BATOD Conference 2015

1. BATOD Conference 2015 How we can support, challenge and influence practice in mainstream schools as teachers of the deaf. John McIntyre Conference Centre Edinburgh Saturday 14th March 2015

2. Aims of the session • To understand the implications of the current OFSTED Framework in relation to SEND • To provide practical advice for ToDs under the 4 OFSTED judgement areas • To consider the evidence ToDs collect within their caseload work which informs the NATSIP QA Support Pack • To provide an opportunity for ToDs to reflect on their current practice and leave with a check list to take back to their school or service

3. Key Drivers • A renewed focus on pupils with SEND under the new legislation within a multi agency context • A relentless drive for every child to attend a good school and experience Quality First teaching • An expectation that pupils with SEND make at least good progress and realise their potential • A new expectation that schools and services make explicit for parents/carers and young people through their SEN Information Reports and Local Offers • An expectation that specialist teachers and services are able to demonstrate the impact of their provision on improved outcomes for individual pupils with SEND

4. Specialist Teachers of the Deaf – how can we support and challenge best practice in mainstream schools? • Family focused services who work with families from birth • Have a wealth of quantitative and qualitative evidence of the child’s progress over time • Have a repertoire of skills and knowledge which can inform and develop best practice in the classroom for pupils with HI • Have transferrable leadership & management skills through working across a range of settings from Early Years to Post 16 Key Message: Where does the balance between support & challenge lie for you?

5. OFSTED – a new focus and opportunity! • Only 4 judgements areas but each has a focus on SEND • Increased observation of teaching and behaviour • Focus on literacy and numeracy “Inspectors must spend as much time as possible gathering evidence on teaching and learning, observing lessons, scrutinising work and talking to pupils about their work , gauging their understanding and their engagement in learning” ToDs can play a key role but working alongside SENCOs and teachers in providing evidence over time

6. Four Judgement Areas The quality of education in the school: • Achievement of pupils(attainment and progress) • Quality of teaching • Behaviour and safety of pupils • Leadership and management (incl. governance) • Plus Spiritual, Moral, Social, and Cultural development of pupils (SMSC) • School meets the needs of all individuals and groups especially those with SEND ie pupil(s) with HI

7. Achievement Evidence of pupils’ achievement at least in line with national comparative data in: • The learning & progress across year groups of different groups of pupils currently on roll • Pupils’ progress in the last 3 years including those with SEND, LAC, FSM & other vulnerable groups • Pupils’ attainment over last 3 years including reading & writing and mathematics • Pupils’ progress in relation to their starting points based on age and prior attainment • Case Studies of vulnerable groups

8. Achievement - checklist of priorities • RAISEonline and Progression • In school data tracking ( eg CASPA, B Squared, Classroom Monitor) • Developmental Journal/ EYFS Profile milestones • Progression based on age & prior attainment (P or NC Levels) • Pupils eligible for FSM/PP funding or from other vulnerable groups eg EAL, LAC, GRT, G & T Key message: Know the school’s contextual data and where the pupil(s) fit into that

9. Assessments & target setting specific to HI inform pupil progress/outcomes • Use of HA/RA/CI • Listening assessments (HARPA) • Receptive language (eg BPVS, TROG) • Expressive language (eg Renfrew) • Annual reading, spelling, numeracy assessments • Evidence of termly review/progress • HI specific needs reflected in targets eg communication/use of equipment • Relevant literacy/numeracy targets • Relevant subject specific targets • Relevant pastoral targets

10. Case Study methodology • celebrate success • highlight the impact of the evaluation process to improve outcomes • show how provision is adapted to meet needs • show how barriers have been overcome eg use of HA/RA/S/F/AAC Key message: promote the opportunity to write a Case Study for/with the SENCO

11. Teaching • All teachers and TAs demonstrate good and outstanding teaching for all learners • Quality First teaching/differentiation enables all pupils to access learning and make progress • Pupils with SEND are enabled to work independently • Pupils with SEND are regularly assessed and receive appropriate feedback including next steps • TAs are effectively deployed at all stages of a lesson • Pupils’ views and feedback inform decisions about their support and provision

12. Teaching: checklist of priorities • Observation of pupil in a range of lessons: focus on progress and inclusion • Joint lesson observations between ToD and SENCO with focus on pupil engagement or provision (eg differentiation, use of good practice strategies for HI, use of HA/RA/S/F) • Monitoring and evaluation of TA deployment including in-class support • Analysis of TA recording and assessment against pupil IEP or provision targets • Analysis of the impact of INSET and training on practice

13. Robust provision management • Evaluation of the effectiveness of provision/interventions against pupil outcomes via tutorials/small groups eg PAT, RWI, SALT • Analysis of effective use of support v independence (eg 1:1 in-class) • Analysis of progress of pupils by group(e.g. FSM, LAC, CoP stage, primary need, Key Stage, Year group) • Use of information to plan/adapt provision • Use and impact of SEN budget/Pupil Premium funding • Summary of pupil outcomes and interventions transferred into school SEF

