Provision & Planning by 8g7js2

VIEWS: 8 PAGES: 39

									Contents – Self Evaluation

1. Characteristics of the school                               5
2.  Views of learners, parents/carers and other stakeholders   7
3.  Achievement and Standards                                  11
4.  Personal Development & Well Being                          15
5a. The Quality Of Provision                                   19
5b. The Quality of Curriculum                                  23
5c. The Quality of Guidance, Care and Support for Learners     27
6.   Leadership And Management                                 30
6a. Management                                                 34
7.   Overall Effectiveness And Efficiency                      37




Self evaluation Updated September 2006                              1
                  Self Evaluation of Effectiveness for SENCOs

The Education Act 2005 introduces new school inspection arrangements in
England from September 2005. Framework for inspecting schools in England from
September 2005 can be found at www.Ofsted.gov.uk

Ofsted recognises the importance of school self-evaluation as a continuous
process that makes a valuable contribution to inspection. The Ofsted Self
Evaluation Form – SEF – is a summative document and is intended to record the
outcomes of a rigorous process of self-evaluation.

Effective self-evaluation is fundamental to school improvement. Over the last few
years, self-evaluation has become embedded in the practice of most schools. This
SEN /Inclusion Self Evaluation document, aligned to SEF, allows SENCOs to
evaluate aspects of the SEN provision in the school and be prepared for inspection.

It is laid out in sections that correspond to the headings in the Ofsted evaluation
schedule in the framework for the inspection of schools. Each section is graded on
a four-point scale, against the Ofsted grade descriptions.

Grade 1       Outstanding
Grade 2       Good
Grade 3       Satisfactory
Grade 4       Inadequate

Inspectors are required to ask a range of questions and evaluate the extent to
which each area is meeting the following five outcomes for children and young
people:

1.    Being healthy
2.    Staying safe
3.    Enjoying and achieving
4.    Making a positive contribution
5.    Achieving economic well-being.

It is important to be aware of these throughout your self evaluation.




Self evaluation Updated September 2006                                            2
There are seven sections for self-evaluation,

1. CHARACTERISTICS OF THE SCHOOL
   1a       Main characteristics of learners
   1b       Summarise any special features of your school
   1c       Specific contextual information that acts as aids or barriers to raising
            performance
   1d       Additional characteristics that you would like to draw to the attention of
            the inspection tean
   1e       Outline the main priorities/development plan for SEN/Inclusion

2. VIEWS OF LEARNERS, PARENTS/CARERS AND OTHER STAKEHOLDERS
   2a         How do you gather views of learners, parents, carers and other
              stakeholders. How often do you do this and do you ensure impartiality
              of the information
   2b         What do the views of learners, parents, carers and other stakeholders
              tell you about learners standards, personal development and well-being
              and the quality of provision
   2c         How do you share the findings with learners, parents, carers and other
              stakeholders?
   2d         Can you give examples of action you have taken based on the views of
              learners, parents, carers and other stakeholder, with an evaluation of
              the effectiveness of what you did
3 ACHIEVEMENT AND STANDARDS
   3a         What are learners achievement and standards in their work
   3b         If relevant, how well do learners achieve in the Foundation Stage
   3c         Key priorities for development

4. PERSONAL DEVELOPMENT & WELL BEING
   4a        To what extent do learners adopt healthy life styles
   4b        To what extent do learners feel safe and adopt safe practices
   4c        How much do learners enjoy education
   4d        How well do learners make a contribution to the community
   4e        How well do learners prepare for their future economic well-being
   4f        Where relevant, how good are the personal, social and emotional
             development and well-being of learners in the Foundation Stage
   4g        What are the key priorities for development

5   THE QUALITY OF PROVISION
    5a        How good is the quality of teaching and learning
    5b        How well do the curriculum and other activities meet the range of needs
              and interest of the learners
    5c        How well are learners guided and supported
    5d        Where relevant, what is the quality of provision in the Foundation Stage
    5e        What are the key priorities for development




Self evaluation Updated September 2006                                         3
6   LEADERSHIP AND MANAGEMENT
    6a        What is the overall effectiveness and efficiency of leadership and
              management
    6b        Where relevant, what is the effectiveness and efficiency of leadership
              and management in the Foundation Stage
    6c        What are the key priorities for development

7   OVERALL EFFECTIVENESS AND EFFICIENCY
    7a        What is the overall effectiveness of the provision, including the main
              strengths and weaknesses
    7b        What steps have been taken to promote improvement since the last
              inspection and as a result of self evaluation
    7c        What is the capacity for further improvement
    7d        How effective are the links with other organisations to promote the well-
              being of learners
    7e        What steps need to be taken to improve the provision futher
    7f        Where relevant, what are the quality and standards in the foundation
              stage




Key points to consider:

       Be as exact and as honest as you can. Base your judgements on evidence;
        not on what might be or what you intend to happen.

       Be clear. The key priorities you identify should be easily read and
        recognisable to staff, governors and other stakeholders.


       Think about what difference your provision has made and how do you
        know?

       Make sharp judgements and find factual evidence to support them.




