ANNEX 1 School Visit/Self-Evaluation Template AREAS FOR AREA OF FOCUS SUGGESTED THEMES AND TO EXPLORE STRENGTHS DEVELOPMENT The has a calendar of Staff skills audit needs to be Senior and middle leaders with responsibility for SEND work closely alongside class The quality of activity for pupils each refreshed teachers to support differentiation and curriculum development. They are involved in teaching and learning year. The SENCO does reviewing and helping teachers improve the quality of teaching for all pupils. for pupils with SEND two learning walks, which Pupil passports / pupil Teachers have a clear understanding of pupil need and personalised strategies are monitors the deployment of profiles need to be put in informed by parent and carer partnership. These are consistently applied throughout staff. place the school. The HT and SENCO - RoL The individual needs of pupils are communicated effectively to all staff. Online portal for storing is looked at Oct / Nov time Teachers use assessment information to plan and differentiate lessons effectively. This information would aid and they look half termly at includes setting homework that is matched to pupils’ individual needs. teachers tracking. information sharing Evidence from observations the teaching of interventions is considered to be consistently good or better. They have coordinators of Only use the word ‘therapy’ subjects on the staff team for interventions organized Outcomes from interventions are integrated into classroom teaching and teachers and these staff might have capitalise on learning from interventions in whole-class and small group teaching. by a trained therapist? some liaison with SENCO if need be. In the main office there are files for pupils. Each has an intervention file. This has the record of the targets – record of the impact - including work examples There may be another individual file for those pupils who have ‘extensive
ANNEX 1 School Visit/Self-Evaluation Template AREA OF FOCUS SUGGESTED THEMES AND TO EXPLORE STRENGTHS AREAS FOR DEVELOPMENT The quality of teaching and learning for pupils with SEND Senior and middle leaders with responsibility for SEND work closely alongside class teachers to support differentiation and curriculum development. They are involved in reviewing and helping teachers improve the quality of teaching for all pupils. Teachers have a clear understanding of pupil need and personalised strategies are informed by parent and carer partnership. These are consistently applied throughout the school. The individual needs of pupils are communicated effectively to all staff. Teachers use assessment information to plan and differentiate lessons effectively. This includes setting homework that is matched to pupils’ individual needs. Evidence from observations the teaching of interventions is considered to be consistently good or better. Outcomes from interventions are integrated into classroom teaching and teachers capitalise on learning from interventions in whole-class and small group teaching. The has a calendar of activity for pupils each year. The SENCO does two learning walks, which monitors the deployment of staff. The HT and SENCO - RoL is looked at Oct / Nov time and they look half termly at teachers tracking. They have coordinators of subjects on the staff team and these staff might have some liaison with SENCO if need be. In the main office there are files for pupils. Each has an intervention file. This has the record of the targets – record of the impact - including work examples There may be another individual file for those pupils who have ‘extensive Staff skills audit needs to be refreshed Pupil passports / pupil profiles need to be put in place Online portal for storing information would aid information sharing Only use the word ‘therapy’ for interventions organized by a trained therapist?
Diocese-SEND-Review-May-2017.docx