The Inspection of Provision for Special Educational Needs

1. The Inspection of Provision for Special Educational Needs Charlie Henry HMI National Lead for Disability and Special Educational Needs Support and Aspiration: Implementing the SEN Reforms Newcastle September 2013

2. High aspirations and a focus on enabling children and young people to be as independent as possible led most reliably to the best achievement. (SEND Review, Ofsted (2010)

3. Best practice: Achievement • Clear and detailed understanding of ‘next steps’ • Focus on pupils’ starting points – expected and exceeding expected progress • Progress and attainment data are evaluated thoroughly • A wide range of data is evaluated and used effectively to improve standards/progress and improve provision (RAISE and school data; groups and interventions) • Narrowing of the attainment gaps between the pupils and all pupils nationally

4. Best practice: Achievement • Analysis with reference to national transition matrices • Analysis with reference to progression materials (where pupils are attaining below NC levels) • Moderation is rigorous and developmental • Destinations/progression/accreditation • Communication skills/literacy • Achievement across a wide range of subjects • Levels of independence • Governing body role: knowledgeable and challenging

5. Best practice: Teaching • Structured and managed according to the needs of the pupils and the learning objective • A very strong focus on learning rather than on engagement and being busy • Challenging and motivating activities – making effective use of knowledge about pupils’ attainments and interests at which pupils are working and the level of challenge then offered by staff • Development of communication, literacy and mathematics

6. Best practice: Teaching • Systematic and effective on-going assessment and evaluation that informs teaching and improves learning • Knowledge of the pupils and the implications of their special needs • The management and evaluation of additional support towards improving learning – increasing independence • Effective feedback - development of advocacy, choice, decision making

7. Best practice: Behaviour and safety • ‘Thirst for knowledge and a love of learning’ • Equally high attitudes across subjects • Attendance, exclusions, internal sanctions - show thorough evaluation of the impact of strategies in place over time • Skilled and highly consistent behaviour management – excellent improvement in behaviour by those who have identified behavioural needs

8. Best practice: Behaviour and safety • Rigorous consideration of all forms of bullying and the impact of interventions, including curriculum improvement • Thorough investigation of seeking parents‘ views and the response to these to show improvements over time • All feel safe – including those at Alternative Provision – and understand how to keep themselves safe

9. Best Practice: Leadership and management • Pursuit of excellence – uncompromising and highly successful drive towards the highest levels of achievement • Relentless drive to improve teaching - rigorous performance management • Close tracking and rigorous monitoring of progress with intervention quickly put in place • Any differences in subjects are effectively challenged • Any dip in progress when teaching known to be meeting needs and of good quality quickly triggers further effective assessment, including involving parents and carers.

10. Best Practice: Leadership and management • This in turn should lead to carefully matched intervention being put in place quickly. • Curriculum – promotes the ‘love for learning’; contributes very positively to academic achievement, physical well-being and SMSC development • English, literacy and mathematics • A thorough evaluation of the impact of additional provision, including additional staff, in helping to improve students’ progress - and making adjustments to any provision accordingly

11. Best Practice: Leadership and management • Highly effective engagement with parents – including those who find working with school to be difficult • Safeguarding • Governors are knowledgeable and challenge rigorously

12. The Future • The Children and Families Bill • The Code of Practice • Changes to national assessment and curriculum? • Increased emphasis on destination?

13. Best Practice • Strong teaching and learning • Accurate assessment and identification • Well-designed curriculum • Close tracking and rigorous monitoring of progress with intervention quickly put in place • A thorough evaluation of the impact of additional provision (including alternative provision) • Clear routes to gain specialist support • AMBITION