OFSTED Compliant SEND Provision Review for

Senior Leadership Teams and SENCOs in mainstream Primary and Secondary Schools

Updated: September 2016

Introduction

This document is not statutory, nor is it a paperwork exercise to complete prior to an expected visit by OFSTED. It is designed to support Senior Leadership Teams (SLT) and Special Educational Needs Co-ordinators (SENCOs) to monitor the effectiveness of the whole school provision, funding and monitoring arrangements for pupils with special educational needs and/or disabilities (SEND). It is intended to be a working document (produced in Word, all boxes can be enlarged or reduced, questions can be deleted or added to as you see fit) and should fit into the school’s cycle of development, monitoring and evaluation. Page/paragraph numbers refer to the August 2016 version of the Section 5 School Inspection Handbook:

https://www.gov.uk/government/publications/school-inspection-handbook-from-september-2015 (despite 2015 date, this link takes you to the August 2016 handbook)

NB: text in italics is intended as a prompt, not to be used as a checklist for inclusion.

Four key judgements are used as a framework for this document in order that SLT/SENCOs can ensure the provision and management of SEND in their school is Ofsted compliant:

Effectiveness of leadership and management Quality of teaching, learning and assessment Personal development, behaviour and welfare Outcomes for pupils

OFSTED will look for evidence of:

accurate information about individual pupil attainment, in particular progress that they make from their starting points

the identification of pupils who are making less than expected progress and/or are unlikely, on current performance, to make expected or higher attainment

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arrangements to be in place for these pupils to increase their progress and raise their attainment

regular and accurate monitoring of the progress that these pupils have made rigorous moderation of the assessment of pupils’ attainment and progress,

linked to teachers’ performance management and teachers’ standards effective support arrangements to show that the rate of progress has

increased and the ‘gap’ is narrowing regular review of the quality of support arrangements with respect to pupils’

outcomes, and changes made where they are not effective a curriculum that is broad, balanced and meets the needs and interests of

pupils, as well as promoting high levels of achievement, good behaviour and successful progression to the next stage of education, training or employment

a curriculum that promotes the pupils’ spiritual, moral, social and cultural development and their physical well-being

engagement with parents, carers and employers, including those who find working with school difficult, to help them to understand how children and learners are doing in relation to the standards expected and what they need to do to improve

effective arrangements for safeguarding children and learners to be in place leaders to demonstrate effective use of additional funding (including pupil

premiums), measuring its impact on outcomes for pupils, and for governors to hold leaders to account for this

leaders and governors to have a deep, accurate understanding of the school’s effectiveness, informed by the views of pupils, parents and staff.

Evidence for Inspection:

Ofsted will take a range of evidence into account when making judgements, including published performance data, the school’s in-year performance information and work in pupils’ books and folders, including that held in electronic form. However, unnecessary or extensive collections of marked pupils’ work are not required for inspection

Ofsted does not expect performance and pupil-tracking information to be presented in a particular format. Such information should be provided to inspectors in the format that the school would ordinarily use to monitor the progress of pupils in that school (Para 28, p11)

Inspectors will use a considerable amount of first-hand evidence gained from observing pupils in lesson, talking to them about their work and scrutinising their work (Para 156, p44).

This Provision Review document takes account of the legal requirements, including the SEN Code of Practice (2014) and the SENCO Regulations (2009), which clearly define the roles and responsibilities of SLT/SENCOs in determining the strategic development of SEND policy and provision. The document supports the evaluation of the impact of the previous year’s developments and the plans for raising the

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achievement and reducing gaps in success for individuals or cohorts of those with SEND. Although an awareness of trends over three years may be very useful, the focus is on current progress from pupils’ starting points and how they are being prepared for the next stage in their education.

Contents of this provision review document:

Section 1: Legal requirements

Section 2: Effectiveness of leadership and management

Section 3: Quality of teaching, learning and assessment

Section 4: Personal development, behaviour and welfare

Section 5: Outcomes for pupils

Section 6: Summary

Section 7: Appendices

Section 1 - Legal requirements

Does the SEN Information Report, as defined in the Code of Practice (6.79), appear on the school’s website?

Does it address all required points (Code of Practice 6.79)?(as set out in Appendix One: Information Report Guidance)

Is the language accessible?

Is there evidence of involvement of all stakeholders?

What are the arrangements for making and recording any changes to the information that occur during the current academic year?

How do you share information about your school’s delivery of support for SEN with new parents?

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Does the whole school SEN Policy reflect the SEND reforms (see Appendix 2: SEN Policy Guidance) or has time been allotted to revise the existing policy?

