SENCo Network Meetings Spring 2012

1. SENCo Network MeetingsSpring 2012 Bill Turner

2. Agenda • OfStEd Evaluation Schedule • RAISEOnLine changes • Progression Guidance • The SEN Narrative

3. The OfSted Evaluation Schedule The key judgements • Inspectors must judge the quality of education provided in the school –its overall effectiveness – taking account of four other key judgements: • achievement of pupils at the school • quality of teaching in the school • behaviour and safety of pupils at the school • quality of the leadership in and management of the school.

4. 5 Scenarios • To be judged using the A4 summary sheets.

5. RAISEOnline • VA not CVA • Progress • Above • Expected • Below • Prior attainment • Low • Middle • High

6. Looking at the chart below suggest pattern/s that would indicate a particular trail for inspection?

8. Preparing for the inspection • RAISE context and absence information • The proportion of pupils identified with SEN including statements is 27% and has steadily increased from 18% three years ago (may suggest an increase in need or identification) • The proportion of pupils with statements is 1.7% (does not suggest specially resourced provision) • 3% are persistent absentees and 7.5% of sessions missed due to overall absence (above average persistent absence and attendance below average)

9. Progression Guidance

12. Possible trail may be to consider why maths is doing better than English

13. Target setting is low in this school, aspirations questionable - although pupils moving towards targets they appear too low. Hypotheses - progress is no better than satisfactory and leadership is perhaps satisfactory ie not raising aspirations enough.

14. What will you want to consider in lessons?

15. What will you want to consider in lessons? Progress being made by SEND pupils Observe interventions Access to different level of texts (at a suitable reading age) and spoken instruction and communication for pupils (at suitable language levels) If oral and written feedback is given at a suitable level Level of work for pupils Opportunities for pupils to work at a higher level in some subjects without the need for reading and writing everything Amount of teacher time given to SEND pupils to ensure concepts are understood Teacher monitoring quality of work by any support staff Reinforcing good attendance and punctuality

16. What will you want to follow up for leadership and management?

17. What will you want to follow up for leadership and management? Is the core provision in the school sufficiently differentiated? How well is the progress and learning of SEND pupils covered in school lesson observation records What observations/monitoring occurs for interventions How is the SENCO challenged about identification? What are the levels of responsibility and accountability of the SENCO? How is SEN identified what assessments are used in addition to progress monitoring? What happens after identification as SEN… ie how are needs analysed and provided for – link to three case studies How well evaluated are the interventions? Does SENCO inform all teachers of necessary adaptations and strategies effectively …and are these being monitored ie checking they are being used and the quality of use through lesson observation

18. The reading age data shows there has been progress equivalent to the months involved for example gaining 12 months in 12 months for the vast majority of SEND pupils but for case studies progress is accelerated for B. The IEPs demonstrate that the pupils have met over 90% of their targets. Attendance for Pupils B, C and D are average. Pupil A’s attendance is only 89% but this has risen from 80% following work with the EWO and parents last year. SENCO believes pupil A has made good progress in the circumstances.

19. The reading age data shows there has been progress equivalent to the months involved for example gaining 12 months in 12 months for the vast majority of SEND pupils but for case studies progress is accelerated for B. The IEPs demonstrate that the pupils have met over 90% of their targets. Attendance for Pupils B, C and D are average. Pupil A’s attendance is only 89% but this has risen from 80% following work with the EWO and parents last year. SENCO believes pupil A has made good progress in the circumstances. (This is not an acceptable judgement just because the pupil is absent).

20. Consider What will you want to consider in lessons?

21. Consider What will you want to consider in lessons? Progress being made by SEND pupils Observe interventions Access to different level of texts (at a suitable reading age) and spoken instruction and communication for pupils (at suitable language levels) If oral and written feedback is given at a suitable level Level of work for pupils – For example pupil A secondary should be building upon level 1a - level2 literacy across the curriculum Opportunities for pupils to work at a higher level in some subjects without the need for reading and writing everything Amount of teacher time given to SEND pupils to ensure concepts are understood Teacher monitoring quality of work by any support staff Reinforcing good attendance and punctuality

22. What will you want to follow up for leadership and management?

23. What will you want to follow up for leadership and management? Is the core provision in the school sufficiently differentiated? How well is the progress and learning of SEND pupils covered in school lesson observation records What observations/monitoring occurs for interventions How is the SENCO challenged about identification? What are the levels of responsibility and accountability of the SENCO? How is SEN identified what assessments are used in addition to progress monitoring? What happens after identification as SEN… ie how are needs analysed and provided for – link to three case studies How well evaluated are the interventions? Does SENCO inform all teachers of necessary adaptations and strategies effectively …and are these being monitored ie checking they are being used and the quality of use through lesson observation Is intervention planned carefully to ensure curriculum offer is balanced and builds on a pupils’ strengths.

24. How do you check school analysis is robust?

25. How do you check school analysis is robust? Find out about moderation processes - it is unlikely that within-school moderation only will provide sufficient confidence in teacher assessment. (for example, Key Stage 1 teacher assessment is sampled and moderated externally). All schools need to ensure their teacher assessment is robust when compared with other schools – school should be able to show you how moderation has influenced practice. Request examples of progress tracking and work from English, mathematics for case studies or look at work in lessons consider levels given in addition look at other subjects – we would expect similar levels of literacy to be being used in all subjects – however we would also expect opportunities for pupils to gain higher level concepts without being constrained by their literacy and or communication skills - curriculum offer and expectations can include personal development as well Talk to pupils about their involvement in target setting and their aspirations for the future. Does the school encourage high aspiration for their futures?. What is quality and effectiveness of involvement of parents/carers in target setting etc?.

26. Quick discussion ‘We analyse by individuals they are all so different’ This is not wrong but they should still be able to answer overarching questions as well e.g. how many make upper quartile progress? For those that make lower quartile what are the reasons? NB There is no blanket 2 levels of progress for all pupils attaining below age related levels ‘