The self evaluation of teaching and learning, the curriculum and the guidance and support of SEN pup

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The self evaluation of teaching and learning, the
curriculum and the guidance and support of SEN
pupils.

• John Atkinson
• Independent Education Consultant.

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Contact details

• John Atkinson
• 10 Gambier Terrace
• Liverpool
• L1 7BG
• 07798564566
• johnatkinson05_at_aol.com

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The current round of inspections.

• All remaining schools to be inspected under
  Section 5 by July 2008.
• There is a target of 30 RTIs Reduced Tariff
  Inspections (sounds like the Home Office!).
• A possible new framework from September 2008.
• Inspection force is being renewed.

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Section 5 -A very different process to previous
inspections.

• The inspection is of the schools
  self-evaluation.
• There is a strong focus on the 5 outcomes of
  Every Child Matters.
• Notice of inspection is, and will remain, short
  and typically 3 - 5 days.
• There are current trials of n0 notice
  inspections.
• Schools can be inspected without any notice.
• Individual subjects are not inspected.

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• The inspection is very flexible in the light of
  emerging evidence.
• Judgements about standards, achievement and
  progress are based mainly on performance and
  tracking data.
• Data is much richer in RAISEonline and
  identifies the achievements of individuals and
  groups including pupils with SEN.
• It is critical that the school and SENCOs fully
  understand the data and uses its analysis for the
  key purpose of school improvement.

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Report headings under Section 5.

• Overall effectiveness
• Achievement and Standards
• Personal development
• Quality of provision
• Teaching and Learning
• Curriculum and other activities
• Care, guidance and support
• Leadership and management

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Implications for the SENCO and the Head

• Issues for inspection will arise from important
  inconsistencies between the SEFs conclusions and
  the evidence.
• The SEF is regarded as a crucial indicator of the
  quality of leadership and management and the
  overall effectiveness of the school .

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SLT continued

• The PIB will be based on the evaluation of the
  SEF and RAISEonline and, to a lesser extent, the
  last inspection report.
• Therefore the SEF needs to be well written,
  succinct and accurate about the schools
  performance and its priorities for improvement.

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Key messages so far.

• SEF needs to be on line and up-to-date
• RAISEonline needs to be fully digested and
  analysed
• The head AND senior leadership team need to own
  the SEF and SEN should be a thread through all
  sections of the SEF
• Inspectors will concur with the SEF if it is
  convincing
• You must know the difference between STANDARDS,
  ACHIEVEMENT and PROGRESS for pupils with SEN

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The key strands to writing any section of the SEF.

• Provision.
• Impact of that provision
• Outcomes for the pupils and the school
• Leadership that influences the provision, impact
  and outcomes

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5a - How good is the quality of teaching and
learning of pupils with SEN?

• Consider what your view is and how you would
  support that judgement.
• It is likely that the overall judgement on First
  Quality Teaching is the most important judgement
• Make one judgement but highlight any variations
• for example between key stages, year groups or
  classes or
• In particular aspects of learning such as
  reading, writing, mathematics

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What are the key elements of teaching and
learning to focus on?

• Differentiation by task, outcome support,
• Planning how it intends to include all pupils
  in the learning,
• Use of data to inform planning
• Use of support and the organisation of
  intervention programmes to complement First
  Quality teaching,
• Use of a provision map to oversee the planned
  deployment of support and the different
  intervention programmes

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continued

• Use of ICT to support individual learning and
  support specific SEN
• Any specialist teaching and external expertise
  for specific individuals or groups of pupils with
  SEN.
• Individual needs SEN groups, identification of
  underachieving and vulnerable groups, how groups
  are supported in class and in intervention
  strategies.
• Parents how teachers inform them of what is
  being taught, homework, setting targets
• Link to achievement and standards and progress
  against targets

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5b - curriculum

• Answer each of the bullet points.
• To what extent do pupils with SEN have full
  access to the national curriculum?
• How does the curriculum foster inclusivity?
• Do SEN pupils have the same curriculum
  opportunities as other pupils?
• Do interventions impinge upon access to what
  other pupils experience in the curriculum?

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5b curriculum

• How well do SEN pupils achieve in the PSHE
  curriculum and what is its impact? for example on
  self-esteem, independence, group work.
• What is the range of enrichment activities and
  what is the extent of SEN pupils participation?
• How does the curriculum ensure that SEN pupils
  develop key skills?
• How do extended services support SEN pupils?

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5c How well are learners guided and supported?

• How well are SEN pupils cared for?
• How well are SEN reviews run and do all
  stakeholders attend?
• How are parents and pupils involved and listened
  to in reviews?
• How good is the attendance of SEN pupils?

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5c

• How do SEN pupils know what their targets are?
• How well are are SEN pupils supported in meeting
  these targets?
• How often are targets reviewed and how are pupils
  and parents informed of progress?
• How does marking support SEN pupils in reaching
  their targets?
• How do SEN pupils benefit from support personal
  and academic?