Who is/was involved in drawing up the policy?SENCO SLT Middle

LeadersCT TAs MDAs Govs Parents Pupils Others

The Code of Practice (Para 6.2, p 92) explains the concept of best endeavours: ‘this means doing everything they can to meet children and young people’s SEN’. The Code of Practice (para xix, p 16) directs schools to the Equality Act (2010) which sets out their legal obligations towards disabled children and young people.Have the requirements of the Equality Act (2010) and the Code of Practice (2014) been considered by the SLT and a policy drawn up to show how the school plans to make sure that it supports equality and works to overcome socio-economic inequality?

Reasons for not having done so (if applicable):

Planned course of action:

Has the school considered consulting representatives of disabled groups/charities about the steps the schools plan to take?

If so, how has their advice been incorporated?Give examples of ‘reasonable adjustments’ made to support pupil access to the academic and wider curriculum. You may like to include parental and/or pupil views of the impact of these. (See appendix 3: Equality Act: Reasonable Adjustments)

How does the school decide which level of the graduated approach is

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appropriate for individual pupils with SEND? (eg Use of Essex Provision Guidance Toolkit)

How often is the school’s SEND list reviewed and updated?

Numbers of pupils receiving a graduated approach by Key Stage in the current year

Yr Yr Yr Yr Yr Yr Yr

G B G B G B G B G B G B G B

Additional intervention and support (AIS)

High need (HN) non-EHCP

EHCP/Statement

How does this compare with school data over the past 3 years? (Terminology has changed – an estimation can be made using the previous SA/SA+/Statement gradations.)

Looking at a 3 year trend, how many children no longer require support that is ‘different from or additional to’ high quality teaching in the classroom? (This point may be difficult for KS1 schools as Foundation Stage terminology has changed – we suggest looking at ‘Development Matters’ to identify trends over time.)

Section 2 - Effectiveness of Leadership and Management

Please note: Some aspects of the leadership and management issues are addressed in later sections e.g. legal requirements, pupil outcomes, quality of teaching, learning and assessment, personal development, behaviour and safety.

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Is the SENCO a member of the senior leadership team?

If not, how does the school ensure that the Senior Leadership Team is fully aware of issues relating to SEND?

‘Inspectors will seek evidence of the impact of those responsible for governance’ (para 146, p39).

How does the school ensure that governors are sufficiently well-informed to be able to challenge and support the school in providing for the pupils with SEND?

‘Inspectors evaluate the experience of particular individuals and groups, such as pupils for whom referrals have been made to the local authority (checking how the referral was made and the thoroughness of the follow-up), disabled pupils and those who have special educational needs, looked after children, those with medical needs and those with mental health needs. Inspectors must look at a small sample of case studies about the experience of these pupils’ (Para 170, p 50).

How do external services contribute to the removal of barriers to success for pupils with SEND?Eg:

Specialist Teachers Speech and Language Therapists Voluntary organisations Private organisations

Educational Psychologists EWMHS (formerly CAMHS) School Nurse Other (please specify)

External service Impact

How do you ensure that any training/services are delivered by appropriately qualified and experienced people?

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How does the school ensure that external agencies receive pertinent information in order to support the procedures around reviewing the provision for specific pupils?eg

Parental permission paperwork

timely invitations to meetings with parents/staff

release of key staff for liaison

Does the school regularly enable parents to provide their views on the SEND provision provided to their children? (See para 155, p44 and para 157, p44.)

If so, how?eg

parent questionnaires records of parent views on individual

pupil paperwork involvement in ‘one planning’

approaches/meetings

Does the school have any arrangements in place to develop/increase the engagement of parents in the education of their children with SEND?

Yes/No?

Activity (eg home learning evenings, demonstration of IT programmes, PTA mtgs etc)

Impact (include relevant data)

‘Inspectors will use….. first hand evidence gained from……talking to them(pupils) about their work’ (para 156, p 44).

How does the school enable the pupils with SEND to offer their opinions and express their views?

Strategy Impact

How does the school know whether pupils with SEND feel that they are well

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supported to make progress? NB explore reasons for any negative comments (qualitative data may be useful here eg classroom observation).

Strategy Impact

Looking at the three year trend, what changes can be identified?

Section 3 – Quality of Teaching, Learning and Assessment

List how the quality of both teaching and learning of children with SEND is monitored in all aspects of the curriculum and across key stages: (eg learning walks, drop-ins, observations etc)

How are the children with SEND being supported with literacy and maths development across all subjects? (Paras 160-163, p 45-7.)

Is the targeted SEND provision being generalised in the day-to-day classroom? How do you know?