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1. CHARACTERISTICS OF YOUR SEN PROVISION

1a      Main characteristics of learners
           Attainment on entry
           Social and economic backgrounds




1b      Summarise any special features of your provision
           Enhanced Resource facility
           Significant partnerships with other providers




1c      Specific contextual information that acts as aids or barriers to
        raising performance
            Recruitment & retention of staff, governors
            Mobility of learners




1d      Additional characteristics that you would like to draw to the
        attention of the inspection team




Self evaluation Updated September 2006                                     5
SEN /INCLUSION IMPROVEMENT/DEVELOPMENT PLAN
Date
Actions           Resources Time Monitoring Evaluation




Success Criteria                         Financial Implications




Self evaluation Updated September 2006                            6
2.VIEWS OF PARENTS/CARERS AND OTHER STAKEHOLDERS

2.Pupils/Parents
2a       How do you gather views of learners, parents, carers and other
         stakeholders. How often do you do this and do you ensure impartiality of
         the information
2b       What do the views of learners, parents, carers and other stakeholders tell
         you about learners standards, personal development and well-being and
         the quality of provision
2c       How do you share the findings with learners, parents, carers and other
         stakeholders?
2d       Can you give examples of action you have taken based on the views of
         learners, parents, carers and other stakeholder, with an evaluation of the
         effectiveness of what you did

How well is the school regarded by pupils with SEN and their parents/carers?

Where possible, pupils should participate in all the decision-making processes that
occur in education. They should feel confident that they will be listened to and that
their views are valued.
SEN CoP 3:2
Descriptor                                                Evidence
Pupils
Pupils are pleased to be at school                        Attendance records
                                                          Index for inclusion
                                                          indicators
Pupils views are welcomed and dealt with                  SEN Pupils represented at
seriously                                                 School Council meetings
Pupils participate enthusiastically in all                % of SEN Pupils attending
activities                                                extra curricular activities
                                                          Index for inclusion
                                                          indicators
Pupils feel they are helped and encouraged                Peer mentoring
                                                          Index for inclusion
                                                          indicators
Pupils can identify their own learning strengths          MEP
Pupils can identify their own learning difficulties       MEP
Pupils are involved in the MEP process                    MEP
Pupils are involved in self assessment and                Classroom records/MEP
individual target setting
Pupils are aware of their targets                         MEP/record book
Pupils are included in MEP reviews                        MEP
Pupils are included in statutory reviews                  Statutory review records
Pupils are able to access academic support                Process identified in SEN
                                                          information
                                                          Peer coaching




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Pupils are encouraged and have the                      MEP meetings
opportunity to express any concerns they may
have concerning their own work and progress.
Pupils play an active part in assessment and in         MEP meetings
developing and monitoring agreed learning
targets on MEPs
Pupils understand what additional support or            MEP meetings
assessment arrangements are being made and
how they can contribute to them.
Pupils understand the agreed outcomes of any            MEP meetings
intervention and how they can be partners in
working towards the goals.
Pupils are able to access pastoral support              Learning mentors
                                                        Process identified in SEN
                                                        information
Pupils understand the role and contribution of          MEP meetings
any other professionals who may be involved
in assessment, provision or review
arrangements.
Pupils are aware of any local pupil support or           MEP meetings
advocacy services that might offer additional            Pupil information booklet
advice and assistance
‘Partnership with parents plays a key role in promoting a culture of co-operation
between parents, schools, LEAs and others. This is important in enabling children
and young people with SEN to achieve their potential’
SEN CoP 2:1

Parents are pleased with the progress                   MEP records
Parents acknowledge that the pupils are happy,          Formal and informal
well taught and well cared for                          meetings
Parents find staff approachable and supportive          Index for inclusion
                                                        indicators
Communications with parents recognises the              Attendance at parents
personal and emotional investment of parents            evenings
and their feelings                                      Attendance at MEP
                                                        meetings
Parents are informed in a supportive way of             Process identified in SEN
any concerns or difficulties identified as soon         handbook
as these are identified.
Communications with parents focus on the                MEP meetings
pupil’s strengths as well as areas of additional
need
Parents have accessible information, advice             School booklet
and support during assessment and any related           SEN booklet for parents
decision-making process about special
educational provision, including transition
planning.


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Parents understand the procedures, and are               School booklet
offered support in preparing their contributions.        SEN booklet for parents
Parents are given documents to be discussed              Parents receive documents
before meetings                                          as agreed
School respects the differing needs parents              Identified in School Access
themselves may have, such as a disability or             planning – access to
communication barrier;                                   information
Communication with parents recognises the                Identified in School Access
need for flexibility in the timing and structure of      planning – access to
meetings.                                                information
Parents are fully informed about the school              Information published and
Inclusion Policy                                         available for parents
Parents are included in the identification               SEN school records
procedure
Parents are involved in the MEP process                  SEN school records / MEP
Communication with parents is jargon free                SEN school records
Information leaflet on SEN is available                  Leaflet published and
                                                         available for parents
Parents are supported by all staff to encourage          Index for inclusion
and play an active role in their child’s education       indicators
Parents are aware of the Parent Partnership              Information published and
Service                                                  available for parents


This section is not specifically graded. However information collated informs the
overall judgement on the effectiveness of the provision.




