Pupils act on the feedback given and pupils’ responses are monitored.

Metacognitive approaches that raise pupils’ awareness of thinking skills and help develop pupils’ self-regulation skills (e.g. resilience) are used.

Pupils are grouped in ways that support inclusion and good progress and offer pupils the opportunity to work within different groups for different activities.

There are opportunities for peer-peer support and teaching.

Pupils with SEN are supported to effectively assess their own work and that of their peers.

The teacher has created a safe classroom environment that supports risk taking.

Lesson observations support positive practice

Conversations with pupils about their involvement in learning goals.

12. Teaching Assistants (TAs) are deployed in such a way as to

The teacher directs and guides the TA to maximise impact.

Lesson observations support shared practice

34 SEND Code of Practice: 0 – 25 Years para 6.37 and 6.435 http://educationendowermentfoundation.org.uk/

16

http://educationendowermentfoundation.org.uk/

maximise their impact, are well prepared for their role and demonstrate good practice36.

(BACK12)

The teacher and TA work as a team and have consistent approaches.

The TA uses strategies that help build pupils’ independence skills.

TAs use effective strategies to facilitate group work and pupil discussion.

Both teacher and TA use strategies to ensure that learning in interventions is reinforced and embedded in class.

There is clear time given to TA and teacher to plan and review lesson impact for SEN learners

There is a programme of training and support for TAs to ensure to support practice, record keeping and success of interventions.

Lesson plans show the TA’s engagement and role

Staff appraisal evidence engagement and challenge on SEN issues

13. There is evidenced impact of funded support/interventions leading to progress and attainment37

(BACK13)

The interventions used are well evidenced38

Interventions have clear learning objectives and success criteria which are regularly reviewed and altered according based on progress.

There is a clear link between learning objectives and objectives set out in Statements/ My EHC Plan and annual reviews.

Pupils and parents appreciation of interventions is valued and documented.39

Where progress is uncertain or insufficient there

Appendix A is completed or equivalent

Pupils premium and Sports grant show evidence of SEN support

Parents report positive experiences and involvement in EHCPs annual reviews.

There is evidence of how practice and outcomes is

36 Wiltshire’s Maximising Achievement and Progress - Toolkit37 Para182 Ofsted School Inspection Handbook September 201538 SEND Code of Practice: 0 – 25 Years para 6.2739 SEND Code of Practice: 0 – 25 Years para 6.64 - 71

17

are clear opportunities to review and alter approaches, appreciating the contribution of the individual leading the intervention, the appropriateness of the intervention itself or whether the intervention is being properly applied.40

Interventions are innovative, personalised, flexible and the goals understood by the child/young person, parent/carers and all staff.

Individualised learning records are regularly updated and information made accessible to parents and appropriate multi-agency representatives through provision maps.41

influencing future practice.

Case studies and pupil records evidence innovation and flexibility

14. The learning Environment supports the differentiation that the SEN learners require and meets the requirements for reasonable adjustments under the 2010 Equalities Act42/43

(BACK14)

The physical environment (including the school grounds) and resources are fit for purpose, accessible and compliant; the school is making effective use of what is available and they meet the curricular, developmental, pastoral and social needs of the learners;

There are varied, adequate and where necessary, adapted resources (e.g. technology, print-based, other equipment) to support the learning and teaching programmes of learners with SEN.

The accommodation and facilities include a quiet spaces to meet the pastoral needs of individual learners and enable one-to-one mentoring sessions;

The available resources are used effectively and efficiently, and their use is appropriately

Observation and records

Sufficiency of ICT hard and soft ware

School SEN resources

Pupil awareness of dedicated space and use made of it

Budget allocation and use support SEN plans

Records of liaison with external support agencies

In-school and extra-curricular programmes,

40 Webster and Blatchford 2013 www.ioe.ac.uk/diss_research_summary.pdf 41 SEND Code of Practice: 0 – 25 Years para 6.75 and 7.2642 SEND Code of Practice: 0 – 25 Years para 6.943 Page 42 Ofsted School Inspection Handbook September 2015

18

http://www.ioe.ac.uk/diss_research_summary.pdf

monitored.