What evidence does the school have to demonstrate that the targeted SEND provision is being applied in lessons?

Possible sources of evidence:

Teaching and Learning policy SEN policy assessment policy marking policy work scrutiny

provision map showing links learning walks classroom observation pupil voice planning scrutiny PSD descriptors peer assessment

What impact are the strategies for generalisation having on outcomes for

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pupils in the day-to-day classroom?

Do you notice any particular trends across specific year groups or cohorts?

‘Direct observations in lessons will be supplemented by a range of other evidence to enable inspectors to evaluate the impact that teachers and support assistants have on pupils’ progress’ (para 156, p44).

‘Inspectors will consider: information from discussions about teaching, learning and assessment with teachers, teaching assistants and other staff’ (para 157, p45).

How are TAs deployed and how can the school show how effective this support is by drawing on quantitative and/or qualitative data?

Type of support Impact (include relevant data) Cost - £££ or hours

How confident is your staff in writing person-centred outcomes?

Are there plans to provide/source staff training on the ‘one planning’/person-centred approach?

If yes, what are they?

If no, provide a timeline of planned activities for all members of staff.

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‘Inspectors will make a judgement on the effectiveness of teaching, learning and assessment in schools by evaluating the extent to which:

the teachers’ standards are being met teachers and other staff have a secure understanding of the age group

they are working with and have relevant subject knowledge that is detailed and communicated well to pupils’(para 155, p44).

In judging the effectiveness of leadership and management, ‘inspectors will consider:

the quality of continuing professional development for teachers at the start and middle of their careers and later, including to develop leadership capacity and how leaders and governors use performance management to promote effective practice across the school.’ (Para 141, p37).

What was the impact of training in the previous year (TAs and teachers)?

staff awareness and understanding of particular learning needs and the nature of barriers to learning increased

planning and teaching clearly shows differentiation TAs involved in planning targets are aspirational use of questioning and discussion to assess the effectiveness of teaching and promote

pupils’ learning

Training Impact on pupil progress (include relevant data)

Section 4 – Personal Development, Behaviour and Welfare

‘Inspectors must make a clear written judgement about behaviour and a separate clear, written judgement about personal development and welfare….’ (para 165, p 50).

What are the 3 year trends for punctuality, exclusion and unauthorised

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absence data for pupils with SEND?

Whilst bearing in mind the changes in the way that persistent absence is calculated (now 10%), comment on changes in your PA data over the past 3 years. Are your absence rates for pupils with SEND declining? (remember to look at data both with and without that which relates to any pupils with significant medical conditions or other reasons which affect their attendance).

How do these figures compare with whole school trends/figures? (For separate KS1 and KS2 settings be aware that RAISEonline data is for primary schools so data may be skewed).

What strategies have been used to reduce absence for pupils with SEND?

Eg

learning mentors promotion of partnership working with

parents/carers learning support/resource centre within

the school

alternative curriculum arrangements behaviour support and re-integration

services pastoral support programmes multi-agency working breakfast clubs

Strategies Impact related to pupil outcomes (include relevant data)

What are the 3 year trends for bullying and/or other discrimination (including

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cyber bullying and misuse of social media) involving pupils with SEND?

What strategies have been used to reduce these?

Eg:

mentors pastoral support

incident logs absence records specific PSHE programmes pupil/parent surveys

What evidence is there that the pupils with SEND feel safe within and outside of the classroom? see separate DfE document: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/457037/Inspecting_safeguarding_in_early_years_education_and_skills_settings.pdf

‘Pupils are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings.’ (‘Outstanding’ descriptor for personal development, behaviour and welfare, page 51)

Possible sources of evidence include:

case studies observation in the playground and/or in

lessons

pupil voice parental opinions feedback from external agencies pupil reviews

Source of Evidence How has this been achieved?

If this is difficult to evidence, how is the school planning to address issues around pupils feeling safe?

What was the impact of any behaviour Cost and/or resources?

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management training in the previous year?

What strategies have been used as a result of the training?

Strategies Impact (be specific with data)

When was the school’s behaviour policy last reviewed?

Does the policy include a statement regarding the management of low level disruption?

Who is involved in reviewing the policy?

SENCO SLT MiddleLeaders

CT TAs MDAs Govs Parents Pupils Others

How do you ensure a consistent implementation of your behaviour policy across the whole staff? How are you monitoring this?

What safe-guarding, CSE, PREVENT, FGM and mental health awareness training has been organised by the SLT over the year? (see support materials in appendix 7)

Delivered by whom?

For whom?