Self evaluation Updated September 2006                                              9
VIEWS OF LEARNERS, PARENTS/CARERS AND OTHER
STAKEHOLDERS
Date
Actions         Resources Time   Monitoring Evaluation




Success Criteria                         Financial Implications




Self evaluation Updated September 2006                            10
3. EVALUATION OF ACHIEVEMENT AND STANDARDS

Outstanding          Good                  Satisfactory          Inadequate
1                    2                     3                     4

Outstanding        Progress is at least good in all or nearly all respects and is
(1)                exemplary in significant elements, as reflected in contextual
                   value added measures.
Good               Learners meet challenging targets and, in relation to their
(2)                capability and starting points, they achieve high standards. Most
                   groups of learners, including those with learning difficulties and
                   disabilities, make at least good progress and some may make
                   very good progress, as reflected in contextual value added
                   measures. Learners are gaining knowledge, skills and
                   understanding at a good rate across all key stages. Most
                   subjects and courses perform well, and some better than this,
                   with nothing that is unsatisfactory.
Satisfactory (3)   Progress is inadequate in no major respect, and may be good in
                   some respects, as reflected in contextual value added measures.
Inadequate         A significant number of learners do not meet targets that are
 (4)               adequately challenging. Contextual value added measures
                   indicate slow progress. Considerable numbers of pupils
                   underachieve, or particular groups of pupils underachieve
                   significantly. The pace of learning is insufficient for learners to
                   make satisfactory gains in knowledge, skills and understanding,
                   especially in core subjects. Learners underachieve in one or
                   more key stages. Performance in a number of subjects and
                   courses is unsatisfactory. Overall, the standards that learners
                   achieve are not high enough when set against their capability
                   and starting points.




Self evaluation Updated September 2006                                             11
3. Achievement and Standards

3a       What are learners achievement and standards in their work
3b       If relevant, how well do learners achieve in the Foundation Stage
3c       Key priorities for development

How well do pupils with SEN achieve?
How well do pupils with SEN progress
How do the results of pupils with SEN compare to other schools?
What is the attitude of pupils with SEN? Are they confident? Do they form good
relationships?
Descriptor                                              Evidence
There is a clear and consistent approach to             Pupil tracking data
identifying pupils who are experiencing
difficulties in learning.
All staff are aware of and follow agreed                SEN Policy shared with all
procedures for identifying and assessing the            staff
learning needs of pupils with SEN
The progress of all pupils with SEN is tracked          Pupil tracking data
over time
The progress of all pupils with SEN is                  Pupil tracking data
compared
The school’s assessment procedures include              Pupil tracking data
the attainments of pupils’ with SEN over time.
Teachers receive appropriate information                Pupil tracking data
about pupils’ needs and progress over time.
Pupils with SEN are making good progress                Pupil tracking data
against objectives and targets set.
Statutory reviews of statements of SEN are              Statutory review forms
carried out in line with the guidance in the            completed accurately and
Code of Practice                                        sent to Pupil Services
Statutory reviews of statements include precise          Statutory review forms
and specific information on:                             completed accurately and
Progress made towards objectives set out in              sent to Pupil Services
the statement.
Summaries of the parents’ and child’s views
Any proposed changes to the special
educational needs recorded, the objectives, or
the specified facilities and equipment, staffing
Recommended targets which the child could
be expected to meet during the next year.
Transition Plan (if appropriate).
There are high expectations and a commitment             SEN Policy /SEN
to raising standards of attainment for all pupils        Handbook
                                                         School Handbook
There is strong performance for all pupils in            Pupil tracking data
relation to their prior attainment.


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There are high levels of performance across a               Pupil tracking data
wide range of subjects/curricular areas that
reflects success in developing a broad range of
talents and abilities.
Pupils develop high levels of knowledge, skills             Pupil tracking data
and understanding in relation to personal and
social development, health education and
citizenship.
There is evidence of closing the gap between                Pupil tracking data
the highest and lowest attaining pupils within
the context of raising attainment overall.
There are high levels of attendance and                     Attendance tracking
punctuality across the school and specifically
for vulnerable groups/individuals.
There are low exclusion rates                               Attendance tracking
All pupils have confidence in their own ideas               Attendance tracking
and are confident learners.                                 School council
                                                            Pupil involvement at MEP
                                                            reviews
There is an emphasis on improving core skills,              School mission statement
including interpersonal skills, as a way of                 PSHE policy
raising attainment.
All pupils are able to assess their own                     Pupil involvement at MEP
performance and recognise their achievements                review
and their limitations.                                      Pupil setting targets

All pupils have opportunities to participate in a           Inclusion tracking including
wide range of experiences that help them                    attendance at extra
develop life skills, creativity and positive                curricular activities
attitudes to learning



GRADE

Outstanding           Good                   Satisfactory           Inadequate
1                     2                      3                      4




DATE




Self evaluation Updated September 2006                                                13
ACHIEVEMENT AND STANDARDS
Date
Actions         Resources Time                     Monitoring     Evaluation




Success Criteria                         Financial Implications




Self evaluation Updated September 2006                                  14
4. EVALUATION OF PERSONAL DEVELOPMENT AND WELL-BEING

Outstanding          Good                  Satisfactory          Inadequate
1                    2                     3                     4