Equality, diversity and inclusivity are actively promoted;

continually working to ensure attitudes and behaviours that respect diversity, permeate the ethos of the school, and that anything contrary is addressed;

ensuring that the SEN learners have an age appropriate curriculum & resources, and where possible, their interests are encouraged & developed;

actively ensuring the rights of the learners with SEN to succeed, encourage the learners to have their voice, respect their views and celebrate their success; and

ensuring that all of the provision, both the formal and informal curriculum, is accessible to all learners and in a manner that takes account of their ages, abilities and medical support44

Citizenship, personal and social development and community relations

Integration opportunities with other schools, colleges, agencies, play groups etc.


44 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/484418/supporting-pupils-at-school-with-medical-conditions.pdf 19

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/484418/supporting-pupils-at-school-with-medical-conditions.pdf


Section 4

How well do pupils with SEND progress and attain?

RAG Good Practice Success Criteria Exemplar evidence School Evidence and comment15. The school has systems in

place to support, record, monitor and analyse pupil attainment and progress data for pupils with SEND at least three times per year.

(BACK15)

Overall progress of pupils with SEN is above average or improving45.

OR

For pupils generally, and specifically for those who have SEN, progress is above average across nearly all subject areas46.

Arrangements are in place for ensuring the teachers make consistent judgements about pupils’ progress and attainment47.

School pupil-level tracking data that clearly shows pupils’ SEND status and whether their progress is in line with or exceeding expectations (e.g. RAG rating) for each year group48.

The progress across the curriculum SEND pupils currently on roll matches or

45 Ofsted School Inspection Handbook September 2015, page 57, 58.46 See appendix Four for 2015 figures

47 Para 155 Ofsted School Inspection Handbook September 201548 Please complete Appendix Three and Four or submit comparable data in your own format

20

is improving towards that of other pupils with the same starting points.

The School frequently records, monitors and analyses pupil progress.

SEND pupils’ work evidences the levels at which they are working.

RAISEonline reports that show the percentage of pupils with SEN making expected progress.

Analysis of trends from the last three years shows a positive development.

School data compares the progress of pupils with SEND to pupils nationally with similar starting points.

The school has evidence of the impact of funded support on closing the gaps in progress and attainment49.

16. Teachers and other staff have consistently high expectations of what each pupil can achieve, including most able and SEND pupils.

There are processes in place to challenge, moderate and facilitate high expectations.

There are levels of attainment and progress that evidence high expectations

There are records of moderation and challenge activities, events and training, linked to the school development plan and staff appraisal.

49 Para 182 – 5 Ofsted School Inspection Handbook September 2015, use the financial template in the appendix to support evidence.21

(BACK16) Regardless of age pupils are motivated, responsive and can point to new and recent achievements, as well as new goals, which they are aiming.

Prior attainment is appropriately built upon and attainment in line with benchmarked data where available.

There is evidence from parents that they believe their children are being challenged and stretched through comments on annual reviews, comments returned on school reports and through parent view.

17. The school has systems in place to support, record, monitor and analyse wider outcomes for pupils with SEND at least three times per year.

(BACK17)

The attendance and punctuality of pupils with SEND is in line with that of all pupils50.

The participation of pupils SEND in extracurricular activities and any wider community activity is in line with that of all pupils.

The attendance of the parents of pupils with SEND at parent consultations and other events for parents is in line with that of all parents.

The engagement of pupils with SEND with homework and home learning activities (including reading at home) is in line with that of all pupils.

Reasonable adjustments are made for pupils social, emotional or mental health difficulties or identified disabilities such as autistic spectrum disorders (ASD) to help them be included in school.

Exclusions and sanctions are not the main response to their behaviour51.

There are few recorded cases of bullying &

Data about wider outcomes analysed by vulnerable group.

Records of behaviour incidents, sanctions and exclusions analysed by vulnerable groups.

Annual review documents

Incident records and bullying records.

Lesson plans show differentiation in PHSE lessons for pupils with SEN.

Assemblies and extra-curricular activities planning shows support to SEN pupils

Individual action plans, and provision maps.

EHCP/SEN Support and 50 Para 161 Ofsted School Inspection Handbook September 2015 51 “Exclusion from maintained schools, Academies and pupil referral units in England” para 10 – 12 and 22 - 24

22

harassment of pupils with SEND & those that are recorded are dealt with effectively at the earliest possible juncture.

