SEN & Inspection

Senco Forum 03.02.16Jan Martin BSP School Improvement

Specialist

Aims of session• To learn how to present evidence for inspection that the school has good and outstanding provision in meeting the needs of SEN pupils

• To consider inspection criteria relating to SEN in Sept.2015 Ofsted Inspection Handbook

• Show me – don’t tell me mantra!

Key message

• Don’t prepare just for Ofsted!• This is about your every day practice and how

you are implementing the SEN CoP• You don’t need reams of evidence• The evidence you present needs to be the key

evidence

Ofsted: Criteria for evaluating progress of SEN pupils

• progress of disabled pupils and those with special educational needs in relation to the progress of pupils nationally with similar starting points.

• any differences between the progress and attainment of pupils in resource-based provision and those with similar starting points who are disabled or have special educational needs in the main school. Inspectors will report on any differences and the reasons

Quality of SEN provision• A limiting judgement in Overall Effectiveness

– Progress of pupils with SEN – from start to end of phase and within each year group

– Accuracy of assessment – moderation with partner schools– Impact of provision mapping & interventions– Teaching & Learning & Assessment for SEN pupils– Personal Development, Behaviour & Welfare of SEN pupils (including

exclusions & attendance)– Leadership & Management of SEN provision & resources – See London Leadership Strategy SEND Review Self Evaluation Template

http://www.londonleadershipstrategy.com/content/sen-leaders

London Leadership Strategy: SEN leaders – Self-evaluation template for mainstream settings

Sample page

Presenting the evidence for SEN pupils’ progress

• This is the key evidence.• Your SEN progress data should be derived

from the school’s assessment information and progress tracking data

• Your SENCo additional analysis should provide depth to the understanding of the school SEN progress headlines.

In-school approaches to assessing & reporting on progress of SEN pupils

Good Practice Implications for SEND pupilsAccurate assessment baseline Often discrepancies & gaps in start of KS baseline assessment

information for SEND pupils

School progress data – from start to end of Keystage (KS2 and KS4)

A few pupils will not be able to access new end of KS tests because of their SENs. Schools need to consider Rochford Review – will need Can Do statements for Interim Standards when P Scales not applicable

School progress data for each year group (En & Ma)

Do the majority of SEND pupils in each year group make expected rates of progress towards end of KS targets and 12 month targets? Are there any discrepancies? Why?

Provision mapping data Impact of interventions ensures SEND pupils sustaining or accelerating progress

Achievement of EHCP & SEN support plan targets

Targets relate to individual SENDs – provide evidence of more holistic progress towards intended outcomes – employability, independence, healthy living etc.

Regular analysis of behaviour & attendance data for SEND pupils

Raised levels of incidence / non-attendance can reflect a curriculum and provision not meeting needs of SEND pupils. Check participation in extra curricular offers.

Parent/carer and pupil views on progress

Provide strong evidence that the curriculum and provision for SEND pupils are facilitating good progress 9

Ofsted challengesWhat other SEND progress

data can we use?How do we know our SEN pupils are doing as well as

SEN pupils in similar schools

How to measure progress of our SEN pupils who are

below national expectations but not in P

Scales?

School assessmentmodel for measuring progress: is it refined

enough for SEND pupils to show their progress?

Assessment without Levels: McIntosh and Rochford Reports: Challenges to schools

AWL• Schools to determine their own models of formative

& summative assessment• The assessment model fits the school’s curriculum

and aims• Ensuring assessment directly evaluates pupils’

knowledge and understanding of curriculum requirements helps to create a virtuous circle of teaching and assessment.

• Assessment should be inclusive of all abilities and be able to be used diagnostically

• For pupils with recognised SEN and disabilities, assessment should consider long-term wider outcomes such as higher education, employment and independent living.

• Assessment of SEN pupils should include meaningful ways of measuring all aspects of progress including communication, social skills, physical development, resilience and independence.

• Assessment involves high expectations of SEN pupils – and allows for adaptations of assessment methods

Rochford• P scales to remain in place 2015/16 and then will be

reviewed – are they fit for purpose? • Review recognises the gap between P Scales and national

standards• Additional standards created at KS1 (1 additional standard

and KS2 (3 additional standards) for pupils who form the small percentage of the pupil population at key stages 1 and 2 who will not have completed the relevant programme of study when they have reached the appropriate chronological age.