Outstanding (1)    Learners’ personal development and well-being are at least good
                   in all or nearly all respects and are exemplary in significant
                   elements.
Good        (2)    Learners’ overall spiritual, moral, social and cultural development
                   is good, and no element of it is unsatisfactory. Very young
                   children are learning to understand their feelings. They enjoy
                   school a good deal, as demonstrated by their considerate
                   behaviour, positive attitudes and regular attendance. They feel
                   safe, are safety conscious without being fearful, and they adopt
                   healthy lifestyles. They develop a commitment to racial equality.
                   They make good overall progress in developing the personal
                   qualities that will enable them to contribute effectively to the
                   community and eventually to transfer to working roles.
Satisfactory (3)   Learners’ personal development and their well-being are
                   inadequate in no major respect, and may be good in some
                   respects.
Inadequate (4)     Learners’ overall spiritual, moral, social and cultural development
                   is unsatisfactory. Learners generally, or significant groups of
                   them, are disaffected and do not enjoy their education, as shown
                   by their unsatisfactory attitudes, behaviour and attendance.
                   Exposure to bullying, racial discrimination or other factors mean
                   that learners feel unsafe. When threatened, they do not have
                   confidence that they can get sufficient support. Healthy lifestyles
                   are not adequately appreciated or pursued. Learners do not
                   engage readily with the community or make satisfactory progress
                   in the skills and qualities that will equip them for work.




Self evaluation Updated September 2006                                             15
4. PERSONAL DEVELOPMENT & WELL BEING
   4a        To what extent do SEN learners adopt healthy life styles
   4b        To what extent do SEN learners feel safe and adopt safe
             practices
   4c        How much do SEN learners enjoy education
   4d        How well do learners make a contribution to the community
   4e        How well do learners prepare for their future economic well-
             being
   4f        Where relevant, how good are the personal, social and
             emotional development and well-being of learners in the
             Foundation Stage
   4g        What are the key priorities for development

   How well do SEN learners
    make progress in their spiritual, moral, social and cultural development
    enjoy their education, taking account of their attitudes, behaviour and
     attendance
    adopt safe practices and a healthy life style
    make a positive contribution to the community
    prepare for their future economic well-being, taking account of the
     development of skills which contribute to social and economic well-being
     acquire workplace skills

   Descriptor                                    Evidence
Pupils are encouraged to adopt                School lunch choices
healthy lifestyles                            Extra curricular activities
                                              School Council
Pupils develop high levels of                 Pupil tracking data
knowledge, skills and understanding in
relation to personal and social
development, health education and
citizenship.
All pupils have opportunities to              Inclusion tracking including
participate in a wide range of                attendance at extra curricular
experiences that help them develop            activities
life skills, creativity and positive
attitudes to learning
There are high levels of attendance           Attendance tracking
and punctuality across the school and
specifically for vulnerable
groups/individuals.
There are low exclusion rates                 Attendance tracking
Pupils feel safe from bullying and            Anti bullying policy
racist incidents                              Recording of all racist incidents
All pupils have confidence to talk to         Pastoral support programmes
staff and others when they feel at risk       PSHE Policy



Self evaluation Updated September 2006                                            16
All pupils have confidence in their own           Attendance tracking
ideas and are confident learners.                 School council
                                                  Pupil involvement at MEP
                                                  reviews
There is an emphasis on improving                 School mission statement
core skills, including interpersonal              PSHE policy
skills, as a way of raising attainment.
Pupils enjoy their education                      Attendance records
Pupils participate enthusiastically in all        % of pupils attending extra
activities                                        curricular activities
                                                  Index for Inclusion indicators
Good use is made of community                     School booklet
events and groups to support the
curriculum
Peer mentoring /buddy schemes                     School information
available                                         PSHE policy
Pupils feel they are helped and                   Peer mentoring
encouraged                                        Index for inclusion indicators
Pupils are able to access pastoral                Learning mentors
support                                           Process identified in SEN
                                                  information
Pupils are aware of any local pupil               MEP meetings
support or advocacy services that                 Pupil information booklet
might offer additional advice and
assistance


GRADE

Outstanding           Good                   Satisfactory         Inadequate
1                     2                      3                    4




DATE




Self evaluation Updated September 2006                                             17
PERSONAL DEVELOPMENT & WELL BEING
Date
Actions        Resources Time   Monitoring                        Evaluation




Success Criteria                         Financial Implications




Self evaluation Updated September 2006                                  18
5. EVALUATION OF THE QUALITY OF PROVISION

QUALITY OF TEACHING AND LEARNING

      Outstanding           Good               Satisfactory           Inadequate
           1                 2                       3                     4

Outstanding     Teaching is at least good in all or nearly all respects and is
(1)             exemplary in significant elements. As a result, learners thrive and
                make exceptionally good progress.
Good            Learners make good progress and show good attitudes to their
                work, as a result of effective teaching. The teachers’ good subject
(2)
                knowledge lends confidence to their teaching styles, which engage
                learners and encourage them to work well independently. Any
                unsatisfactory behaviour is managed effectively. The level of
                challenge stretches without inhibiting. Based upon thorough and
                accurate assessment that informs learners how to improve, work is
                closely tailored to the full range of learners’ needs, so that all can
                succeed. Learners are guided to assess their work themselves.
                Teaching assistants and other classroom helpers, and resources,
                are well deployed to support learning. Those with additional
                learning needs have work well matched to their needs based upon
                a good diagnosis of them. Good relationships support
                parents/carers in helping learners to succeed.
Satisfactory    Teaching is inadequate in no major respect, and may be good in
(3)             some respects, enabling learners to enjoy their education and make
                the progress that should be expected of them.
Inadequate      Learners generally, or particular groups of them, do not make
(4)             adequate progress because the teaching is unsatisfactory.
                Learners do not enjoy their work. Behaviour is often inappropriate.
                Teachers’ knowledge of the curriculum and the course
                requirements are inadequate, and the level of challenge is often
                wrongly pitched. The methods used do not sufficiently engage and
                encourage the learners. Not enough independent learning takes
                place or learners are excessively passive. Inappropriate behaviour
                is not adequately managed. Assessment is not frequent or
                accurate enough to monitor learners’ progress, so teachers do not
                have a clear enough understanding of learners’ needs. Learners do
                not know how to improve. Teaching assistants, resources, and
                parents/carers are inadequately utilised to support learners.




