Hampshire’s Offer has a designated sub section which Documents are holds SEN Support information being updated. Models of SEN Service provides money via the high needs block to Outreach support fund outreach support for cognition and learning and are different and SEMH allocated to the special schools. Schools involved impact of each is set up an agreement with mainstream schools and outline Working being considered. support to be provided and expected outcomes. Schools say that well but The impact data is collected and evaluated by the service is valued areas for Education Officer and regular training and support is and feedback is offered via the SEN Service. (Doc Outreach good. Data on is clear. identified 7 A lack of shared Expected progress is sub levels of progress across key The authority gathers Schools, Working A LA headteacher understanding of stage. Good progress exceeds this. Schools are advised to data on attainment including special well is involved in the what constituted use the national progression guidance to guide the setting broken down into schools are national work progress” for of targets. However, these are currently more relevant for subsets to analyse expected to being carried out “good the lowest attaining those young people working within levels. trends show progress. around P levels “P” CYP and for personal The removal of national curriculum assessment level LA analysis and their and social skills descriptors has implications for the tracking of progress shows progress relevance to development through a key stage. The national expectation is for schools of those with progress and to create their own assessment levelling and tracking Statements/ outcomes focus models. EHCPs by need, approaches to help identify
Hampshire’s Offer has a designated sub section which holds SEN Support information SEN Service provides money via the high needs block to fund outreach support for cognition and learning and SEMH allocated to the special schools. Schools involved set up an agreement with mainstream schools and outline support to be provided and expected outcomes. The impact data is collected and evaluated by the Education Officer and regular training and support is offered via the SEN Service. (Doc Outreach Schools say that service is valued and feedback is good. Data on is clear. Working well but areas for identified Documents are being updated. Models of Outreach support are different and impact of each is being considered. 7 A lack of shared understanding of what constituted “good progress” for the lowest attaining CYP and for personal and social skills development Expected progress is sub levels of progress across key stage. Good progress exceeds this. Schools are advised to use the national progression guidance to guide the setting of targets. However, these are currently more relevant for those young people working within “P” levels. The removal of national curriculum assessment level descriptors has implications for the tracking of progress through a key stage. The national expectation is for schools to create their own assessment levelling and tracking models. The authority gathers data on attainment broken down into subsets to analyse trends Schools, including special schools are expected to show progress. LA analysis shows progress of those with Statements/ EHCPs by need, to help identify Working well A LA headteacher is involved in the national work being carried out around P levels and their relevance to progress and outcomes focus approaches