senco network meetings spring 2012
DESCRIPTION
SENCo Network Meetings Spring 2012. Bill Turner. Agenda. OfStEd Evaluation Schedule RAISEOnLine changes Progression Guidance The SEN Narrative. The OfSted Evaluation Schedule. The key judgements - PowerPoint PPT PresentationTRANSCRIPT
Department of Children’s Services
SENCo Network MeetingsSpring 2012
Bill Turner
Department of Children’s Services
Agenda
• OfStEd Evaluation Schedule• RAISEOnLine changes• Progression Guidance• The SEN Narrative
Department of Children’s Services
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.
Department of Children’s Services
5 Scenarios• To be judged using the A4 summary
sheets.
Department of Children’s Services
RAISEOnline
• VA not CVA• Progress
– Above– Expected– Below
• Prior attainment– Low– Middle– High
Department of Children’s Services
Looking at the chart below suggest pattern/s that would indicate a particular trail for inspection?
Department of Children’s Services
Department of Children’s Services
• 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)
Department of Children’s Services
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
Department of Children’s Services
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
Department of Children’s Services
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
Department of Children’s Services
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
Department of Children’s Services
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.
Department of Children’s Services
What will you want to consider in lessons?
Department of Children’s Services
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
Department of Children’s Services
What will you want to follow up for leadership and management?
Department of Children’s Services
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
Department of Children’s Services
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.
Department of Children’s Services
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).
Department of Children’s Services
Consider What will you want to consider in lessons?
Department of Children’s Services
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
Department of Children’s Services
What will you want to follow up for leadership and management?
Department of Children’s Services
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.
Department of Children’s Services
How do you check school analysis is robust?
Department of Children’s Services
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?.
Department of Children’s Services
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
‘