Self evaluation Updated September 2006                                                19
5.THE QUALITY OF PROVISION
5a      How good is the quality of teaching and learning
5b      How well do the curriculum and other activities meet the range of needs
        and interest of the learners
5c      How well are learners guided and supported
5d      Where relevant, what is the quality of provision in the Foundation Stage
5e      What are the key priorities for development

5a.The quality of teaching and learning
How effective is teaching and learning for pupils with SEN
“Difficult ideas or skills taught in an inspiring way indicates excellent teaching”
“Assessment that enables pupils to play a very strong part in making and
recognising improvement in their work is likely to be excellent”
Descriptor                                                  Evidence
All pupils experience effective, well paced and             Peer monitoring
appropriately challenging teaching and                      Lesson observations
learning.
Teaching provides pupils with experiences that              Lesson observations
encourage initiative, independence, co-                     Long term/medium
operation, creativity and confidence.                       term/short term plans
Schemes of work and teachers’ planning                      Long term/medium
address the full range of pupils’ needs, abilities          term/short term plans
and backgrounds.
Opportunities are regularly provided for pupils             Peer monitoring
to learn in different ways and to exercise a                Lesson observations
degree of choice and independence in their
learning.
Teaching assistants and support staff are used              Peer monitoring
effectively to address barriers to learning and             Lesson observations
to support pupils’ becoming independent.
Teachers assess and monitor the attainment                  Pupil tracking data
and progress of each pupil.
A range of teaching approaches are used that                Lesson observations
respond to different pupils’ learning styles and            Long term/medium
needs.                                                      term/short term plans
Pupils feel valued and secure and confident to              Lesson observations
engage in challenging learning activities                   Pupil tracking data
Pupils have the opportunity to work across a                Lesson observations
range of attainment and social groups.                      Long term/medium
                                                            term/short term plans
Teachers’ assessment takes account of pupils’               Pupil tracking data
language, cultural and particular learning                  Inclusion monitoring
needs to ensure challenging teaching and
learning takes place
Pupils are grouped flexibly to allow for                    Lesson observations
maximum interaction                                         MEPs



Self evaluation Updated September 2006                                                20
Programmes are in place to support the                SEN Handbook
development of basic skills such as                   Provision mapping
communication, literacy, numeracy and social
skills.
All teachers accept responsibility for making         SEN Policy
appropriate provision for pupils with SEN
and/or disabilities.

Teachers make good use of information                 Lesson observations
supplied on individual pupils’ needs                  Long term/medium
                                                      term/short term plans
Teachers identify aspects of programmes of            Lesson observations
study and attainment targets that may present         Long term/medium
specific difficulties for individuals with SEN        term/short term plans
and/or disabilities.
Teachers are aware of and take account of the         Lesson observations
slow pace and high levels of concentration for        Long term/medium
some pupils with SEN and/or disabilities and          term/short term plans
allocate sufficient time, opportunity and access
to appropriate equipment.
Teachers provide adapted, modified or                 Lesson observations
alternative activities or approaches for              Long term/medium
disabled pupils in PE, science, art and design        term/short term plans
and design and technology that have integrity
and equivalence to the NC.
Disabled pupils are included and participate          Inclusion monitoring
safely in fieldwork, local studies and visits.


GRADE

Outstanding           Good                 Satisfactory       Inadequate
1                     2                    3                  4




DATE




Self evaluation Updated September 2006                                        21
TEACHING & LEARNING
Date
Actions         Resources Time                     Monitoring     Evaluation




Success Criteria                         Financial Implications




Self evaluation Updated September 2006                                  22
QUALITY OF THE CURRICULUM AND OTHER ACTIVITIES

Outstanding    The curriculum and other activities are at least good in all or nearly
(1)            all respects and are exemplary in significant elements.
Good           The great majority of learners are well served by the curriculum
(2)            and no group is ill-matched to what is provided. Statutory
               requirements are met and the curriculum is responsive to local
               needs. There is good provision for literacy, numeracy and ICT.
               Learners have many opportunities to contribute to and take on
               responsibilities in the community. The curriculum provides
               opportunities for all learners, including those with learning
               difficulties and disabilities, to progress and develop well.
               Progression routes are clear and well established. Learners are
               well prepared for their future economic well-being, and in
               secondary schools there is a strong work related dimension.
               Education for safety and health is good, as are the opportunities for
               enrichment, which are varied, have a high take up and are much
               enjoyed.
Satisfactory   The curriculum is inadequate in no major respect, and may be
(3)            good in some respects.
Inadequate     The curriculum is inadequately matched to learners’ needs,
(4)            interests and aspirations. There is considerable discontinuity
               from year to year. This shows itself in the disaffection displayed by
               learners. There are significant gaps in response to external
               requirements and local needs. There is weak provision for literacy,
               numeracy or ICT. There is inadequate provision for education in
               safety and health and work-related learning. The curriculum
               excludes significant numbers of learners, belonging to one or more
               groups, because it does not meet their needs, interests or hopes
               adequately. The school has a limited range of enrichment activities
               and opportunities for learners to take responsibility in the
               community, or they do not participate adequately in those that are
               available. Learners’ capacity for their future well-being is not
               adequately developed.




