Devon Inclusion Award

2017

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The Devon Inclusion AwardCommunication and Interaction

Introduction

The Devon Inclusion Award is an incremental self-evaluation process, which focuses on specific areas of special educational need. The Communication and Interaction (C&I) team manages and administers the Inclusion Award for C&I (autism/SLCN). The award is achievable at different levels and aims to:

improve high quality inclusive teaching foster inclusion (in terms of presence, participation and achievement) strengthen school self-evaluation, improvement and staff development foster consistency of inclusive practice across the school / setting enhance learner participation support the school development plan

The Devon Inclusion Award (DIA) enables schools to reflect, audit and make judgements based on the four themes of the OFSTED school inspection framework:

(1) effectiveness of leadership and management(2) quality of teaching, learning and assessment(3) personal development, behaviour and welfare(4) outcomes for pupils

The judgement for the quality of teaching, learning and assessment will be made using the Devon Graduated Response Tool for SEND Support (DGR). In order to gain the higher levels of the award, the universal level would be met, as well as school standards and professional competencies for autism and SLCN. The Inclusion Award is designed to be collaborative, involving all school staff.

Who is the award for?

The Inclusion Award is available to all Devon primary, secondary and special schools, including academies, trust schools and federations. It is currently provided at no cost, funded by Devon Local Authority.

The award aims to develop collaborative working between schools and is intended to contribute towards a network of schools with excellent inclusive practice for communication and interaction across Devon. Schools undertaking the award will be expected to share their knowledge, skills and practice with other participating schools and those in their communities.

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Levels of Award

The Inclusion Award is available at three graduated levels.

Universal Consistent high quality inclusive teaching within a communication-friendly environment

Targeted Targeted evidence-based support for pupils with enhanced C&I needs

Specialist Specialist and highly individualised support for vulnerable pupils with C&I needs

Universal level

The majority of schools will wish to seek the Universal level award to celebrate and accredit their inclusive teaching, which is consistent across the whole school. To achieve this level, the DIA audit would be completed with all descriptors addressed. The DGR tool will be utilised as evidence of theme 2: ‘quality of teaching, learning and assessment’, with the majority of the ‘universal’ descriptors in place from both the autism and SLCN strands. Due to the whole-school involvement at this level, any interested member of staff is suitable to become the DIA lead.

Targeted level

The targeted level entails development of targeted, evidence-based support to meet the needs of pupils with enhanced C&I. The school /setting may choose either autism or SLCN as a focus area in order to develop practice at this higher level. The SENCo should be an integral member of the DIA school team.

The targeted level is aimed at a range of schools / settings, for example those with (1) individuals displaying complex C&I needs, (2) high numbers C&I needs on roll or (3) a C&I resource base attached to a mainstream school. Schools or settings who demonstrate consistent practice at the universal level may also wish to seek the targeted level.

To achieve this level, all of the targeted DGR tool descriptors for either autism or SLCN would be addressed. Additionally, the school standards and professional competencies for the chosen focus area would be well-established in practice; for autism: - the Autism Education Trust (AET) Autism Standards and the Autism Competency Framework ‘core competencies’, and for SLCN - The Communication Trust (CT) Communication Commitment and the Speech, Language and Communication Framework at ‘enhanced’ stage. All documents are available on the C&I team website.

Specialist level

This level is generally reserved for specialist settings catering for pupils with significant diagnosed C&I needs, e.g. special schools, specialist resource bases attached to a mainstream school. This level recognises inclusive practice at universal level, targeted level and the specialist skills and strategies required for highly individualised support. A mainstream school with a specialist resource base should aspire to achieve the targeted level, since pupils with C&I will receive most of their teaching in the mainstream classrooms as well as benefitting

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from the whole-school environment. This would be a prerequisite for the specialist level to be awarded to the setting; otherwise the ‘targeted’ level will be presented to the resource base in the interim, to enable further school development work.

To achieve this level, the enhanced DGR tool descriptors for either autism or SLCN would be met. Additionally, the AET Autism Standards at ‘enhanced’ stage and the Autism Competency Framework ‘advanced competencies’ at ‘established’ stage. Alternatively for SLCN: The Speech, Language and Communication Framework should be completed at ‘specialist’ stage.

The Process

Initial Meeting

Prior to the initial meeting, a school DIA lead or group will have been chosen; someone from the Senior Leadership Team may also wish to attend, in order to support links with the school development plan. The relevant audits should be completed in draft form in order to make the best use of the DIA Mentor – an Advisory Teacher from the C&I team. Normally, a tour of the school, an overview of provision, SEND training and development would be welcome. The focus of the session is to consider an action plan and an analysis of staff training needs.

Optional review visit

Schools may wish to review progress prior to accreditation. A visit is available to enable feedback and discussion about the stage of school developments. A date for the accreditation visit can be suggested if the school is ready. Schools wishing to seek targeted or specialist level will require a review visit to ensure universal provision is in place before moving to the next level.