Part-time timetables are only used when educational goals can be clearly identified for the child/young person & are reviewed weekly with the aim of returning to a full time provision as soon as possible.

The school’s thoughtful & wide-ranging promotion of SEN pupils’ spiritual, moral, social & cultural development & their physical well-being enables pupils to thrive.

Developing independent learning skills is part of SEN pupils objectives and daily curriculum

The school understands, supports & facilitates the wider social care and health needs of the child/young person.

Individual education plans

18. The school uses clear assessment tools for tracking progress including EYFS, P scales and post 16 achievements towards independence (where appropriate).

(BACK18)

The school tracks baseline data across settings (e.g. Nursery to Reception, yr 6/7)

There is a clear set of data which can show the progress and attainment of pupils with SEND.

The school works with parents and the pupils to support assessment and target setting. Parents of pupils with SEND understand the progress and attainment reports.

The gap between progress for SEND pupils and other pupils is understood and actively being tackled by all staff working with SEND pupils.

Where there are changes to tracking systems

School Progress data (school tracker, SIMs, B Squared etc.)

Developmental Journals (EYFS)

SEND pupil’s work evidences the levels at which they are working

Lesson planning evidences differentiation in line with goals set in tracking data.

Parent view statements and comments on pupils school

23

(e.g. removal of levels) the schools/academy’s new system includes SEN learners and has a clear appreciation of expectations52

reports and annual reviews


Comments from Peer reviewers

Appendix One - Budget Income Financial year:

April - MarchSeptember - August

Annual Funding Source £ CommentsElement 2 funding within School’s budgetNPA Tops UpsResource Base/ELP/SS Top upsResource Base/ELP/SS place funding% of Pupil Premium linked to SEN CYP53

% of Alternative Provision linked to SEN CYPSupport from Behaviour Support for SEN Pupils (estimate percentage of value for SEN)Other Grants

52 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/484492/Interim_recommendations_of_the_Rochford_Review_.pdf 53 CYP = Children and Young People

24

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/484492/Interim_recommendations_of_the_Rochford_Review_.pdf

Other (e.g. TiPs)Total

Other or In-kind support (including Wiltshire Council and Health – in filled in at Overview 54 , do not repeat here )

Service/Support Hours (estimate)

No. of CYP supported (note where applicable)

Comment on effectiveness, value and impact and give rating

(1 poor - 5 good)

1 2 3 4 5Support from SSENS service (specialist teachers)Support from Educational PsychologySupport from SEND (SEND lead workers)Support from School Effectiveness (e.g. SIA)Support from Speech and Language team (SALT)Support from other health professionalsLeading SENCO Project

SEN Governor/Trust Board memberEngagement with a Teaching schoolVolunteers (Inc. parents/carers)

Other (please identify e.g. outside agency, another school)

Expenditure

Interventions & activities which have directly supported SEN

Number CYP with SEN Frequency Duration

of Does this activity require

class teacher engagement, £ Comment on Effectiveness, value & impact

54 Page 5.25

learners (e.g. training, provision, transport, TAs etc.) engaged sessions training, assessment and/or

supervision

Total

ChallengeWhat would you do different if funding was or is reduced for the coming year?

What would you do if funding was or is increased in the coming year?

What will you change for next year?

Appendix Two - Staff experience, qualifications and CPD

Name Grade and additions Length of time supporting SEN pupils, start & end dates)

Completed and on-going training

Key strengths and experience

26

Appendix Three - Pupils progress and attainmentIf you have a different way of presenting the same information, please use instead. You can use P Scales, APS, levels or a system you have introduced, where appropriate please identify reading, writing and maths55. If you have a Resource base or ELP please include this in the SEN category.

Pupil (school roll no.)

Year Group

SEN category

(E.g. MLD, SEMH etc.)

