SENCo Network Meetings Spring 2012

Department of Children’s Services

SENCo Network MeetingsSpring 2012

Bill Turner


Agenda

• OfStEd Evaluation Schedule• RAISEOnLine changes• Progression Guidance• The SEN Narrative


The OfSted Evaluation Schedule

The key judgements• Inspectors must judge the quality of education provided

in the school – its overall effectiveness – taking account of four other key judgements:– achievement of pupils at the school– quality of teaching in the school– behaviour and safety of pupils at the school– quality of the leadership in and management of the school.


5 Scenarios• To be judged using the A4 summary

sheets.


RAISEOnline

• VA not CVA• Progress

– Above– Expected– Below

• Prior attainment– Low– Middle– High


Looking at the chart below suggest pattern/s that would indicate a particular trail for inspection?


• Preparing for the inspection

• RAISE context and absence information • The proportion of pupils identified with SEN

including statements is 27% and has steadily increased from 18% three years ago (may suggest an increase in need or identification)

• The proportion of pupils with statements is 1.7% (does not suggest specially resourced provision)

• 3% are persistent absentees and 7.5% of sessions missed due to overall absence (above average persistent absence and attendance below average)


Writing

KS2 P scales/NC levels

KS1 KS2 LQ KS2 Median KS2 UQ

P1(i) P1(i) P2(ii) P2(ii)

P1(ii) P2(i) P2(i) P2(ii)

P2(i) P2(i) P2(ii) P3(i)

P2(ii) P2(ii) P3(ii) P4

P3(i) P3(ii) P3(ii) P4

P3(ii) P3(ii) P4 P5

P4 P5 P6 P7

P5 P6 P7 L1C

P6 P8 L1C L1A

P7 L1B L1A L2C

P8 L1A L2C L2B

Progression Guidance


EYFS EYFS KS1 Time of inspection Nearing end Yr5

Y6 target

A Englishreading

P4 P6 P6

writing P4 P6 P6Maths P5 Near to P7 P7

B Englishreading

2c L3c L3a

writing 1a L3b L4Maths 3c L3a L4

Time of inspection Nearing end Y3

Y6 target

C English Language for communication and thinking

5

Linking sounds and letters

6

6 L1a L1b L3Writing 6 L1a L1b L3

Maths Calculation 6 L2c L2a L4Shape space 6 L2c L4Numbers 6 L2c L4


EYFS EYFS KS1 Time of inspection Nearing end Yr5

Y6 target

A Englishreading

P4 P6 P6 med

writing P4 P6 P6 medMaths P5 Near to P7 P7 med

B Englishreading

2c L3c L3a low

writing 1a L3b L4 upperMaths 3c L3a L4 low

Time of inspection Nearing end Y3

Y6 target

C English Language for communication and thinking

5 Speaking and listening issue not being tracked and will be a barrier to higher levels of reading and writing

Linking sounds and letters

6

6 L1a L1b L3 LowWriting 6 L1a L1b L3 low

Maths Calculation 6 L2c L2a L4 medShape space 6 L2c L4 medNumbers 6 L2c L4 med


KS2 Near end Yr 9School tracking

End of Yr10 Year 11 Target Your progress judgement upper, median, lower

A English P8 L1a upper quartile so why is target so low for KS4?

G – GCSEShould be EFor UQ

Lower

Maths P8 L1a upper quartile, why not GCSE instead of EL

Entry level 3 = 21pts. GCSE F (UQ)

Upper

B English L3 L4a upper quartile so why is target so low for KS4?

E – GCSEShould be D for UQ/median

Lower

Maths L5 L8 (equiv) upper quartile

A – GCSEShould be A* for UQ from Y9 result

Median

C English P8 Entry level 2 UQ

Entry level 3 should be GCSE E (L4) for UQ

Lower

Maths P8 Entry level 3 high

G GCSEShould be F for UQ

Median/lower

D English L1c Entry level 2 low

Entry level 3Low, should be L4/GCSE E for UQ

Lower

Maths L1a On track for upper

E – GCSEupper

Upper

Possible trail may be to consider why maths is doing better than English


Target setting is low in this school, aspirations questionable - although pupils moving towards targets they appear too low. Hypotheses - progress is no better than satisfactory and leadership is perhaps satisfactory ie not raising aspirations enough.


What will you want to consider in lessons?


What will you want to consider in lessons?