How does your safe-guarding policy ensure equal opportunities for pupils with SEND? (eg strategies in place to enable pupils with SEND to express their views)

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What opportunities are provided for spiritual, moral, social and cultural development, including British Values?Opportunity Impact

What opportunities are provided to develop self-confidence, self-awareness and pupil understanding about how to be successful learners?(eg peer-to-peer assessment, growth mindset, visit notes, scaffolding approach to learning)

Opportunity Impact

How are you ensuring readiness for the next phase and effective transition to, from and within your setting?

Section 5 - Outcomes for Pupils

In order to make a judgement about the quality of education provided in the school, inspectors will make a judgement on academic and other learning outcomes for pupils by evaluating the extent to which they progress from their different starting points (para 173, p53).

What does the analysis of a range of data indicate about achievement, progress, value added and trends over time for pupils with SEND? (Para 185, p55, but see para 177, p54 and para 187, p55). (This is a joint task for the SENCO and SLT - Refer to appendix 4 for possible sources of data. Particular emphasis is placed on the impact of the teaching of literacy and mathematics across the range of the school’s

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provision (para 159 – 163, pp 45 - 47)). Possible issues for consideration when identifying trends:

stability figures (previously known as ‘turbulence’) and reasons for children leaving/joining details of priority admissions SEN profile of newcomers ‘how effectively leaders use additional funding, including early years pupil premium where

applicable and measure its impact on narrowing gaps in children’s outcomes (para 193, p 59)

‘how quickly disadvantaged children, and any groups that are underachieving, are catching up’ (para 193, p 59)

Impact of IPRA funding (where applicable).

List the provision being made to ensure that the curriculum and other activities match the needs, interests, capabilities and aptitudes of pupils who have SEND? Possible sources of data may include:

AIS and HN interventions, provision maps ICT policy transition planning provision as outlined in Statement/EHCP medium term plans/rolling programmes of study Access Plan Register of extra-curricular activities The use of person-centred tools and systems (Code of Practice 1:1) in relation to

personal development, behaviour and welfare and to the quality of teaching, learning and assessment

What sustained progress have children made who are no longer identified as needing ‘different from or additional to’ provision? (Possible sources of evidence: Whole school assessment data eg pupil progress data and tracking data – see Appendix 4; Case studies – see Appendix 6)

What does analysis of the SEND data compared with non-SEND within the school tell you about the impact of:

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- high quality teaching differentiated for individual pupils (CoP 6.37)- specialised programmes eg ‘additional to/different from’ provision?

(Ofsted para 141, p 38 )

(Look closely at pupils with SEND who are also in another vulnerable group. This may be context based, eg in some schools it might include pupils with EAL, in other schools EAL provision may mean that pupils are not vulnerable to underachievement.)

Which planned initiative/s from last year had the most impact on raising the achievements of children with SEND? (See appendix 5 for possible sources of evidence)

Initiative Impact (include relevant data)

How do you share and learn from ‘best practice’ within your school?

Looking at the past three years, what changes/trends have there been in the provision noted above?

Provision Impact (including relevant data)

What will be the main areas for improvement in raising achievement of children with SEND in the coming year? Link to quality of teaching, learning and assessment and/or personal development, behaviour and welfare of pupils as appropriate. If

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there is a development plan attached to this document, this section need not be completed.

Area of improvement Estimated costs/resources

needed

Section 6 - Summary

Evaluation of last year’s developments:

Were the objectives in last year’s SEND development plan successfully met?

Reasons if not met?eg

no SENCO in post staff absences OFSTED action plan took precedence

other unforeseen events new reforms took priority financial issues

Effectiveness of leadership and management:

Are the SLT and governing body fully informed on issues relating to SEND and working together to achieve the best possible provision for pupils?

How are you embedding a person-centred approach across the school?

Are the levels of parental confidence in relation to SEND provision improving and what plans are there to increase them further?

What opportunities are there for pupils to express their views on how they feel about their learning?

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Quality of teaching, learning and assessment :

What impact are targeted interventions having on the development of pupils with SEND?

What impact are these interventions having on the way pupils with SEND operate in the day-to-day classroom?

How does additional support (in and out of the classroom) contribute to the outcomes for pupils?

What does your monitoring of appropriateness of provision identify as areas for further development?

Personal development, behaviour and welfare:

What changes are there in the data on unauthorised and persistent absences?

What areas for development has your monitoring of the implementation of your behaviour policy identified?

What areas for development does your monitoring of pupil confidence and positive attitude to learning identify?

Do the pupils feel safe within and out of the classroom?