Self evaluation Updated September 2006                                            23
5b.Curriculum
How well does the school curriculum meet the needs of pupils with SEN?
Opportunities
“Imaginative curriculum design promotes high achievement”
Enrichment
”The school provide a rich and varied programme of experiences for all pupils ”
Quality & Quantity of accommodation and resources
“Sufficient high-quality resources are available to meet all the demands of the
curriculum”
Descriptor                                           Evidence
Curriculum planning ensures a high,                  Long term / medium term /
appropriate level of challenge for all pupils        short term planning
All staff are familiar with the inclusion            Discussion
guidance in the National Curriculum                  Reflected in lesson plans
Curriculum planning is imaginative and               Long term / medium term /
demonstrates differentiation in all lessons          short term planning
Curriculum materials and learning resources          Curriculum audit information
reflect positive images of all groups and
cultures, including SEN
Teachers are supported in differentiating the        Staff meetings/ INSET/peer
curriculum                                           mentoring/peer coaching
Effective use is made of QCA documents,              Long term / medium term /
schemes of work, NLS & NNS materials to              short term planning
support pupils with SEN
All teachers/support adults are aware of             MEP inform assessment
relevant MEP                                         planning & reviews
MEPs inform curriculum planning                      Curriculum/lesson plans
Pupils are involved in their own learning            Classroom records/MEP
through self assessment and individual target
setting
Lesson planning reflects different learning          Curriculum/lesson plans
styles
Pupils are aware of their own learning styles        MEP/record book
and needs
Staff teams work effectively in the classroom        Planning clearly defines roles
                                                     & responsibilities
Pupils with SEN participate in the varied            School records
programme of extra curricular activities
All teachers/support adults use MEP to               School records
inform assessment planning & reviews
Good use is made of staffing, including              Provision mapping
external support staff and staff from other          Staff timetables
agencies to offer flexible alternative provision
where appropriate.
The accommodation is accessible for pupils           School access plan
with SEN



Self evaluation Updated September 2006                                          24
Pupils with SEN are able to move freely              School access plan
                                                     Index for Inclusion indicators
SEN resources are of high quality                    SEN Resources log
SEN resources are identified and prioritised         SEN development plan
according to budget
The impact of any flexible provision is              Pupil tracking data
monitored and evaluated
There are effective links with partner schools       School booklet
and effective support for pupils at transition       SEN handbook
stages in their education to ensure smooth
transition.
Good use is made of community events and             School booklet
groups to support the curriculum


GRADE

Outstanding           Good                 Satisfactory        Inadequate
1                     2                    3                   4




DATE




Self evaluation Updated September 2006                                           25
CURRICULUM
Date
Actions                 Resources Time             Monitoring     Evaluation




Success Criteria                         Financial Implications




Self evaluation Updated September 2006                                  26
QUALITY OF GUIDANCE, CARE AND SUPPORT FOR LEARNERS

Outstanding    The care, guidance and support for learners are at least good in all
(1)            or nearly all respects and are exemplary in significant elements.
Good           Good quality care for learners is seen in the high level of
(2)            commitment of staff and their competence in promoting their health
               and safety. Arrangements for the safeguarding of pupils are robust
               and regularly reviewed, and risk assessments are carefully
               attended to. In this safe and supportive environment, learners
               reach challenging targets. They are well informed about their future
               options. Any learners at risk are identified early and effective
               arrangements put in place to keep them engaged. The school
               works well with parents and other agencies to ensure that learners
               make good progress. All learners, including those most at risk, are
               well supported.
Satisfactory   The care, guidance and support for learners are inadequate in no
(3)            major respect, and may be good in some respects.
Inadequate     The school does not provide adequate care for its learners. Its
(4)            systems are too weak, or staff are inadequately trained or vigilant,
               to safeguard or promote learners’ safety and health. Arrangements
               for the safeguarding of pupils are inadequate. Many learners do not
               have a clear understanding of their targets, or the targets are not
               challenging enough. Learners’ progress is inadequately monitored,
               and many do not make good enough progress. The quality of
               advice and guidance does not support many learners adequately
               when they come to make choices. Too many learners have poor
               attendance, are excluded or drop out, and the school makes
               inadequate attempts to re-engage them.




Self evaluation Updated September 2006                                          27
5c.Care, Guidance & Support
How well pupils with SEN are cared for, guided and supported?

Descriptor                                               Evidence
Resources audit completed to meet                        Schools Access plans
requirements of the DDA
Risk assessments undertaken as needed                    Completed risk
                                                         assessment forms
Peer mentoring /buddy schemes available                  School information
                                                         PSHE policy
Planned induction programmes/procedures for              SEN Handbook
new pupils
Planned transition programmes/procedures for             SEN Handbook
new pupils
Views of SEN pupils collected                            School council
                                                         MEP meeting
                                                         Peer mentoring

GRADE

Outstanding         Good                  Satisfactory          Inadequate
1                   2                     3                     4




DATE




Self evaluation Updated September 2006                                          28
CARE, GUIDANCE & SUPPORT
Date
Actions          Resources Time                    Monitoring     Evaluation