Progress being made by SEND pupils

Observe interventions

Access to different level of texts (at a suitable reading age) and spoken instruction and communication for pupils (at suitable language levels)

If oral and written feedback is given at a suitable level

Level of work for pupils

Opportunities for pupils to work at a higher level in some subjects without the need for reading and writing everything

Amount of teacher time given to SEND pupils to ensure concepts are understood

Teacher monitoring quality of work by any support staff

Reinforcing good attendance and punctuality


What will you want to follow up for leadership and management?



Is the core provision in the school sufficiently differentiated?

How well is the progress and learning of SEND pupils covered in school lesson observation records

What observations/monitoring occurs for interventions

How is the SENCO challenged about identification?

What are the levels of responsibility and accountability of the SENCO?

How is SEN identified what assessments are used in addition to progress monitoring?

What happens after identification as SEN… ie how are needs analysed and provided for – link to three case studies

How well evaluated are the interventions?

Does SENCO inform all teachers of necessary adaptations and strategies effectively …and are these being monitored ie checking they are being used and the quality of use through lesson observation


The reading age data shows there has been progress equivalent to the months involved for example gaining 12 months in 12 months for the vast majority of SEND pupils but for case studies progress is accelerated for B. The IEPs demonstrate that the pupils have met over 90% of their targets. Attendance for Pupils B, C and D are average. Pupil A’s attendance is only 89% but this has risen from 80% following work with the EWO and parents last year. SENCO believes pupil A has made good progress in the circumstances.


The reading age data shows there has been progress equivalent to the months involved for example gaining 12 months in 12 months for the vast majority of SEND pupils but for case studies progress is accelerated for B. The IEPs demonstrate that the pupils have met over 90% of their targets. Attendance for Pupils B, C and D are average. Pupil A’s attendance is only 89% but this has risen from 80% following work with the EWO and parents last year. SENCO believes pupil A has made good progress in the circumstances. (This is not an acceptable judgement just because the pupil is absent).


Consider What will you want to consider in lessons?


Consider What will you want to consider in lessons?Progress being made by SEND pupils

Observe interventions

Access to different level of texts (at a suitable reading age) and spoken instruction and communication for pupils (at suitable language levels)

If oral and written feedback is given at a suitable level

Level of work for pupils – For example pupil A secondary should be building upon level 1a - level2 literacy across the curriculum

Opportunities for pupils to work at a higher level in some subjects without the need for reading and writing everything

Amount of teacher time given to SEND pupils to ensure concepts are understood

Teacher monitoring quality of work by any support staff

Reinforcing good attendance and punctuality


What will you want to follow up for leadership and management?Is the core provision in the school sufficiently differentiated?

How well is the progress and learning of SEND pupils covered in school lesson observation records

What observations/monitoring occurs for interventions

How is the SENCO challenged about identification?

What are the levels of responsibility and accountability of the SENCO?

How is SEN identified what assessments are used in addition to progress monitoring?

What happens after identification as SEN… ie how are needs analysed and provided for – link to three case studies

How well evaluated are the interventions?

Does SENCO inform all teachers of necessary adaptations and strategies effectively …and are these being monitored ie checking they are being used and the quality of use through lesson observation

Is intervention planned carefully to ensure curriculum offer is balanced and builds on a pupils’ strengths.


How do you check school analysis is robust?


How do you check school analysis is robust?

Find out about moderation processes - it is unlikely that within-school moderation only will provide sufficient confidence in teacher assessment.

(for example, Key Stage 1 teacher assessment is sampled and moderated externally). All schools need to ensure their teacher assessment is robust when compared with other schools – school should be able to show you how moderation has influenced practice.

Request examples of progress tracking and work from English, mathematics for case studies or look at work in lessons consider levels given in addition look at other subjects – we would expect similar levels of literacy to be being used in all subjects – however we would also expect opportunities for pupils to gain higher level concepts without being constrained by their literacy and or communication skills - curriculum offer and expectations can include personal development as well

Talk to pupils about their involvement in target setting and their aspirations for the future. Does the school encourage high aspiration for their futures?.

What is quality and effectiveness of involvement of parents/carers in target setting etc?.


Quick discussion

‘We analyse by individuals they are all so different’

This is not wrong but they should still be able to answer overarching questions as well e.g. how many make upper quartile progress? For those that make lower quartile what are the reasons?

NB There is no blanket 2 levels of progress for all pupils attaining below age related levels

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SENCo Network Meetings Spring 2012

Documents

Transcript of SENCo Network Meetings Spring 2012