• It is important that schools are held to account for ensuring these pupils make progress so that schools receive credit for the good work they do and support can be put in place where improvement is required.

• Interim Pre-Key Stage Standards for pupils working below the standard of national curriculum tests.

• The decision to enter a pupil for national curriculum tests remains the responsibility of the headteacher.

• Review proposes one inclusive system of assessment that takes into account the requirements of the SEND code of practice and is applicable to all pupils working below the standard of statutory assessment arrangements, including those whose attainment outcomes are currently reported using P scales.

Interim Key Stage 1 & 2 standardsInterim Pre-KS1 standards for English reading, English writing and mathematics

• Working at greater depth at the expected standard

• Working at the expected standard

• Working towards the expected standard

• Foundations for the expected standard

Interim Pre-KS2 standards English reading, writing and mathematics

• Working at greater depth at the expected standard (writing only)

• Working at the expected standard• Working towards the expected

standard (writing only)• Growing development of the

expected standard• Early development of the

expected standard• Foundations for the expected

standard

End of KS2 standardised scores

130

120

110

100

90

80

70

60

50

40

30

20

10

0

End of KS2 Descriptors

Mastery Standard National Standard Working Towards NS

Below NS / Join with P Scales

GAP

P Scales

Approximate equivalents between Scale Scores, NC Levels and new Programmes of Study: Target setting for Primary SEND pupils

Jan Martin (Sensitive Education Consultancy / Brent School Partnership)

STA have decided the scale will centre around 100 points.This 100 points represents a child has met the new standard.In old money this would be roughly a level 4b.Centring around 100, the scale will run from 80 to 130.

Yr.2 NC

levels

3

2

1

W

P Scales

Possible model for Reception standardised scores

130

120

110

100

90

80

70

60

50

40

30

20

10

0

130

120

110

100

90

80

70

60

50

40

30

20

10

0

End of KS2 Descriptors

Mastery Standard National Standard Working Towards NS

Below NS / Join with P Scales

Old NC Level6b

5b 4b 3b 2b 1b P8

Old GCSE gradesA*A/A*AB C D E G

New GCSE GradesA*+ = 9A* = 8A*/A = 7/8A = 8A/B = 6/7B = 6B/C = 5 C = 4/5 D = 3E = 2F/G = 1

GAP

P Scales

Approximate equivalents between Scale Scores, NC Levels and new GCSE grades: Target setting for Secondary SEND students

Jan Martin (Sensitive Education Consultancy / Brent School Partnership)

STA have decided the scale will centre around 100 points.This 100 points represents a child has met the new standard.In old money this would be roughly a level 4b.Centring around 100, the scale will run from 80 to 130.

Entry Level 3Entry Level2Entry Level 1

Transition Matrices - English Key Stage 2 to 4 - sublevel variation – Analysing expected and more than expected rates of progress of SEN students (for June 2016 onwards)

% of Pupils Key Stage 4 Grade Number

of students on SEN Register at each

level

U 1 2 3 4 5 6 7 8 9 Number of SEN studentswho made EP

Overall % of SEN

studentsachievingexpectedprogress

All pupils in school achieving expected progress

All students in school achieving

EP as a %age

%age All pupils

nationally achieving expected progress

School SEN

achieving more than

expected progress

SEN pupils

achieving more than

expected progress

as a %age

KS2 Level

Other or no

prioravailable

W 80 90

100 110 120 130

Evidence of impact of interventionsImpact Assessment Provision Map

School:

Year Intervention Provision

Wave 2 0r 3

Delivered by

Pupil (insert 1 line per pupil in the group)

Initial Assessment

Date Impact Assessment

Date Outcome

7 High frequency words reading

3 FL 7/45 words 13/10/11 29/45 words

6/6/12 +

7 Talks, Learn, Communicate

3 WF P6 14/9/11 P7 20/6/12 +

7 Learn to Read 3 TS Reading 1a 12/7/11 Reading 2b 23/6/12 +

8 Precision teaching number bonds to 20

3 RW Number 1a 14/7/11 Number 2c 28/6/12 +

8 Wave 3 maths materials

3 BB Number 1b 19/6/11 Number 2b 27/6/12 +

National challenges to schools in assessing progress of SEN pupils

How do you measure progress of SEND pupils

performing below expectations?