Success Criteria                         Financial Implications




Self evaluation Updated September 2006                                  29
6. EVALUATION OF LEADERSHIP AND MANAGEMENT
Outstanding    Leadership and management (including governance) are at least
(1)            good in all or nearly all respects and are exemplary in significant
               elements, as shown by their impact on the performance of the
               school.
Good           The leadership of the school is successfully focused on raising
(2)            standards and promoting the personal development and well-being
               of learners. It has created a common sense of purpose among
               staff. Through its effective self-evaluation, which takes into account
               the views of all major stakeholders, managers have a good
               understanding of the school’s strengths and weaknesses and have
               a good track record of making improvements, including dealing with
               any issues from the last inspection. The inclusion of all learners is
               central to its vision and it is effective in pursuing this and
               dismantling barriers to engagement. The school runs smoothly on a
               day-to-day basis. Resources are well used, including any extended
               services, to improve learners’ outcomes and to secure good value
               for money. Vetting procedures for all adults who work with learners
               are robust. Good links exist with parents and outside agencies to
               support its work. The impact is seen in the good progress made by
               most learners on most fronts, in their sense of security and well-
               being, and in its deservedly good reputation locally. The leadership
               and management provide the school with a good capacity to
               improve.
Satisfactory   Leadership and management are inadequate in no major respect,
(3)            and may be good in some respects, as shown by their impact on
               the school.
Inadequate     Overall, leadership and management have too little effect so
(4)            that standards are too low and learners make slow progress in
               their work and personal development. At its worst, the school is
               disorderly and unsafe, and arrangements to ensure the safety of
               learners are not adequately in place. Leaders and managers are
               insufficiently focused on raising standards and promoting the
               personal development of all groups of learners, and lack the
               authority and drive to make a difference. Many staff are
               disenchanted and lack confidence in their leaders. Even though the
               school may run smoothly on a day-to-day basis, the quality of its
               self-evaluation is inadequate and managers do not have a
               realistic view of its weaknesses. The views of major
               stakeholders are rarely sought and, if they are, little is done to
               address the issues or concerns raised. Resources are not well
               deployed, because the school does not have a well-ordered sense
               of its priorities, and this means that value for money is not
               satisfactory. Inadequate use is made of any extended services to
               promote outcomes for learners. Links exist with parents and other
               providers of education and care, but overall the school does not do
               enough to ensure they have a positive impact. Overall, the
               leadership and management do not provide the school with
               the capacity to improve.

Self evaluation Updated September 2006                                            30
6. Leadership And Management

6a      What is the overall effectiveness and efficiency of leadership and
        management (including governance)
6b      Where relevant, what is the effectiveness and efficiency of leadership and
        management in the Foundation Stage
6c      What are the key priorities for development

6a Leadership
How well is the SEN led?
Descriptor                                             Evidence
The SENCO is a member of the Senior                    SMT minutes
Management Team
The SENCO has a role on the Senior                     SMT minutes
Management Team
The SENCO shows clear vision, a sense of               Discussion with colleagues
purpose and high aspirations for the school.
SEN is strategically planned and promotes the          SEN Development plan
school goals                                           linked to School
                                                       Improvement plan
SENCO is committed to inclusion                        Clear understanding
                                                       demonstrated through
                                                       flexible use of resources
SENCO inspires, motivates and influences               Discussion with colleagues
staff and pupils
SENCO has created an effective team                    Index for Inclusion indicators
SENCO is a good role model                             Performance management
Targeted budgets e.g. SEN budget are                   Pupil Outcomes are tracked
appropriately allocated and staff can
demonstrate the impact of such budgets on
individuals and groups of pupils.
The impact of developments on individuals              Provision mapping
and different groups is monitored.
Data on attainment, progress, attendance,              Data collection informs
exclusions and participation in extra-curricular       policy and practice
activities is used to evaluate progress in
inclusion and to identify priorities for further
development.
Inclusion is an integral part of all policies and      Inclusion statement
the school improvement plan seeks to remove            identified in all policies
barriers to learning and access for any
individuals or groups of pupils.
Issues around educational inclusion are                Staff handbook
included within staff induction processes and          School Improvement
within CPD opportunities.




Self evaluation Updated September 2006                                              31
There is an active approach to building               Support directory current
effective partnerships with other agencies that       and maintained
support pupils and their families.                    Agencies invited to
                                                      meetings
There is a strong commitment to involving             Parent information evenings
parents and the wider community in                    Homework diary
supporting effective learning and teaching.
Governance
How well is the SEN Governed?
 “Creativity and dynamism in reflecting upon performance, promoting change, and
capitalising on links with the local community suggest excellent governance”
Descriptor                                              Evidence
There is an SEN Governor                                SEN Policy
                                                        Governor’s minutes
The Governor has regular involvement in the             Governor’s minutes
school SEN policy
The Governor’s annual report to parents                 Annual report available for
includes information on the success of the              parents
policy and how resources are allocated and
used
The SEN Governor attends relevant training              Governor’s minutes
The SEN Governor has a planned regular                  Minutes of meetings
meeting with the SENCO


GRADE

Outstanding          Good                  Satisfactory        Inadequate
1                    2                     3                   4




DATE




Self evaluation Updated September 2006                                          32
LEADERSHIP
Date
Actions                 Resources Time             Monitoring     Evaluation




Success Criteria                         Financial Implications




Self evaluation Updated September 2006                                  33
6a.Management
How well is SEN managed?
Government and legislative documents emphasise the high level of expertise that
is required for SEN Coordinators (SENCOs) to carry out their progressively
complex role. It is expected that SENCOs should play a significant role in school
improvement with regard to SEN.

