sendia evidence requirements for the portfolio...in school (delegated budget plus any additional...

© Prospects Services V.1 1 of 16

SENDInclusionAward

Key performance indicator

1.1 Coordinated by the school SENCO, the working group is in place.

1.2 The statement of commitment is signed and stored in the portfolio of evidence.

1.3 A commitment to achieving the award, and information about the award, is shared with all key stakeholders.

1.4 Local partners have been informed about the award and have been encouraged to become involved.

1.5 The school self-evaluation has been completed.

Objective 1 The school demonstrates a commitment to achieving and maintaining the SEND Inclusion Award, including informing relevant stakeholders.

Examples of evidence

Evidence Requirements for the Portfolio

(continued)

List of names and roles of members of working group.

Dates of working group meetings.

Records of visits by SEND governor.

Copy of Statement of Commitment.

At least one piece of evidence for each group that demonstrates how they were given initial information about the award. For example, minutes of a staff meeting, parents’ newsletter, assembly plan, school council minutes, governing body minutes, etc.

List of key partners with a brief note of the contribution each partner might make.

Copies of emails, letters, minutes, as appropriate, that have been used to inform and encourage key partners.

Completed School Self-Evaluation Form and where relevant, Stakeholder Evaluation Forms.


SENDInclusionAward

Objective 1 (continued)

The school demonstrates a commitment to achieving and maintaining the SEND Inclusion Award, including informing relevant stakeholders.


1.6 Information from the school self-evaluation has been used to inform action planning.

1.7 The Action Plan has been fully completed and shared with all key stakeholders.

1.8 The school’s improvement plan includes

strategies for award achievement and for maintenance of the award.

1.9 The Action Plan is regularly monitored, progress is evaluated and the findings are shared and acted upon.

1.10 All key partners are regularly updated and involved with developments and progress towards achieving the award.

Examples of evidence

Relevant sections from the School Self-Evaluation Form and Action Plan.

Copy of the Action Plan.

Examples of communications with key partners; emails, letters, displays, photographs or films of events etc.

Relevant sections of the school improvement/development plan.

Evaluations of the Action Plan.

Notes of monitoring meetings.

Copy of the Action Plan.

Evaluation records.

Presentation or newsletter on outcomes from the award.

Stakeholders’ briefing notes or newsletter.

Photographs from an event for stakeholders, such as a parents’ evening.


SENDInclusionAward

Objective 2 The school’s SEND policy and practice is compliant with legislation and DfE guidance and promotes an inclusive ethos.


2.1 The school has a SENCO in post who is a qualified teacher and has completed, where required, the National Award for SEN Coordination.

2.2 There is clear line management of the SENCO by a senior leader.

2.3 The school has an up-to-date SEND policy and a SEN Information Report is available on the school website.

2.4 The SEN Information Report includes information about staffing for SEND.

2.5 The school has an accessibility plan in place that underpins an inclusive ethos.

2.6 The school is fully accessible across the three areas of curriculum access, physical access and the provision of information.

(continued)

Examples of evidence Examples of impact

Copy of SENCO certificate for National Award.

SENCO job description.

Plan or presentation of SENCO training for staff on high-quality teaching for pupils with SEND showing SENCO expertise.

Minutes/notes of management or liaison meetings.

Copies of SEND policy.

SEND Information Report template plus a link to the report on the school website.

Copy of accessibility plan showing actions across the three areas of access.

Examples of information for governors, pupils, parents and visitors in various formats – symbols, audio, in community languages etc.


SENDInclusionAward


The school’s SEND policy and practice is compliant with legislation and DfE guidance and promotes an inclusive ethos.


2.7 The SENCO’s salary is allocated against core funding.

2.8 Pupils with SEND engage in the activities of the school alongside pupils without SEND.

2.9 All teachers use and participate in the graduated approach (assess, plan, do, review) for pupils with SEND.

2.10 Parents are always informed when the school is considering whether or not a pupil has special educational needs that may require SEND provision.

2.11 Pupils with SEND and their parents are full partners in all decisions.

2.12 For pupils with EHC plans (or statements of SEND), the provision detailed in those plans is in place.


Line from the school budget showing cost of SENCO against core funding.

Photographs (with parents’ permission) of pupils’ participation in e.g. school trips or sporting events.

Registers of clubs and other extra-curricular activities.

Examples of lesson plans.

Graduated Approach Evidence forms.

Template of letter sent to parents when SEND identified.

Flowchart of actions following identification of SEND.

Minutes of planning and review meetings with parents.

Examples of provision maps or IEPs (anonymised).