Outcomes for pupils:

Looking at current data, how many pupils with SEND have matched or are improving towards progress made by other pupils with the same starting point?

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How are you monitoring the impact of teaching of literacy and maths across the range of school provision?

Are there any other noticeable areas of progress?

Self-assessment judgement of your overall SEND provision:

The overall effectiveness of the SEND provision is (insert judgement).

Our judgement is based on the following:(give examples eg

Pupil progress for pupils with SEND is greater than pupils without SEND. Monitoring and evaluation shows the quality of teaching effectively meets the needs of

students with SEND The attendance of pupils with SEND is in line with pupils without SEND. The overall rates of exclusion for pupils with SEND are zero. Students with SEND are effectively supported to enable them to progress to the next stage in

their education.  NEET students for 2016 for pupils with a SEND were zero)

To improve/sustain (delete as applicable) this judgment, the areas for further development are:(give examples eg

To develop a personalised assessment system which takes into account all progress pupils make

To improve the analysis of attendance to identify strategies to improve the attendance of pupils with SEND

To analyse the exclusion data to identify strategies for meeting the needs of pupils with SEND more effectively

Appendix 1: School Information Report Guidance

Power point of key information and exemplars from BETT 2015 – see how radically different your format can be (slides 14-16)!:

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http://www.sendgateway.org.uk/resources.bett-2015-send-information-report.html

Guidance and possible format from Hertfordshire LA: http://www.thegrid.org.uk/learning/sen/documents/guidance_for_school_offer_template.pdf Please note that the link for the Essex Local Offer is http://www.essexlocaloffer.org.uk/

Appendix 2: SEN Policy Guidance

NASEN guidance re: updating policy: http://www.sendgateway.org.uk/resources.guidance-for-schools-starting-your-review-of-your-sen-policy-for-september-2014.htm

Appendix 3: Equality Act: Reasonable Adjustments

Guidance for schools, including FAQ and case studies:https://www.equalityhumanrights.com/sites/default/files/reasonable_adjustments_for_disabled_pupils_1.pdf

Appendix 4: Achievement data

Possible sources of evidence:

End of key stage attainment in relation to national standards and within the school. For other year groups in-school assessment systems, National Curriculum performance descriptors or age-related expectations can be used to evidence quantitative progress

CATs and other cognitive ability screening tests Soft data evidence: pupil photographs, certificates, learning journey,

observations etc For those schools where children are aged three and four years old and move

to primary school before any nationally comparable assessments are made, the judgement should be based on an evaluation of children’s learning and progress relative to their age and evidence of their starting points

Early Years Baseline data Early Years Foundation Stage Profile Data Use of P Scale data RAISEonline to look at year-on-year trends Value added indices Monitoring of teaching and learning Person-centred planning (One Planning)/IEP/Provision Map and Annual

Review reports(Statement or EHCP) Development Matters records Pupil and parent perception surveys/questionnaires Class/departmental assessment records Phonics check results

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Fisher Family Trust data

Appendix 5: Impact of interventions

You may find it helpful to use the Interventions Checklist which can be found on the Essex Schools Infolink at http://schools.essex.gov.uk/pupils/sen/Paperwork/Pages/Paperwork.aspx

Possible sources of evidence:

Evaluation of initiatives against success criteria on the SEND Development Plan

Self-evaluation activities/audits Results of assessments completed before and after the introduction of the

initiative Tracking system data Case studies (see Appendix 6) Work scrutiny, particularly of independent or supported work with precise

annotation Progress recorded on Person-centred planning (including pupil and parent

views of ‘working/not working so well’)/IEPs/provision maps RAISEonline data Pupil Premium expenditure data (for the purposes of this document, this

should refer only to pupils with SEND who also receive the Pupil Premium)

Appendix 6: Case Study

Article from SEN Leader ‘Good Practice in Using Case Studies’ April 2015. http://schools.essex.gov.uk/pupils/sen/Paperwork/Documents/Good%20Practice%20in%20Using%20Case%20Studies.pdf

Appendix 7: Personal development, behaviour and welfare

http://www.essexlocaloffer.org.uk/sites/default/files/Reasonable %20adjustments%20%28SED%29.pdf

http://www.escb.co.uk/en-gb/safeguardingtopics/radicalisation.aspx https://www.gov.uk/government/publications/prevent-strategy-2011 https://www.gov.uk/government/publications/female-genital-mutilation-

resource-pack/female-genital-mutilation-resource-pack http :// www.essex.police.uk/be_safe/child_sexual_exploitation.aspx https:// www.brook.org.uk/our-work/the-sexual-behaviours-traffic-light-tool

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