the inspection of provision for disabled pupils and those who have special educational needs charlie...

The inspection of provision for disabled pupils and those who have special educational needs

Charlie Henry HMI

National lead for disability and special educational needs

NAHT conference

Hinckley

March 2014

The inspection of provision for disabled pupils and those who have special educational needs

Curriculum

Assessment of achievement

The use of force and restraint

Local area preparation for the disability and special educational needs reforms

The future of inspection

Curriculum

Curriculum

When reporting on the quality of education, inspectors must evaluate evidence for each of the four key judgements and judge the extent to which the school meets the needs of the range of pupils on the school’s roll. They must take into account the destination of pupils when they leave school and consider how well they have been prepared for their next steps.

Curriculum

Focuses on the necessary priorities for ensuring that all pupils make excellent progress in communication, reading, writing and mathematics

Is broad and balanced (in the context of the school) and meets the needs, aptitudes and interest of pupils

Promotes high levels of achievement and good behaviour

Promotes the spiritual, moral, social and cultural development of all pupils, including through the extent to which schools engage their pupils in extra-curricular activity and volunteering within their local community

Curriculum

Is effectively planned and taught

Provides timely independent information, advice and guidance to assist pupils on their next steps in training, education or employment


When looking pupils’ achievements the following aspects are important:

Preparation for the next stage(s) in education, training and employment, and adult life

Identification of intended outcomes/targets involves the young person and parents/carers

Having high expectations, using national comparator information where this is available

Age and starting point of the young person

Taking into account the young person’s disability/special educational needs


Rigorous moderation

Rigorous monitoring

Being dynamic – i.e. can change as the aspirations/outlook for the young person develops

Information about progress towards their achievement being used by leaders and managers to improve provision (’remove barriers’)

A review of the usefulness of the outcomes being used post-placement by the school/college to review the effectiveness of the provision


The proportions making expected progress and the proportions exceeding expected progress in English and in mathematics from each starting point, compared with national figures, for all pupils

Use of data below National Curriculum Level 1

Any analysis of robust progress data presented by the school, including information provided by external organisations


Government guidance explains that ‘reasonable force’ can be used to prevent pupils from hurting themselves and others, from damaging property, or from causing disorder. It makes clear that whether to intervene or not is a professional judgement dependent on the individual circumstances.

Reasonable means using no more force than is needed in the circumstances.


When considering the school’s approach inspectors should take into account whether:

there has been sufficient emphasis on the use of positive approaches to behaviour management to prevent or limit the need for the use of force

the force used was the minimum necessary in the circumstances, including in terms of its duration and frequency

the use of force was part of a planned strategy or the response to an exceptional situation where there was an immediate and likely risk of harm or damage. If its use was a response to such a situation then inspectors should consider whether a risk assessment of the likelihood of the need to use force in such a situation should have been carried out


risk assessment and behaviour improvement planning takes into account the individual needs of the young person, including their known health needs and domestic circumstances

reasonable adjustments have been made for disabled children and pupils who have special educational needs

If there is a reasonable likelihood that restraint would be needed then school leaders should have ensured appropriate training has taken place for those who might need to use restraint. This training should be reviewed and updated regularly as necessary. It should emphasise positive approaches and de-escalation techniques when managing behaviour.


Government guidance states that ‘schools can adopt a policy which allows disruptive pupils to be placed in isolation away from other pupils for a limited period. If a school uses isolation rooms as a disciplinary penalty this should be made clear in their behaviour policy. As with other disciplinary penalties, schools must act lawfully, reasonably and proportionately in all cases. Any separate room should only be used when it is in the best interests of the child, and other pupils. Any use of isolation that prevents a child from leaving a room of their own free will should only be considered in exceptional circumstances and if it reduces the risk presented by the child to themselves and others. The school must also ensure the health and safety of pupils and any requirements in relation to safeguarding and pupil welfare.’


When considering a school’s actions inspectors will take account of the pupil’s age and level of understanding.

No school should restrict the liberty of a child or young person as a matter of routine and as part of a strategy to improve a pupil’s behaviour. It is not an acceptable substitute for adequate staffing levels or the appropriate expertise to meet a pupil’s needs.

The use of isolation in an exceptional situation is not an acceptable alternative to a thorough risk assessment that could have prevented its use and enabled the use of positive approaches to managing behaviour.


Inspectors should expect to see detailed records of all significant uses of force, including restraint.

It is also expected that parents and carers are informed as soon as practicable, following each significant use of force, including restraint.

Inspectors should expect the governing body to be aware of the use of force, including restraint so that they can monitor the effectiveness of its use. Governors should be aware of the risk assessments that determine if staff training is required regarding the use of restraint and the effectiveness of this training in improving behaviour and reducing the use of restraint. They should also understand how the school’s use of force relates to the school’s safeguarding and complaints policies.


30 local areas carrying out self-evaluation, to be completed shortly after Easter

Focus on identifying those with SEN and on improving their outcomes

Visits to these areas to meet parents, and visit 50+ schools and colleges. Most of these visits being carried out by headteachers and principals, and will take place before Easter

Focus of the visits on 16-25 year olds

To identify areas where preparation is going well and where there are areas for further development is required

Follow-up good practice visits, and dissemination events

Next step? A decision for the Department


Mike Cladingbowl HMI, Director, Schools:

‘We want proportionate but regular contact between schools and Her Majesty’s Inspectors. Not more full inspection but constructive and expert professional dialogue, which can add considerable impetus to a school’s improvement.’

‘So I am arguing that we should consider seriously the possibility of Her Majesty’s Inspectors conducting more frequent, but short, monitoring inspections to good schools rather doing than the existing full inspections. Such visits could be constructive as well as challenging, and would be reported on briefly to parents by letter.’


‘Importantly, when we would need to carry out a full inspection, I’d want to use current school leaders and build on what we have achieved already in recruiting so many excellent serving practitioners. It’s often overlooked that more than half of all school inspections now have a serving leader on the team and a growing number are being led by National Leaders of Education, many of whom lead academies. I am determined to add even more to our ranks in the months ahead.’

the inspection of provision for disabled pupils and those who have special educational needs charlie...

Documents

disabled pupils

pupils achievements

range of pupils

destination of pupils

expected progress

reasonable force

excellent progress

restraintthe use of