Case study of inclusive activity.

Case study detailing process of graduated approach and the difference this made for an individual or groups of pupils with SEND.

Feedback from Parent Evaluation Form or letter from parents.

Feedback from Parent Evaluation Form or letter from parents.

Pupil progress data/annotated IEP or case study.


SENDInclusionAward

Objective 3 There is strong and effective leadership and management of SEND provision.


3.1 The school improvement plan has a strong focus on inclusive practice and improving outcomes for pupils with SEND.

3.2 The SENCO advises governors and senior leaders on the use of the SEND budget.

3.3 The senior leadership team can evidence effective use of the SEND budget.

3.4 The SENCO has a clear vision of high aspiration for pupils with SEND.

3.5 The SENCO provides strong leadership of SEND and inclusion across the school.

(continued)

SENDInclusionAward


Copy of the school improvement plan with relevant sections highlighted.

Ofsted inspection report.

A costed provision map of all provision (universal, targeted and specialist) across the school.

An accurate record of funding allocated to SEND provision in school (delegated budget plus any additional funds, e.g. funding from the high-needs block).

A clear description of how the funding is used (e.g. a costed provision costed map or Graduated Approach record).

Text from the school SEND Information Report.

Minutes of staff meetings/presentations to staff and parents.

Visit notes by external specialists, such as School Improvement Advisers.

Reports following Ofsted inspections.

Fewer exclusions.

Wider range of SEN provision.

Analysis of a range of interventions comparing cost with effectiveness in terms of accelerated pupil progress or improvement in e.g. social skills, etc.

A case study highlighting the impact of an intervention and/or support for an individual or group of pupils.

Feedback from Stakeholder Evaluation Forms.

Feedback from Teacher Evaluation Forms.


SENDInclusionAward


There is strong and effective leadership and management of SEND provision.


3.6 The school has an anti-bullying policy in place that specifically addresses bullying and pupils with SEND.

3.7 The SENCO manages record-keeping on SEND effectively.

3.8 The SENCO reports termly to governors on outcomes for pupils with SEND.

3.9 The SEND governor provides an effective level of challenge to the SENCO and other senior leaders.

3.10 Evaluation of the impact of SEND provision is incorporated into the school self-evaluation process, including the programme of learning walks and lesson observations.


Copy of anti-bullying policy with relevant sections highlighted.

Photographs from anti-bullying week events.

Ofsted inspection report.

Flow-chart of SEN process and documentation.

Anonymised examples of SEND documents.

Minutes of governors’ meetings.

Copy of SENCO termly report to governors.

Minutes of governor meetings and meetings of SEND governor and SENCO.

Copy of School Self-Evaluation Form.

Examples from feedback notes from focused learning walks and lesson observations.

Record/case studies of incidences of bullying and actions taken.

Case study of how effective record keeping facilitated improved provision for a pupil.

Feedback from Governor Evaluation Forms.

Relevant sections of Ofsted report.

Case study of SENCO coaching a colleague leading to improved differentiation.


SENDInclusionAward

Objective 4 Everyday teaching and learning for pupils with SEND is good or better.


4.1 All teachers understand that they have responsibility for the learning and behaviour of pupils with SEND in their classes.

4.2 Teaching plans and approaches are used consistently to enable teachers to match teaching strategies and learning activities to the range of pupils’ abilities effectively, including the use of ICT.

4.3 Decisions about interventions and support for pupils with SEND are based on teachers’ knowledge of individual pupils, the results of diagnostic assessments and research on evidence-based programmes.

4.4 The deployment of support staff is effective and informed by research and the school’s own evaluation of impact.

4.5 Adult support is focused on improving the independence of pupils with SEND and preparing them for adulthood.

(continued)



Notes from parent/teacher meetings.

Section from SEND policy and presentation from staff training.


Medium-term curriculum plans.

Photographs/films.

Notes of discussions between SENCO, teachers and external specialists.

Examples of research bases for interventions used for pupils with SEND.

Lesson plans.

Teaching assistant liaison and support records.

Presentation from teaching assistant training.

Relevant section from the school teaching assistant handbook.

Case study of how individual teachers changed their practice and pedagogy to have more impact on outcomes for pupils with SEND.

Case study of the impact of successful teaching and learning strategies.

Annotated IEP/pupil profile showing pre-and post-intervention assessment scores.

Records of evaluation of impact of adult support.

Case studies of the impact of adult support on pupils’ independent learning and independence in social situations.


SENDInclusionAward


Everyday teaching and learning for pupils with SEND is good or better.