SEN band(0 – 4)

or hours

End of year Educational

Targets

Grade at start of year

Progress recording

End of Term 1

Progress recording

End of Term 2

Progress recording

End of Term 3

How many objectives have been met on the

child’s EHCP/SEN Support or learning plan

(e.g. 4 out of 6)

Attendance Fixed term exclusions

55 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/484492/Interim_recommendations_of_the_Rochford_Review_.pdf Foundations for the expected standard in writing/reading/maths Early development of the expected standard in writing/reading/maths Growing development of the expected standard in writing/reading/maths

27

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/484492/Interim_recommendations_of_the_Rochford_Review_.pdf

Appendix Four – National Comparator data 2015Below is data from LAIT – the Local Authority Interactive Tool and Raiseonline which gives you comparison data for Wiltshire and nationally, please complete this section as part of your evaluation of progress and attainment. LAIT56 has open access on this website for national and Wiltshire data and raiseonline will be through your schools own password access and the school Effectiveness team at Wiltshire Council. The data for your school this year is also available on Securenet (Self-Evaluation and Target Setting community).

56 https://www.gov.uk/government/publications/local-authority-interactive-tool-lait28

https://www.gov.uk/government/publications/local-authority-interactive-tool-lait

2015 IndicatorFor pupils with SEN - school support For pupils with SEN - with statement or EHC plan

Wiltshire National School

figure Evaluation/RAG Wiltshire National School figure Evaluation/RAG

Primary SchoolsFoundation - % GLD (LAIT) 28 24 5 4Phonics % achieving expected standard (RoL) 36 42 11 18KS1 % maths L2+ (RoL) 73 73 29 29KS1 % maths L3+ (RoL) 6 6 2 3KS1 % reading L2+ (RoL) 60 64 23 27KS1 % reading L3+ (RoL) 6 6 2 3KS1 % writing L2+ (RoL) 52 55 17 21KS1 % writing L3+ (RoL) 2 2 0 1Ks2 L4+ RWM (LAIT) 45 43 15 16KS2 L4+ reading (LAIT) 73 69 25 30KS2 L4+ writing (LAIT) 62 58 20 21KS2 L4+ maths (LAIT) 63 64 24 26KS2 L4+ GPS (LAIT) 42 45 16 20Exp progress KS1-2 maths (RoL) 78 79 48 47Exp progress KS1-2 reading (RoL) 84 83 48 49Exp progress KS1-2 writing (RoL) 87 88 50 54

Secondary Schools5+A*-C (incl EM) (RoL) 22 23 9 9E Bacc (RoL) 4 6 1 2English GCSE (RoL) 31 36 13 13Maths GCSE (RoL) 39 37 18 16Basics (RoL) 23 25 11 10Exp progress KS2-4 English (RoL) 50 54 21 29

29

Exp progress KS2-4 maths (RoL) 43 42 21 21

30

Appendix 5 - Notes on how to use the Wiltshire SEN Self-Review Tool

Introduction

It is recognised that the most effective schools are those that rigorously self-review and self-evaluate. A view of our strengths and weaknesses and how we compare both locally and nationally is important so that we can judge the effect our work has on pupils’ learning and progress and identify the areas we need to improve. Ofsted recognises the importance of school self-evaluation as a continuous process influencing development of outstanding practice that is complemented by peer and local area review and moderation as well as their own external inspection.

Self-evaluation makes an important contribution to inspections as it helps inspectors to evaluate the quality of management in the school and the capacity of the school to improve. The inspectorate recognises as best practice schools that have dispersed leadership where departments and individuals regularly assess and review strengths and weaknesses57.

This Wiltshire SEN self-review tool has been designed to: Aid school reflection and self-evaluation, Form the basis for targeted action planning and enable future school development and improvement, Form part of a professional development programme for those who lead on SEND issues in schools (Head Teacher, SENCO, Inclusion manager and

SEND Governor), Support evidence required through Ofsted and the 2014 Children and Families Act, Develop and share information in clusters, areas and at a county level.

How should the SEN self-review tool be used in schools?The self-review tool has four sections:

Leadership and Management: How effective is the leadership, management and Governance of SEN? Identification, Assessment and Planning: How effective is identification, assessment and planning for pupils with SEN? Quality First Teaching for Pupils with SEN: How well does Quality First Teaching support good progress for pupils with SEN? Achievement: How well do pupils with SEN progress and attain?

The columns throughout the document correspond to:

Good practice statements

57 “Leaders and governors have a deep, accurate understanding of the school’s effectiveness informed by the views of pupils, parents and staff. They use this to keep the school improving by focusing on the impact of their actions in key areas”. Ofsted School Inspection Handbook September 2015

31

A definition of the standard or outcome. The statements here are drawn from a number of sources, but in particular The Ofsted School Inspection Handbook September 2015 and The Special Educational Needs and Disability Code of Practice: 0 – 25 January 2015 and are cross referenced at the bottom of the page.