Accreditation Visit

This can take a variety of forms, according to how the school would like to present the evidence for their award. A timetable for the session should be emailed to the accreditors in advance. The format generally includes a meeting with the school DIA lead plus relevant others, e.g. headteacher, SENCo, SEN Governor, parent representative. Discussion will involve the action plan/school development plan, provision for pupils with C&I needs and evaluation of training that has been carried out as a result of the Inclusion Award process. Time will be

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Initial Meeting

School-based development and training

Optional review visit

Accreditation

VisitAward

Presentation

needed for the accreditors to peruse and discuss the evidence provided. A learning walk will be conducted across classes to showcase the developments in action and to demonstrate consistency. There is normally a presentation of pupils’ achievement, in the form of their work, video recording or a pupil panel. The visit culminates in a final discussion with the DIA school lead to notify the level of the award and to arrange the award presentation with a member of the C&I team involved in the process.

Award presentation

The award presentation can be arranged to suit the school. Some schools have enjoyed a high profile presentation whilst others have preferred a more low-key one:

Renewal of the Award

Schools will retain the Devon Inclusion Award for a period of three years from the date of the award presentation. The school is entitled to publicly display their dated Award Certificate during this time. A simple paper-based interim renewal will take place on an annual basis to ensure that the standards are upheld, with an updated award sent through each year if successful.

As the Award period draws to an end, the school should contact Babcock LDP if interested in renewal. In most cases, because of staff turnover, this will involve undertaking the award process anew, although there may be some elements of the process which might be omitted or adapted.

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Devon Inclusion Award AuditUniversal Level

Communication and InteractionEffectiveness of leadership and management

Criteria Potential evidence Actions

At least one member of the SMT has expertise in additional needs or has good knowledge and understanding of additional needs

CPD plan Evidence of training Additional evidence collected

by the school including the impact of training on school practice

1 2 3 4

SMT and all staff are proactive in promoting inclusive practice

CPD plan Lesson observation schedules Teacher questionnaire Additional evidence collected

by the school

1 2 3 4

School governors are aware of, and involved in the process of achieving the award and participate in on-going training

Minutes of governors meetings CPD plan Records of meetings/training Identified governor in place Additional evidence collected

by the school:

1 2 3 4

Resources are allocated appropriately to ensure additional needs are met and pupils make good progress

Identifiable in SDP and on SEN provision map

Additional evidence collected by the school

1 2 3 4

Effective partnership with pupils

Pupils feel that they can approach staff and that their opinions and concerns are valued

Pupils are involved in the IEP process, setting and reviewing targets and identifying their own learning strategies

IEPs show evidence of pupil involvement

Records of pupils talking with adults about their targets

Records of group meeting / circle time session for pupils e.g. discussing what helps/ hinders, experience of school.

Additional evidence collected by the school

1 2 3 4

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Parents are aware of where they can go for help with any concerns, both within school and from other services

Questionnaire to parents Record of meetings and/or

telephone calls ‘Testimonial’ letters, cards of

thanks, etc. Local offer SEN Policy Open evenings; coffee

mornings; focus groups DIAS information Parent support group contacts

are available Additional evidence collected

by the school

1 2 3 4

Effective links exist with relevant agencies

Evidence of liaison with other agencies

Work with C&I Outreach Team EP service Additional evidence collected

by the school

1 2 3 4

Quality of teaching, learning and assessment

Please use the ‘universal’ section of the Devon Graduated Response Tool to Support SEND

Personal development, behaviour and welfare

Criteria Potential evidence Actions

Learners with additional needs are helped to understand their own challenges and value their achievements

Guidance is provided for the emotional aspects of additional needs

Books are available in the school library

Guidance notes / staff handbook

Additional evidence collected by the school

1 2 3 4

The school recognises, and responds to, the need for pastoral support for pupils with additional

needs

Dates and times of meetings between pupils and counsellor/mentor

The counsellor/mentor is aware of issues related to additional needs

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School’s written protocol for pastoral support

Additional evidence collected by the school

1 2 3 4

Effective measures are in place to deal with bullying

Behaviour policy Anti-bullying policy Interventions, e.g. Circle of

Friends Additional evidence collected

by the school

1 2 3 4Self-esteem is reinforced through:

Valuing the individual and their achievements

Providing opportunities for success

Providing a challenging, but empathic, learning environment

IEPs include information about pupils’ strengths and weaknesses

Displays of work including photographs

Examples of pupils work/achievements showcased

Additional evidence collected by the school

1 2 3 4

Peers have a good understanding of individual differences and needs

The school has made efforts to remove stigma and provide positive role models for all pupils

PSHE curriculum plans Peer mentoring Use of other resources such as

SEAL Additional evidence collected

by the school

1 2 3 4

Outcomes for pupils

Criteria Potential evidence Actions

Pupils’ progress and targets are closely monitored and evaluated regularly

Adjustments are made to support provision where necessary

Details of skills before and after interventions

Individual ‘case study’ showing progress and provision made over time

IEPs demonstrate that interventions are modified if necessary

Objective data to show progress of pupils with difficulties across Key Stages

1 2 3 4

Procedures are in place for ensuring smooth progression

Transition reports Documentary evidence of

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through school, particularly during all transition phases

transfer procedures e.g. minutes of meetings between teachers

Additional Evidence collected by the school

1 2 3 4

Pupils with additional needs make good progress

Value added graphs Results of interventions Review documents Additional evidence collected

by the school

1 2 3 4

The Devon Graduated Response Tool for SEND Support and all documents for Targeted and Specialist level awards can be downloaded from the Babcock website at: http://www.babcock-education.co.uk/ldp/content.asp?did=308058

For more details or to book an initial consultation please contact: paul.lamanna@babcockinternational.com

Lead Professional for Communication and Interaction Team

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