Planning and managing the wide range of provision required to meet the diversity
of needs makes great demands on those responsible. Good systems and practices
are essential if these needs are to be addressed. ‘Many schools find it effective for
the SENCO to be a member of the senior leadership team’ (SEN CoP, 5:34)
Descriptor                                                Evidence
SENCO has a job description that makes                    Job description
reference to the key responsibilities outlined in
the Code of Practice
All staff are clear about their roles &                   Job description
responsibilities
Teaching Assistants (TAs) have clear job                  Job description
descriptions
TAs have access to appraisal                              Performance management
Contact names and numbers of external                     Directory available
agencies are recorded
There are procedures/protocol for working with            SEN Handbook
external agencies
The planning for SEN provision is based on                Planning records
Inclusive principles identified in National
curriculum
Clear rationale for the allocation of                     Provision mapping
finance/resources/staff
SEN provision is an integral part of whole                Planning records
school planning
There are procedures for monitoring and                   Pupil     outcomes        are
evaluating the effectiveness of provision                 tracked      and      inform
                                                          provision planning
The use of the SEN budget is carefully planned            Staff meeting minutes
and communicated to staff                                 Briefing paper
Policy documents
There is a statutory requirement for schools to have an SEN policy. The Disability
Discrimination Act (DDA) places a duty on schools to plan, over time, for
increased accessibility of schools for disabled pupils and this should feature in
school improvement planning.

Descriptor                                               Evidence
There is an Inclusion policy or inclusion                Policy document
statement in the SEN Policy




Self evaluation Updated September 2006                                              34
The SEN policy meets the 17 requirements set          Policy document
out in Statutory Instruments, 1999 No 2506
The SEN policy reflects the Codes of Practice,        Policy document
2001 for SEN and Disability as well as the SEN
practice at the school
There is a clear cycle for review of policy           Policy document
There is a development plan for SEN and this          Development plan available
is reviewed as part of the school’s evaluation
cycle SEN
The plan includes and is shared with all staff        Staff meeting minutes
All subject policies include a statement on SEN       Inclusion statement
& Inclusion                                           identified in all policies
Training
There are induction procedures in place for           Induction programme
new staff that include SEN Policy and practise        Staff handbook
SEN is included on the school professional            School professional
development plan                                      development plan
Finance is identified and allocated for training      School professional
                                                      development plan
Professional development plans take account           Staff meeting minutes
of national & local priorities
SENCO delivers INSET training according to            Staff meeting minutes
identified needs
External courses/providers are accessed &             Staff meeting minutes
used where appropriate
There are structures in place to disseminate          Staff meeting minutes
training in school
SENCO attends LEA SENCO network                       Staff meeting minutes
meetings


GRADE

Outstanding          Good                  Satisfactory        Inadequate
1                    2                     3                   4




DATE




Self evaluation Updated September 2006                                             35
MANAGEMENT
Date
Actions                 Resources Time             Monitoring     Evaluation




Success Criteria                         Financial Implications




Self evaluation Updated September 2006                                  36
7. EVALUATION OF THE OVERALL EFFECTIVENESS AND EFFICIENCY

  Outstanding              Good             Satisfactory          Inadequate
       1                    2                     3                    4


Outstanding    Exceptional:
(1)             all or almost all elements of the school’s work are at least good,
                   and significant elements are exemplary.
Good           Inspectors should consider the judgement good when:
(2)             there is a generally strong performance across all aspects of a
                   school’s work
                the capacity to improve is strong, as shown by its recent
                   improvement.
               A school may be good in a variety of ways, and may have pockets
               of excellence, but no school should be judged good if its
               performance is merely ordinary.
               No school can be judged to be good unless learners are judged to
               make good progress.
Satisfactory   The school’s work is inadequate in no major area, and may be good
(3)            in some respects.
Inadequate     A school is likely to be inadequate if one or more of the
(4)            following are judged to be inadequate: the standards achieved;
               learners’ personal development and well-being; the overall
               quality of provision; and leadership and management. The sixth
               form or Foundation Stage might also be inadequate but, where the
               numbers are small, this does not necessarily lead to the judgement
               that the school as a whole is inadequate. At its worst, the school
               provides an unacceptable standard of education and it lacks the
               capacity to turn things round.




Self evaluation Updated September 2006                                          37
7. OVERALL EFFECTIVENESS AND EFFICIENCY

To answer these questions you need to draw together the evaluations from
other sections

7a            What is the overall effectiveness of the SEN provision, including the main
              strengths and weaknesses




7b            What steps have been taken to promote improvement since the last
              inspection and as a result of self evaluation




7c            What is the capacity for further improvement?




7d            How effective are the links with other organisations to promote the well-
              being of learners?




7e            What steps need to be taken to improve the provision further?




7f            Where relevant, what are the quality and standards in the foundation
              stage?




Self evaluation Updated September 2006                                           38
OVERALL GRADE

DATE
                Outstanding    Good      Satisfactory   Inadequate
                1              2         3              4
Overall
Effectiveness




Capacity to
make further
improvement




Improvement
since last
inspection



Quality and
Standards in
the
Foundation
Stage



DATE




Self evaluation Updated September 2006                               39

								
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