4.6 The SENCO, teachers, teaching assistants and other support staff work well as teams.

4.7 Support staff are well trained and kept

appropriately informed about pupils with SEND.

4.8 The school makes effective use of advice and support from external agencies and monitors the impact of this advice and support on outcomes for pupils with SEND.

4.9 The school liaises with partner schools and settings to provide continuity of expectations and outcomes across key transitions for pupils with SEND.

4.10 The school works in partnership with other settings, schools, local and national charities and other organisations to widen opportunities for learning and participation for pupils with SEND.


Teaching assistant CPD log/record.

Notes from teaching assistants meetings with the SENCO.

Examples of one page profiles or other information sharing strategies.

Notes from discussions between SENCO, teachers and external agencies.

Plans for additional transition days/events for pupils with SEND.

Photographs and films.

Notes from meetings of primary and secondary SENCOs.

Relevant sections of School Self-Evaluation Form.

Notes from partner liaison meetings.

Photographs and films highlighting new opportunities for participation for pupils with SEND and their families.

Case study of how a class or subject team has worked effectively to improve outcomes for a pupil/pupils.

Feedback from Teacher and Pupil Evaluation Forms.

Records of graduated approach that show advice from other agencies and evidence impact on outcomes for pupils.

Examples of pupils’ writing about their transition support.

Case study of partnerships showing process and benefits for pupils.


SENDInclusionAward

Objective 5There is an effective system for identifying pupils’ special educational needs.


5.1 Progress is assessed regularly and data is thoroughly analysed.

5.2 Pupils’ learning and other needs are identified as early as possible.

5.3 A range of appropriate assessments, available in-school and from external sources, is used to identify specific barriers to learning.

5.4 Assessment information is shared with all staff involved with the pupil and is used to plan appropriate support and interventions.

(continued)


Examples of analysis and data, including next steps for pupils and school.

Anonymised summary of assessments for a pupil.

Notes from meetings with parents.

List of assessment tools available in and to school.

Examples of staff information sheets.

Photographs of pupil information displays in staffroom.

Example of a graduated approach record showing baseline assessment and progress made.

Case study of identification of SEND for an individual pupil and the difference the resulting SEND provision has made.

Examples of assessments carried out and the interventions put in place as a result.

Case study of how assessment has led to improved provision and progress for a pupil/pupils.


SENDInclusionAward


There is an effective system for identifying pupils’ special educational needs.


5.5 Pupils with SEND have access to high-quality inclusive teaching in addition to any additional SEND provision.

5.6 A range of interventions and resources (including ICT) to address pupils’ SEND is available or can be sourced speedily.

5.7 Progress data for pupils with SEND is

used to inform lesson planning and strategic developments, including staff CPD.

5.8 The impact of all additional or different provision for pupils with SEND (including interventions and adult support) is thoroughly monitored and evaluated.


Examples of notes from lesson observations and learning walks

Provision map showing universal, targeted and SEND provision.

Examples of tracking sheets.

Lesson plans showing link to pupil progress data.

Relevant sections of school improvement plan.

Records of teaching assistant support and the difference that support has made on outcomes for pupils with SEND.

Relevant sections of the School Self-Evaluation Form.

Anonymised sections of notes from teacher performance management meetings.

Case studies of the impact of interventions on pupils’ progress.

School Self-Evaluation Form.

Records of graduated approach that show the impact of SEND provision in terms of outcomes for pupils.


SENDInclusionAward

Objective 6 Pupils are actively involved in decision-making about, and the delivery of, their own SEND provision/support.


6.1 Wherever possible, pupils are aware of, and play a part in planning, their own support and interventions.

6.2 Questionnaires, focus groups and other strategies are routinely used to ascertain the views of pupils with SEND about their support, their teaching and learning, and their inclusion in other aspects of school life.

6.3 Pupils are provided with the information and support necessary to enable them to participate in decisions about their SEND provision.


(continued)

Notes from pupil planning and progress meetings.

Relevant one-page profiles.

Completed questionnaires.

Relevant one page profiles.

Anonymised notes from SEND review meetings/conversations.

Photographs or films.

Feedback from Pupil Evaluation Forms.

Notes from focus groups including evaluation of ‘what happened next?’

Film of pupil(s) talking about their aspirations and what they want the SEN provision to help them to do.


SENDInclusionAward

Objective 6 (continued) Pupils are actively involved in decision-making about, and the delivery of, their own SEND provision/support.


6.4 Pupils with SEND are always involved in at least part of meetings or conversations between their parents and teachers.