14. Teaching: checklist of priorities • gather evidence for pupils’ inclusion e.g. on the quality of the listening environment, ethos and quality of interactions between pupils and staff and pupils and pupils references to deafness through the curriculum eg display or assemblies • break and lunchtime observations of pupils at play with a focus on communication with peers • Scrutiny of pupils’ work to assess the levels of differentiation, progress being made and the quality of assessment and feedback Key message: written evidence base in reports and NOVs is critical for both the school and service

15. Teaching: checklist of priorities • Pupil views in relation to whether learning needs are being met • Pupil preparation for IEP/Annual Review contributions eg Power point presentation/sharing work • Pupil discussion to determine future support/provision needs • Peer group support • Parents are clear about the school’s SEN Information Report • Parents review with ToD/school the progress and provision for their child Key message: capturing the feedback from pupils and parents within NOVs and reports

16. Behaviour and Safety • Good behaviour in the classroom and around the school and in alternative provision • Pupils demonstrate positive attitudes to learning and to all staff • Attendance and punctuality at least in line with national benchmarks • Rates, patterns of exclusions for vulnerable groups compared to whole school • Records of types, rates and patterns of bullying demonstrate school’s effectiveness in tackling/dealing with bullying • Evidence of the prevention/tackling of discrimination including racist/homophobic language

17. Behaviour: checklist of priorities Review of policies and practices relating to behaviour and safety, particularly referring to the needs of HI learners: • Behaviour • Anti-bullying • Safeguarding and Child Protection • Equality policy • Accessibility Plan • Risk assessments Key message: ask to see and contribute to relevant documentation

18. Behaviour: checklist of priorities • Knowledge of pupil behaviours across a range of contexts – in lessons, at break times, off-site and with a range of staff • Attendance at breakfast/ lunchtime or after school clubs/school trips • Opportunities for pupils to take on responsibilities or represent others eg School Council • Records of the views of pupils & parents (evidence from parents evenings, Annual Reviews, surveys and how school acts on feedback ) • Informal feedback from staff (teaching and support) • Meeting with SENCO & SEN governor? • Feedback from other professionals eg SALT

19. Leadership and Management • Leaders and managers monitor teaching and the curriculum effectively • Effective evaluation of the Pupil Premium/PE/Year 7 Catch-Up Funding –impact & outcomes • Leaders and managers show the capacity to bring about further improvement • Best practice is shared and embedded across the curriculum • Effectiveness of governance • School’s engagement with parents and other stakeholders including effective use of specialist services • Effectiveness of safeguarding arrangements

20. Leadership and management: checklist of priorities • Vision & aspirations for pupils with SEND reflected in all policies and practice • The school has a clear SEN Information Report • The SDP objectives, strategies and resources reflect the needs of pupils with SEND • There are opportunities for ToDs to train staff (through individual, group or whole staff sessions) in the needs of pupils with HI • There is an ethos for on-going support and collaboration with mainstream teachers to promote best practice and strategies for learners with HI • There is evidence of the impact of training on the development of best practice by classroom, year group, department teachers and TAs

21. Leadership & Management: checklist of priorities • The SENCO/Inclusion effective arrangements are in place to support learners with HI & has received relevant leadership training and support to successfully lead and manage SEN across the school • The SENCO has had relevant support and training from the ToD to manage provision for learners with HI • The SENCO allows regular time to meet with the ToD to plan, monitor and review provision and progress for learners with HI • The school makes positive and constructive use of support and advice and endeavours to ensure that the specialist support has a positive impact on learning

22. The SEN Information report 1. The kinds of special educational needs for which provision is made at the school. 2. Information, in relation to mainstream schools and maintained nursery schools, about the school's policies for the identification and assessment of pupils with special educational needs. 3. Information about the school’s policies for making provision for pupils with special educational needs whether or not pupils have EHC Plans 4. In relation to mainstream schools and maintained nursery schools, the name and contact details of the SEN co-ordinator. 5. Information about the expertise and training of staff in relation to children and young people with special educational needs and about how specialist expertise will be secured. 6. Information about how equipment and facilities to support children and young people with special educational needs will be secured.

23. 7. The arrangements for consulting parents of children with special educational needs about, and involving such parents in, the education of their child. 8. The arrangements for consulting young people with special educational needs about, and involving them in, their education. 9. Any arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school. 10. How the governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils 11. The contact details of support services for the parents of pupils with special educational needs 12. The school’s arrangements for supporting pupils with special educational needs in transferring between phases of education or in preparing for adulthood and independent living.

24. Next Steps • Develop use of the proforma checklist into school and service systems eg SDP, SEF, policies, monitoring schedules, training & development programme etc • Become familiar with OFSTED Handbook • Become familiar with the NATSIP Quality Assurance Support Pack • Discuss with colleagues in your setting how effective the school or service is at gathering evidence to show the impact of its work