A Success criteriaThe elements within Ofsted and the Children and Families Act 2014 which set expectations and underpins the good practice statement.

Exemplar evidenceThe documents or processes which can could be referred to evidence the good practice. The exemplar evidence is not a definitive list but is intended to indicate the types of evidence the school might have available.

School Evidence and commentsWhen completing the evaluation, you may choose to use some or all of the documents referred to in “Exemplar evidence” documents or processes. It is not necessary to create a separate filing system for all this evidence, but it should be cross referenced here so that you can use this in peer review or at the point of inspection.

There are three stages to the SEF process.

Stage One – School ReviewEach of the four sections should be completed by the appropriate personnel. This will generally be the SENCO but will also include seniorleaders, class teachers and governors. The school may decide to establish a focus group of stakeholders, including parents and pupils to contribute to the review of SEN in the school58. At the end of each section there is space to note actions arising from the evaluation. These actions should form part of the School Improvement/Action/ Development Plan such that when filling in this box you may choose to write; “see section of the school development plan” or vice versa in the school action plan59.

Stage Two - Peer ReviewAfter completing the SEF at a school level it is then appropriate for the school to take forward some form of peer evaluation. This may be with a school within the cluster or a school outside the locality, but with a similar demographic. Alternatively the peer review could be used to specifically compare and contrast, for example a primary school may want to work with their local Secondary school to look at shared working practices and continuity at transition or a school without a resource base may like to work with a school with a resource base. There is a space at the end of the review to gather comments, challenge and support from the peer review. You may also want to share this review with your SIA/WIA and this could form part of the peer review.

Stage Three – Local Area ReviewThe approach shown here is based on schools in a local area taking forward there SEFs at similar time of year. This may be within a cluster, an area (e.g. North, South, East and West) or at a County Level. The required local area review will be the County Level in line with para.3.29 and 3.44 of the Special educational needs and disability code of practice: 0 – 25 January 2015. All reviews need to be sent to Wiltshire Council, where an annual report will be created

58 See section 1.11 – 12 and 3.42 – 44 Special Educational Needs and Disability Code of Practice: 0 – 25 January 2015.59 P11 The Ofsted School Inspection Handbook September 2015

32

and shared with WASH, PHF, WPCC60 and Wiltshire Council’s Senior management and the CCG61’62 . The schedule for review will be agreed with these groups. Your school’s responsibility for stage three is only to send your completed review (stages one and two) to Wiltshire Council. Cluster and area reviews would be expected to happen within the cluster/area’s own timeframe if desired, to support appreciation of local provision by local agreement.

How to use this document

While appearing quite long the approach to self-evaluation is to keep the focus on school practice. Thus there is little writing to be done, and most of the evaluation can be done with the use of a highlighter function/pen and good knowledge of information available within the school. This evaluation should be seen as a sub-set of the Maximising Achievement Programme and toolkit (MAP) – available on the Wiltshire Learning Trust website. http://www.wiltslt.co.uk/ http://www.wiltslt.co.uk/index.php/our-services/closing-the-gap/closing-the-gap-useful-information/vulnerable-learners-strategy-for-wiltshire .

Filling in the whole form

If this is your first time filling in the form we recommend you start at page 6 and fill in the whole document, in subsequent years you will probably only need to complete the Overview and any appendices which need updating. For each of the four sections you will need to fill in your evidence and comments. At the end of each section you should add in any new actions not already in your School Development Plan and give your school an overall grade for the section (Exceeded, Established, Developing or Preparing). You can do this on the Overview. At the end you will then need to give your school an overall rating and some summative comments. You may choose to complete this process as a senior leadership team and governance team or give your grading separately.

This is the Hyperlink version which enables you to jump between pages. You can use you highlight function to identify what you think is true for your school, write in information about where the evidence can be found and then press the Ctrl button and click on the word “back” to then decide if for that indicia if you are Preparing, Developing, Established or Exceeding.