What other SEND assessment information

can you use to demonstrate progress?

What are partner schools doing? Do our SEN pupils have the same challenge

& make same rates of progress?

What is aspirational target setting for SEND pupils –

making & exceeding expected rates of progress?

Reviews of EHCP and SEN Support Plans

• SEN CoP 2015 promotes 4 outcomes for pupils with SEND:

EHCP

Preparation for higher education

and/or employment

Preparation for

independent living

Maintaining good health in adult life

Participation in society including

transport & mobility

4 outcomes supported by small step targets – annual, supported by smaller step termly targets

Targets mainly relate to Communication (receptive & expressive)/ literacy

Numeracy/functional maths Social skills/personal development Life/vocational skills Physical development

Good and outstanding schools are now linking small step targets to finely articulated can do statements – linked to P Scales and the P Scale gap (Interim standards)

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Evidence of teaching and learning of SEN pupils

• Learning Walks, e.g.– Meeting the needs of SEN pupils– Impact of TAs– SEN pupils’ writing skills– Planning for needs of SEN pupils linked to assessment

information– How well SEN support plan/passports inform teacher planning

• Scrutiny of SEN pupils’ work• Focus groups with SEN pupils – how does marking help them

Personal Development, Behaviour & Welfare

• How can you evidence progress in the Personal Development of SEN pupils?– (PASS, Leuvens, Strengths & Difficulties Questionnaire,

etc.)– School data on PSHCE progress– Pupil voice groups

• Attendance and behaviour data• Evidence of impact of SEMH interventions• How can the school as a whole contribute to this evidence?

Example of measuring impact of an SEMH intervention

Social, Emotional & Mental Health Provision Detail

Pupils Desired Impact

Pre Intervention Assessment Impact/Evaluation Average Gain

Reporting Lead

Year 7 ‘Friends For Life’ Resilience Programme 2014

JD BF J H MK NN P S OU KS AA MA JD ZI AM T N RR UU KW

To show a reduction in the T-scores from TI to T2 (using the Spence Anxiety Questionnaire)

T1 -46 T1 –74 T1 – 41 T1- 73 T1- 58 T1- 46 T1- 45 T1- 58 T1- 57 T1- 66 T1- 57 T1- 56 T1- 51 T1- 45 T1-66 T1-65 T1-59

T2-20 T2- 37 T2 –23 T2- 21 T2 –32 T2- 27 T2 – 17 T2- 18 T2 –17 T2- 48 T2 – 35 T2-70 T2-21 T2- 7 T2-32 T2-56 T2-8

-27.9

JGR

Year 7 ‘Friends for Life’ Resilience Programme 2015

JK AB LS RA PR AC SK RA JS NS MS SF TS OA AD AH PG DK

To show a reduction in the T-scores from T1 to T2 (using the Spence Anxiety Questionnaire)

T1 – 65 T1 – 43 T1 – 62 T1 – 64 T1 – 66 T1 – 66 T1 – 67 T1 – 66 T1 – 72 T1 – 67 T1 – 61 T1 – 68 T1 – 64 T1 – 61 T1 – 63 T1 – 67 T1 – 70 T1 – 41

T2 – 55 T2 – 37 T2 – 44 T2 – 53 T2 – 68 T2 – 54 T2 – 65 T2 – 67 T2 – 77 T2 – 59 T2 – 58 T2 – 69 T2 – 62 T2 – 61 T2 – 61 T2 – 65 T2 – 66 T2 – 44

-3.8

EBE

Year 10 ‘PASS’ Online Assessment 2015

IA YH P BR DU

1.Feelings about school 2.Perceived Learning Capability

1 2 3 4 5 6 7 8 9 96.6 97.0 4.4 94.8 91.2 21.3 99.1 95.7 0.8

90.9 81.9 2.5 84.8 91.2 67.8 95.9 84.7 0.8

1 2 3 4 5 6 7 8 9 96.6

94.6 2.5 94.8 91.2 42.9 98.4 91.8 0.8

98.4

99.4 95.6 99.0 67.8 42.9 99.5 98.4 96.7

52.7 26.5 64.3 37.9 29.8 21.3 43.9 20.9 82.4

As shown on table

JGR

Transition arrangements

• How good are the arrangements for transition into your provision?

