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Communication & Interaction Service SENSS Saturday November 7 th 2009 Wakefield Governors’ Conference, Cedar Court Hotel. Implementing & Monitoring the Inclusion Development Programme (IDP) in your School.

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Communication & Interaction Service

SENSS

Saturday November 7th 2009

Wakefield Governors’ Conference, Cedar Court Hotel

Implementing & Monitoring the Inclusion Development Programme (IDP) in your School


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The big picture Interaction Service, Special Educational Needs Support Service

  • The Disability Discrimination Act

  • The Statutory Framework for the Early Years

  • Every Child Matters

  • Removing Barriers to Achievement

  • Disability Equality Duty

  • Pupil’s rights, personalised learning, inclusive education

  • The Children’s Plan

  • 21st Century Schools

  • Better Communication

  • Ofsted

  • National Strategies Primary Framework and Secondary Strategy

  • Higher Standards, Better School For All


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What is the IDP? Interaction Service, Special Educational Needs Support Service

  • Four year programme of Continuous Professional Development (CPD)

  • National focus

  • Resource

  • Waves of Intervention approach

  • Focus on Quality First Teaching (QFT)


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What is the purpose of the IDP? Interaction Service, Special Educational Needs Support Service

Improve pupil outcomes and narrow the gap:-

  • Increase confidence and expertise of mainstream practitioners

  • Promote early recognition of needs

  • Help develop strategies to meet needs

  • Help practitioners in planning for inclusion

  • Support senior management teams


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What is the focus of the IDP? Interaction Service, Special Educational Needs Support Service

Year 1 :Speech, Language and Communication

Needs (SLCN) /Dyslexia (Spring 2009)

Year 2 : Autism Spectrum Disorder (ASD) (Autumn 2009)

Year 3 : Behaviour, emotional and social

difficulties

Year 4 : Consolidating Year

Aim: To revisit and reflect on the IDP

Alongside this is the Early Years IDP

  • Yr1 2008/9: SLCN

  • Yr 2 2009 /10: ASD


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Who does the IDP involve? Interaction Service, Special Educational Needs Support Service

  • The DCSF expect all schools and settings to set aside development time for all staff to work through the IDP e-learning materials and access training to improve staff confidence.

  • It provides an opportunity for all practitioners to work collaboratively and share knowledge and observations with each other.

  • The New Ofsted Framework will be looking for evidence that there has been an IDP response.


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The IDP and ‘How well pupils achieve’ Interaction Service, Special Educational Needs Support Service.

3 elements to overall judgement on achievement:

  • Pupils’ attainment (IDP+++)

  • The quality of pupils’ learning and their progress (IDP++++)

  • The quality of learning for pupils with learning difficulties and/or disabilities and their progress (IDP+++++)


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How effective are leadership and management? Interaction Service, Special Educational Needs Support Service

  • The effectiveness of leadership and management in embedding ambition and driving improvement

    Taking into account:

  • The leadership and management of teaching and learning  (IDP+++)

  • The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met  (IDP+++)

  • The effectiveness of the school’s engagement with parents and carers  (IDP+++)


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Range of resources Interaction Service, Special Educational Needs Support Service

  • Links to further documents on the web

  • Self evaluation & Whole School Audit

  • Learning Units

  • Individual and group activities

  • Interactive activities and information

  • Video and audio clips

  • Case studies


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Where do we begin? Interaction Service, Special Educational Needs Support Service

  • Staff self evaluations: 1 per area ( SLCN, Dyslexia, ASD)

  • This should lead to a Whole School Evaluation

  • This should then lead on to the identification of training needs and to the creation of a CPD Action Plan

  • This can be linked to staff Performance Management & Appraisal

  • This could link with other school documentation; e.g. Provision Mapping, school Self Evaluation Framework (SEF), Every Child Matters Inclusion Framework

  • Collate whole staff baseline IDP staff confidence levels using template (orange sheet)


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Creating an action/ training plan that works for your school Interaction Service, Special Educational Needs Support Service

There is not just one model of response when using the

IDP to create an action plan:

  • Using the IDP itself as a training focus; individual, group, whole school, discussion/ action

  • Sourcing specific training from LA inclusion services

  • A mix of both

  • Schools will need to consider how the Early Years IDP links in to whole school plans


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Whole school focus Interaction Service, Special Educational Needs Support Service

School audits - Communication Friendly Schools

  • Could be used in addition to self evaluation

  • Could support identification of particular areas of strength and the areas for action

  • Could be used as monitoring before/after action

  • Supports Provision Mapping

  • Can lead to the identification of additional provision for individuals


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Monitoring the impact of the IDP Interaction Service, Special Educational Needs Support Service

  • Teacher confidence using self evaluation tools before and after

  • Proforma for baseline of pre IDP/ post IDP evaluation

  • School audit/ strategy identification/ provision mapping

  • Use the IDP Confidence Indicators

  • Pupil progress/ observations

  • Staff are using effective teaching strategies at ‘Wave One’ (QFT) to address the needs of all pupils including pupils with SLCN, Dyslexia and ASD

  • Has the IDP led to an improvement in pupil achievement: i.e. Narrowing the Gap


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How can I as a Governor support the school with the IDP? Interaction Service, Special Educational Needs Support Service

  • Look at the Governor Confidence & Participation section in the Confidence Indicators Booklet

    What questions might I ask?

  • Have all the staff completed the self-evaluations and what does this show?

  • Has this generated an Action Plan?

  • Has it identified training needs (individual, school)?

  • Has anything been implemented or planned; e.g. training, Performance Management/Appraisal etc.?

  • Has school identified how they might include parent & pupil voice activities?

  • What impact has it had on teaching & learning throughout the school?

  • How is the school going to show that they are monitoring the impact of the IDP?


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The IDP Process- making a start Interaction Service, Special Educational Needs Support Service

  • Log on to http://www.standards.dcsf.gov.uk/primary/features/inclusion/sen/idp


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Formal and informal enquiries welcome Interaction Service, Special Educational Needs Support Service

  • Jacqui Armstrong-Rush

    School Improvement Officer (Inclusion)

    [email protected] 01924 307343

  • Julie Barnes - Dyslexia

    Advisory Teacher Cognition & Learning Service (SENSS)

    [email protected] 01924 303660

  • Liz Newbould - SLCN

    Co-ordinator for Language and Communication, Communication & Interaction Service (SENSS)

    [email protected] 01924 303660

  • Sue Sharp- Autism [email protected] 01924 303660

    Senior Advisory Teacher, Communication and Interaction

    Central training offer - see handouts and VLE IDP classroom


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