Filling in the Overview

If you are unable to find the time to complete the whole form or are revisiting this SEN SEF you can just fill in the Overview section finishing at page 5. When completing the overview you can use the hyperlinks to give you more information. For example if you are thinking about indicia one and you are not sure what this really entails press Ctrl and click on the words in blue “full information” and this will take you to the full description of indicia one. When you have read what you want you can then press Ctrl and click on the “Back” hyperlink to get you back to where you were.

Version without the Hyperlinks If all the hyperlinks are too distracting, or you want to use a paper version, there is also a version here without the hyperlinks. There are exactly the same apart from these links and again you can fill in the whole form starting on page 6 or just the overview.

60 WASH Wiltshire Association of Secondary Heads, PHF – Primary Heads Forum, WPCC Wiltshire parent Carer Council61 CCG Clinical Commissioning Group62 See table 3.7 Local accountability: Special Educational Needs and Disability Code of Practice: 0 – 25 January 2015

33

http://www.wiltslt.co.uk/index.php/our-services/closing-the-gap/closing-the-gap-useful-information/vulnerable-learners-strategy-for-wiltshire

http://www.wiltslt.co.uk/

You can also use the RAG rating to give a quick starter overview by simply colour coding the boxes on the right hand column.

Comments for Governors

As mentioned above, as Governors or Trustees, you may choose to work as a team to complete the review or ask that the leadership team complete this first and then share with your SEN Governor. As a governor/trustee you are encouraged both by the Children and Families Act 2014 and the guidance from Ofsted to challenge the information and comments given to you. Below are some example questions you may like to ask to inform your comments and evaluation:

How do I know that outcomes are being met?

What have we learnt this year from our children/young people with SEN?

If we could change anything for next year what would it be?

Is this the only way of achieving our goals for children/young people with SEN?

What have been the obstacles to achieving outcomes?

When we look at the spend can we show that we really have used the budget for maximum value for our current students and made an investment for future students?

How has collaborative working (Multi-academy Trust, collaborative or cluster) influenced the development of practice and strategy?

Where staff have been innovative and exemplified excellent practice how have we shared this across the school or wider?

If you had to choose one area to really prioritise for next year which one would it be?

Comments for Peer Reviewers

The role of the peer reviewer or team of reviewers is to bring challenge and new perspectives. You may choose to work through particular sections asking for supportive evidence of comments, or you may choose to meet with staff, parents or pupils to see if they corroborate the school’s evaluation. Questions such as those noted above for the governor/trustee may also be helpful particularly where you can compare and contrast between you own school’s experience and that of the school you are acting a peer for. Some additional example questions are given below:

Our school approaches (e.g. annual reviews) by…. What do you think you school gains or loses by approaching it your way?

Your SEN budget is smaller/similar/greater than our school, how to you think that effects how you go about developing SEN practice?

In our recent Ofsted (or looking at the latest guidance) we have particularly been challenged by….. how do you think your school would respond to this?

How did the contribution of pupils and parent/carers influence this SEF?

34

Your school has a significant/very small number of pupils with SEN how do you ensure that inclusion really happens in your school?

Overall what do you think the greatest challenges are to achieving outcomes for SEN pupils in the coming year and how will you seek to overcome these?

How do you think the children/young people with SEN have helped you develop school practice?

What changes have you made to your approach to SEN based on your engagement with parent/carers?

Once completed the School should send their completed review to: [email protected] – SEN Lead Commissioner and agree with their cluster any local planning or sharing.

Areas covered

Leadership and Management: How effective is the leadership, management and Governance of SEN? Quality First Teaching support good progress for pupils with SEN?

Strategic whole school approaches Governance Staffing and resourcing Safeguarding and risk assessment

Planning informing practice Differentiated teaching meeting need Support to overall learning goals High quality teaching The role of Teaching assistants Learning environments

Identification, Assessment and Planning: How effective is identification, assessment and planning for pupils with SEN?

Achievement: How well do pupils with SEN progress and attain?

Achievement of Outcomes Person centred approaches Engagement and involvement of Families and Parent/carers Multi-agency involvement Transition and Information

Attainment and Progress on education goals Attainment and Progress on wider goals High Expectations The use of Data

35

mailto:[email protected]

achievement: how well do pupils ... - wiltshire local offer web viewthe teacher uses strategies that...

Documents