6.5 Pupils with SEND know their learning targets and understand what they need to do to achieve them.

6.6 Feedback from pupil questionnaires and focus groups is shared with governors and other key stakeholders and directly influences school SEND and inclusion policies, provision and practice.


Anonymised notes from SEND review meetings/conversations.

Examples of individual learning plans or provision maps.

Reports from Ofsted inspections and monitoring visits.

Notes of governors’ meetings.

Examples of pupils’ feedback- drawings, films or written materials.


Examples of pupils’ contributions, e.g. slide presentation, photographs or films.

Audio file of pupil with SEND talking about his/her learning targets.

Case study evidencing influence of feedback on school policy and practice.


SENDInclusionAward

Objective 7

Parents are actively involved in decision-making about, and the delivery of, their children’s SEND provision/support.


7.1 Teachers meet with parents of pupils with SEND at least three times each year and provide an annual report to parents on their child’s progress.

7.2 The views of parents on their child’s progress, inclusion and well-being are sought regularly in addition to scheduled meetings/conversations.

7.3 Parents are full participants in planning the support and interventions for their children.

7.4 Learning targets and desired outcomes are agreed and reviewed at meetings/conversations with parents.

(continued)


Calendar or timetable of meetings with parents.

Examples of annual reports.

Examples of completed questionnaires and emails.

Notes from parent-teacher meetings/conversations.

Film clip of a planning meeting.

Notes from parent-teacher meetings/conversations.

Examples of learning targets.

Written feedback from parents.


Letter of thanks from a parent.

Record of learning targets with evaluation.


SENDInclusionAward


Parents are actively involved in decision-making about, and the delivery of, their children’s SEND provision/support.


7.5 The school offers help and training to parents of pupils with SEND so they can better support their child’s learning at home.

7.6 Parents are fully involved in planning for all key transitions and are kept informed at all stages.

7.7 The school gathers evaluative feedback

from parents in relation to the quality and relevance of its SEND and inclusion policies, practice, procedures and developments, and its strategies for consulting with parents.

7.8 Parents’ responses are analysed, feedback is provided through a range of media and appropriate follow-up action is taken.


List of resources and advice available for parents.

Photographs of contents of home learning packs.


Anonymised notes from parent teacher transition meetings/conversations.

Emails/letters/flyers about transition events.

Examples of questionnaires.

Notes from focus groups.


Analysis of responses to parent questionnaires.

Case studies of actions taken as a result of parent feedback.

Examples of information for parents using different media.

Case study of impact of support for parents to help their children learn at home.


Results of survey of families about the SEND Information Report.

Case study of action taken as a result of feedback and the difference that action made for pupils with SEND.


SENDInclusionAward

Objective 8 The school is committed to providing high-quality, on-going continuing professional development (CPD) on SEND.


8.1 Induction programmes for new staff include a strong focus on positive attitudes towards, and high expectations of inclusion for, pupils with SEND.

8.2 The SENCO’s strategic role includes the mentoring and coaching of teachers, support staff and governors to improve the standard of teaching, inclusion and support for pupils with SEND.

8.3 Progress and attainment data for pupils with SEND informs decisions about whole-school CPD and additional training for individual members of staff.

(continued)


Programme of induction for new staff.

Notes/presentations from induction meetings.

Lists of mentors and mentees.

Schedule of coaching sessions.

Examples of information for staff about coaching and mentoring.

CPD log for teaching and non-teaching staff.

Analysis of data showing next steps in terms of CPD.

Evaluation forms from in-service training for new members of staff.

Case studies detailing the impact of coaching or lesson study on outcomes for pupils with SEND.

Assessment data showing improvements in progress or well-being for pupils with SEND.


SENDInclusionAward


The school is committed to providing high-quality, on-going continuing professional development (CPD) on SEND.


8.4 The school undertakes an annual audit of staff skills and knowledge of SEND and inclusion that informs the CPD programme for the following year.

8.5 The SEND and inclusion CPD

requirements of all staff members are discussed as part of performance management or appraisal processes.

8.6 All teachers are trained to enable them to hold effective and constructive conversations with parents of pupils with SEND.


Examples of audits of staff skills.

The CPD programme for the year.

Anonymised sections of notes from teacher performance management and teaching assistant appraisal.

Relevant sections of the school performance management/appraisal policy.

CPD programme and register.

Presentation/hand-outs from in-service training and external conferences or other events.

Record of lesson observations showing a higher proportion of lessons judged to be good or better for pupils with SEND.

Case study of impact of CPD for a teacher or teaching assistant on outcomes for a pupil with SEND.

Case studies of the impact of constructive conversations with parents.

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