• How good are your arrangements for ensuring your SEN pupils make a successful transition into the next phase of learning or training?

• How can you gather the evidence?

Key features of strategic SEN leadership

Strategic Vision for SEND provision• Implementation of SEN 2015 CoP• Developing an Inclusive School &

Narrowing the Gap• Leading and Managing the SEN team• Partnership with staff, parents,

pupils, governors• Effective communication• National and local context

Implementation of vision• Quality First Teaching & Graduated

Response• Assess, Plan, Do, Review• Provision Mapping• SEN Register• Tracking progress – life without levels• The SEN Calendar of activities• Multi-agency links

Accountability for SEN standards & effective use of resources

• SEN Pupil Outcomes• Monitoring & Evaluation• SEN SEF and SIP• Performance Management• Training• SEN Governor Role• Partnership

Leadership & Management of SEN• Key evidence includes;

– SEN staffing structure – deployment of staff & resources– SEN SEF– SEN / Inclusion priorities & action plan– SEN outcomes report– Value for money evidence– CPD programme for staff – evidence of impact– Evaluation of impact of TAs– Planning and implementation of 2015 SEN CoP– Governors’ monitoring of SEN provision– Parent/Carer feedback on quality of SEN support

How to Self-evaluate the SEN Provision

Learning Walks Scrutiny of books / work

Feedback from pupils, TAs,

teachers, parents, external agencies

Data analysis Provision Mapping School Local Offer

Annual Evaluation report to Governors (not statutory, but

useful)

SEN CPD programme

Training for groups of staff• INSETs• After-school workshops

Individual support & development

• External courses• Related to Performance

Management• Coaching / Mentoring

Cycle of briefings & updates• Newsletters• Weekly briefings• Tip for the week• School intranet

information re pupils

Focus of Ofsted questions for SENCo & SEN Governor

• Special educational needs and/or disability (Identification and assessment of pupils for SEND register, analysis of progress & achievement)

• Views of pupils/parents/carers/external agencies)• What is the quality of learning for pupils with SEND• How SEND pupils are encouraged and successful in learning for themselves and collaboratively with their peers• Behaviour of pupils with SEND• Attendance of pupils with SEND• Quality of teaching and use of assessment for SEND pupils• Quality and impact of additional interventions• Effectiveness and quality of alternative provision• Safeguarding of pupils with SEND• Effectiveness of Leadership of SEND provision • Effectiveness of partnerships (external agencies and other schools) to enhance the SEND provisionHow thoroughly are governors aware of:• the accuracy of the identification of pupils who have special educational needs or are disabled• the quality of their progress• the effectiveness of interventions and additional resources used for meeting these pupils’ needs?

Jan Martin Sensitive Education Consultancy

SEN funding in schools

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SEN Graduated Response and SEN Funding under new SEN CoP

Source 1: School Block Allocation of 5% of school’s budget

5% of school budget for SEN resources; staffing, interventions etc.

SEN staffing

Resources

Additional IT resources

Up to £6k extra per high tariff pupil on SEN register for additional support and interventions (Notional SEN budget of up to £10k per pupil)

LA Top up funding from High Needs Block Funding

For individual pupils on SEN register who need more than £10k (£4k + 6k)

Usually topped up to £14k

Funding for statements / EHCPs: Comes from LA High Needs Block

Personal budget element of EHCP – will depend on LA policy as to how this impacts on schools – in a few instances some of personal budget element may come from schools

Challenge:

SENCo needs to identify

Cost of each intervention Cost of package of intervention / support per pupil How many pupils on SEN register receiving £10k or

more additional support / intervention Is school meeting provision requirements as set out in

new EHCP, including personal budget element? Is use of SEN funding value for money?

Source 2: LA High Needs Block

School Budget - £4k AWPU per pupil

Analysing VfM

• Anita Devi model• Income / expenditure / impact on outcomes

model• Provision mapping software

Quick reminder

• Most telling evidence is what the parents and carers and pupils tell you about the provision – they are the end-users!

Contact details• www.sensitiveconsultancy.co.uk/• Jan.martin@bsp.london• jmartin@sensitiveconsultancy.co.uk• 07734159522