Early indications from pilots of the proposed new Ofsted Inspection model Implications for SENCOs.

1. Early indications from pilots of the proposed new Ofsted Inspection modelImplications for SENCOs.

2. General points to note Effectiveness of governing body has much greater influence over L+M judgement : how well briefed is your SEN governor?Much greater emphasis on quality of teachingLearning the inspectors see has equal weight to achievement evidence in the data 2

3. 3 Achievement There are no suitable national comparators based on disability. Progression materials need to be used by inspectors to provide challenge about pupils� achievement (considering progress related to age and starting points) until the data appears in RAISEonline. Commercial schemes - for example B squared and CASPA are not national data sets but inspectors should still consider the information provided by a school using any commercial or school based scheme but any analysis of pupil attainment and progress should be by using age and starting point as the benchmarks for progress or attainment not category of disability. Data about absence and attendance, behaviour and exclusions should be considered in relation to mainstream expectations NEED to add final version of the cognitive needs and attainment sentence. There are no suitable national comparators based on disability. Progression materials need to be used by inspectors to provide challenge about pupils� achievement (considering progress related to age and starting points) until the data appears in RAISEonline. Commercial schemes - for example B squared and CASPA are not national data sets but inspectors should still consider the information provided by a school using any commercial or school based scheme but any analysis of pupil attainment and progress should be by using age and starting point as the benchmarks for progress or attainment not category of disability. Data about absence and attendance, behaviour and exclusions should be considered in relation to mainstream expectations NEED to add final version of the cognitive needs and attainment sentence.

4. 4 The SENCO contribution  Inspectors should ascertain the quality of moderation for any teacher assessment � best practice is beyond the school and working with partners schools Triangulation within school of all the different information � it is important to use all things provided by school to triangulate information with evidence from work scrutiny, lesson observations etc. Inspectors should ascertain the quality of moderation for any teacher assessment � best practice is beyond the school and working with partners schools Triangulation within school of all the different information � it is important to use all things provided by school to triangulate information with evidence from work scrutiny, lesson observations etc.

5. 5 The quality of teaching (1) High aspirations based on sound knowledge of assessment High aspirations based on sound knowledge of assessment

6. 6 The quality of teaching Teachers are still responsible for the progress made by pupil when they are withdrawn from the main part of class Teachers are still responsible for the progress made by pupil when they are withdrawn from the main part of class

7. 7 The SENCO contribution High aspirations based on sound knowledge of assessment High aspirations based on sound knowledge of assessment

8. 8 Behaviour and safety Example: Punctuality may not be due to child issues but because taxis arrive late this is not inclusive provision and L&M should be working to sort it out ie it is not acceptable � lack of equal opportunities for SEND pupils. Criteria in new framework clearly states that progress is from when they started in the current schoolExample: Punctuality may not be due to child issues but because taxis arrive late this is not inclusive provision and L&M should be working to sort it out ie it is not acceptable � lack of equal opportunities for SEND pupils. Criteria in new framework clearly states that progress is from when they started in the current school

9. 9 Behaviour and safety Also discuss that not all SEND pupils are low attaining and the full attainment range occurs within the SEND groupAlso discuss that not all SEND pupils are low attaining and the full attainment range occurs within the SEND group

10. 10 Leadership and management Ofsted will ask : How accurate is the identification of pupils who have special educational needs or a disability? Have the leaders and managers considered thoroughly the quality of teaching and support as part of the identification? How effectively has the school evaluated the quality of teaching for pupils with special educational needs and improved it where necessary? How rigorous are the arrangements to moderate assessment of attainment for low attaining pupils? Discuss if it matters � identification should lead to well-targeted and effective additional support So, does inconsistency in the identification of children and young people with special educational needs, at any of the three levels of School Action, School Action Plus and a statement of special educational needs, actually matter? The answers suggested by the review are: yes, if the standard offer of education or care is insufficiently adapted for frequently found needs. yes, if such identification is the only way parents and schools can gain access to expertise or support from a range of �in-house� or external services. yes, if special educational needs or disability are used as a reason for lower expectations and an excuse for poor outcomes. no, if the total package of services and support is appropriately customised to each pupil�s individual needs. no, if the provision that follows identification is, in any case, of poor quality and is not effective.Discuss if it matters � identification should lead to well-targeted and effective additional support So, does inconsistency in the identification of children and young people with special educational needs, at any of the three levels of School Action, School Action Plus and a statement of special educational needs, actually matter? The answers suggested by the review are: yes, if the standard offer of education or care is insufficiently adapted for frequently found needs. yes, if such identification is the only way parents and schools can gain access to expertise or support from a range of �in-house� or external services. yes, if special educational needs or disability are used as a reason for lower expectations and an excuse for poor outcomes. no, if the total package of services and support is appropriately customised to each pupil�s individual needs. no, if the provision that follows identification is, in any case, of poor quality and is not effective.

11. 11 Leadership and management How thorough is the school�s evaluation of the progress made by individual pupils based on their age and starting point? Do additional interventions show that pupils have made accelerated progress? Have these analyses made use of the national dataset for pupils performing below age expected levels? Is there a provision map? Need to have an overview of groups as a result of knowing the progress of individuals. There are implications for judging leadership and management if no overview is taken. Removing complacency - eg 2 months progress in 2 months is unlikely to be good enoughNeed to have an overview of groups as a result of knowing the progress of individuals. There are implications for judging leadership and management if no overview is taken. Removing complacency - eg 2 months progress in 2 months is unlikely to be good enough

12. 12 Leadership and management How thoroughly are governors aware of: the accuracy of the identification of pupils who have special educational needs or are disabled the quality of their progress the effectiveness of interventions and additional resources used for meeting these pupils� needs? Governors have statutory responsibilities to ensure the rightful use of the Code of practice And to ensure that any SENCO taking up post since 2009 have to have accredited training - good practice is that any SENCO will have this. This include Academies from September 2011.Governors have statutory responsibilities to ensure the rightful use of the Code of practice And to ensure that any SENCO taking up post since 2009 have to have accredited training - good practice is that any SENCO will have this. This include Academies from September 2011.