Implementing & Monitoring the Inclusion Development Programme (IDP) in your School

1. Communication & Interaction Service SENSS Saturday November 7th 2009 Wakefield Governors’ Conference, Cedar Court Hotel Implementing & Monitoring the Inclusion Development Programme (IDP) in your School

2. Sue Sharp, Senior Advisory Teacher, Communication & Interaction Service, Special Educational Needs Support Service • Liz Newbould, Co-ordinator for Language & Communication, Communication & Interaction Service

3. The big picture • The Disability Discrimination Act • The Statutory Framework for the Early Years • Every Child Matters • Removing Barriers to Achievement • Disability Equality Duty • Pupil’s rights, personalised learning, inclusive education • The Children’s Plan • 21st Century Schools • Better Communication • Ofsted • National Strategies Primary Framework and Secondary Strategy • Higher Standards, Better School For All

4. What is the IDP? • Four year programme of Continuous Professional Development (CPD) • National focus • Resource • Waves of Intervention approach • Focus on Quality First Teaching (QFT)

5. What is the purpose of the IDP? Improve pupil outcomes and narrow the gap:- • Increase confidence and expertise of mainstream practitioners • Promote early recognition of needs • Help develop strategies to meet needs • Help practitioners in planning for inclusion • Support senior management teams

6. What is the focus of the IDP? Year 1 :Speech, Language and Communication Needs (SLCN) /Dyslexia (Spring 2009) Year 2 : Autism Spectrum Disorder (ASD) (Autumn 2009) Year 3 : Behaviour, emotional and social difficulties Year 4 : Consolidating Year Aim: To revisit and reflect on the IDP Alongside this is the Early Years IDP • Yr1 2008/9: SLCN • Yr 2 2009 /10: ASD

7. Who does the IDP involve? • The DCSF expect all schools and settings to set aside development time for all staff to work through the IDP e-learning materials and access training to improve staff confidence. • It provides an opportunity for all practitioners to work collaboratively and share knowledge and observations with each other. • The New Ofsted Framework will be looking for evidence that there has been an IDP response.

8. The IDP and ‘How well pupils achieve’. 3 elements to overall judgement on achievement: • Pupils’ attainment (IDP+++) • The quality of pupils’ learning and their progress (IDP++++) • The quality of learning for pupils with learning difficulties and/or disabilities and their progress (IDP+++++)

9. How effective are leadership and management? • The effectiveness of leadership and management in embedding ambition and driving improvement Taking into account: • The leadership and management of teaching and learning  (IDP+++) • The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met  (IDP+++) • The effectiveness of the school’s engagement with parents and carers  (IDP+++)

10. Range of resources • Links to further documents on the web • Self evaluation & Whole School Audit • Learning Units • Individual and group activities • Interactive activities and information • Video and audio clips • Case studies

11. Where do we begin? • Staff self evaluations: 1 per area ( SLCN, Dyslexia, ASD) • This should lead to a Whole School Evaluation • This should then lead on to the identification of training needs and to the creation of a CPD Action Plan • This can be linked to staff Performance Management & Appraisal • This could link with other school documentation; e.g. Provision Mapping, school Self Evaluation Framework (SEF), Every Child Matters Inclusion Framework • Collate whole staff baseline IDP staff confidence levels using template (orange sheet)

12. Creating an action/ training plan that works for your school There is not just one model of response when using the IDP to create an action plan: • Using the IDP itself as a training focus; individual, group, whole school, discussion/ action • Sourcing specific training from LA inclusion services • A mix of both • Schools will need to consider how the Early Years IDP links in to whole school plans

13. Whole school focus School audits - Communication Friendly Schools • Could be used in addition to self evaluation • Could support identification of particular areas of strength and the areas for action • Could be used as monitoring before/after action • Supports Provision Mapping • Can lead to the identification of additional provision for individuals

14. Monitoring the impact of the IDP • Teacher confidence using self evaluation tools before and after • Proforma for baseline of pre IDP/ post IDP evaluation • School audit/ strategy identification/ provision mapping • Use the IDP Confidence Indicators • Pupil progress/ observations • Staff are using effective teaching strategies at ‘Wave One’ (QFT) to address the needs of all pupils including pupils with SLCN, Dyslexia and ASD • Has the IDP led to an improvement in pupil achievement: i.e. Narrowing the Gap

15. How can I as a Governor support the school with the IDP? • Look at the Governor Confidence & Participation section in the Confidence Indicators Booklet What questions might I ask? • Have all the staff completed the self-evaluations and what does this show? • Has this generated an Action Plan? • Has it identified training needs (individual, school)? • Has anything been implemented or planned; e.g. training, Performance Management/Appraisal etc.? • Has school identified how they might include parent & pupil voice activities? • What impact has it had on teaching & learning throughout the school? • How is the school going to show that they are monitoring the impact of the IDP?

16. The IDP Process- making a start • Log on to http://www.standards.dcsf.gov.uk/primary/features/inclusion/sen/idp

17. Formal and informal enquiries welcome • Jacqui Armstrong-Rush School Improvement Officer (Inclusion) jarmstrong-rush@wakefield.gov.uk 01924 307343 • Julie Barnes - Dyslexia Advisory Teacher Cognition & Learning Service (SENSS) jbarnes@wakefield.gov.uk 01924 303660 • Liz Newbould - SLCN Co-ordinator for Language and Communication, Communication & Interaction Service (SENSS) lnewbould@wakefield.gov.uk 01924 303660 • Sue Sharp- Autism ssharp@wakefield.gov.uk 01924 303660 Senior Advisory Teacher, Communication and Interaction Central training offer - see handouts and VLE IDP classroom