Recent Inspection Case Study:

How Ofsted inspected our SEND provision under the new Code.

What evidence inspectors asked for and what SEND provision looks like in our school

@ASTSupportAAli

bit.ly/optimusofsted

Who am I?

Assistant Head Teacher-Director of InclusionSENDCo/INCo? & PP Lead

0Assistant SENCO

0 Learning Support Coordinator- HLTAs/Tas

0 Inclusion Unit Coordinators

0Achievement Support Coordinator

0EAL Coordinator

0Exam Access Specialist Teacher

0Higher AttainerCoordinator

0 SEN/D Teachers

0Education Inclusion Tutors

0Young Carer/LAC Lead TA

0Academic Mentors

0 Literacy Coordinators

Where do I work?

Cheney School

OfstedLearning Support Department File

0 SEND Policy

0 Provision Map

0 SEND Department Improvement Plan

0Governors Reports

0Annotated/Highlighted!

Before Ofsted…

SEN

Changes?

Responsibilities…

0The Teacher must be involved in all interventions

0The skills learnt must then be practiced in class

0 Student/Parent focused

A-Z of TA support0 Ask challenging questions that encourage the pursuit of excellence Assess when pupils can be moved on to an extra extension task

0 Bring different opinions, ideas & experiences to class discussions Build self esteem in your class

0 Catch them being clever and reward them

0 Differentiate the lesson instructions/activities according to need

0 Elaborate on difficult questions Encouragement through individual quiet words on a one-to- one basis

0 Foster creativeness from the students Find the invisible child

0 Generate lesson activities Give advice on an activity

0 Hand out resources leaving the teacher free to explain the tasks Help pupils to organise their ideas before writing.

0 Individual attention given to pupils who need extra support at times Identify success from the students they are supporting

0 Join in with activities with all the class Just take a minute to brief your LSA before/after the lesson or drop an email

0 Keep students focused and on task

0 Listen to reading groups Lead small groups

0 Monitor progress of individual or group

0 Negotiate with students to move them on to more challenging tasks Notice the underachiever and report back to teacher

0 Organise some pupils eg. Write homework in planner

0 Present ideas in a variety of ways e.g. Mind maps, suggestions for learning styles Praise – in writing and verbally

0 Quirkily contribute to and enrich classroom discussions Question pupils with open ended questions

0 Revivify subject content incorporating a different point of view Reinforce lesson objectives/outcomes

0 Support other students allowing teacher time with SEND students. Spot the off task student

0 Tell teacher of pupils working well - praise them Take notes if student is absent or unable to keep up

0 Unable to support fully unless we become a professional teaching team

0 Valuable support & stress relief with a difficult class or student Visualisation help for SEND students

0 Work with small groups of pupils in or outside of the classroom Write key words in glossaries

0 (e)Xplore higher order thinking skills

0 Yield results when we work together as a team

0 Zoom into the vulnerable/difficult student to ensure that they get on task quickly

OfstedLearning Support Department File

0 One location for all relevant documentation

0 DATA

0 SEND Policy

0 Provision Map

0 SEND Department Improvement Plan

0 Governors Reports

0 Case studies

0 Annotated/Highlighted!

Middle Leaders

0The drivers of your inclusive messages.

0The teeth behind your bark

0The teeth behind your smile?

S.P.O.T FoldersStudent Progress Over Time Folders

0 SEN/D information

0 Pupil Premium

0 Free School Meals

0 Looked After Children/Adopted

0 English as an Additional Language

0 Higher Attainers

0 Young Carers

0 Reading Ages

0 Numeracy Ages

0 Seating Plans

0 Data

0 Tracking

0 Interventions

0 Class context

0 concerns

Quality First Teaching

KNOW YOURSTUDENTS. NOT JUST

STUDENTS.

The call!

0Tuesday the 27th of January

Message to my teams…

0Nothing changes, nothing new.

The visit

0Normality must preside- organised chaos?

0Hit the Ofsted protocol button!

Interviews…

0 Year 7 Catch Up money impact.

0 SEN/D provision

0 Pupil Premium impact

0 Careers, Information Advice and Guidance

0 Behaviour/Safety/Exclusions

0 Attendance

0 Transition

0 Teaching and Learning

School Improvement Plan

0Were you involved?

0R.A.G rate/progress

This year:

0KS3

0Behaviour

0 Staff CPD

0 Specific Groups

Outcome…

Strengths- Key Areas

“Strengthened transition arrangements introduced in 2014 for students who are disabled or have special educational needs have led to improved progress in Year 7.”

“Achievement of students educated off site and those in ‘Cheney Plus’ is closely monitored by designated staff who conduct regular formal reviews of these students throughout the year. As a result, these groups of students are achieving well.”

“Governors pay attention to ensuring the additional funding for pupil premium students is put to good use.”

Strengths- Support Staff

“Teaching assistants and other support staff work effectively with targeted students to ensure they behave well in lessons. Students and parents and carers who spoke to inspectors emphasised how much they valued the personal coaching additional staff provide.”

“The wide range of teaching assistants, academic mentors and support staff is well led. They are deployed effectively in classes and in the designated units that support students with specific needs.”

Strengths- SPOT Folders

0 “In nearly all lessons observed, teachers were making good use of ‘spot files’ containing information from their assessments of students’ work. They use this information well to target their questioning and decide where students should be seated so they can work well with others.”

Areas to improve

“The support and challenge to ensure disabled students and those who have special educational needs improve their writing in mainstream lessons is not always effective.”

“Good progress made in Key Stage 4 is not replicated across all subjects, year groups and students, including those who benefit from additional pupil premium funding.”

Gap is still too big…

0Are you aware?

0Are you prepared to discuss this?

0Are you able to show where and how and why?

Local compared to National…(2013)

0 SA+ Un. absence is TWICE that of other students

016% of all exclusions in Oxford are students with statements (11.7%)

0KS2- 9% of statemented students making expected progress only. (14%)

0KS4- 10% of statemented students achieving 5 A*-C (10%) We have 5.

0Oxford students three times as likely to be NEET

MY Top Tips

0Be proud, be ready, be clear, be honest

0Have all your documentation ready

0Ensure all staff know their roles and what they are responsible for

0Update your website- let all know

0Know your data

0Be passionate, enthusiastic and ambitious

0 Link everything to teaching and learning

Further Reading..

0My blog about Ofsted.

0 Follow me- @ASTSupportaali