Whole School SEND will work with over 500 schools directly and many more through our Consortium networks.
Ultimately, better outcomes for children and young people are the key indication of success and we will be looking for examples of where outcomes have improved so that we can better understand the things that make the most positive difference.
However our ‘theory of change’ (our hypothesis on what makes a difference) – is that we can best improve outcomes by embedding the SEND Review Guide’s 8 Key Areas into the language, practice and culture of day-to-day school leadership and approaches to school improvement and it is on these areas that we will measure the initial work of the Consortium over the year ahead.
KPI: 70% of school leaders and SENCOs within schools that have been directly engaged report that the policy objective of “every teacher being responsible for progress of all the pupils they teach” was fully implemented.*
Measure: School survey using third party poll of sample to our schools which will be compared to a wider range of schools not involved in our work.
KPI: 60% or more of school leaders engaged through the contract will report that they have been able to provide the appropriate provision for pupils with SEND. *
Measure: School survey using third party poll of sample to our 500 schools which will be compared to a wider poll of schools not involved in our work.
KPI: 60% or more of school leaders engaged through the contract will report that they have been able to provide the appropriate provision for pupils with SEND.
Measure: School survey using third party poll of sample of our 500 schools which will be compared to a wider poll of schools not involved in our work.
KPI: 20% increase from the baseline of how confident teachers are to access the CPD training and support that they need in regard to pupils with SEND.
Measure – Pre- and post-contact surveys for teachers involved in our work.
KPI: RSC, Ofsted, TSC and other key stakeholders to show raised awareness of the SEND Review and are recommending and using the SEND Review as part of their portfolio of school improvement approaches.
Measure: Interviews over June 2016 on current perceptions of SEND and awareness of the SEND Review including the likelihood of using it in their work.
Reviewing behaviour ie. - are Regional Schools Commissioners commissioning reviews?
KPI: A significant increase in understanding how school-to-school support and a school-led system can be used to harness support for children with SEND.
Measure: Review how TSAs, networks and other school systems involved in the project are currently reflecting needs of children and young people with SEND.
Revisit at the end of the project.
10 deep dive interviews with system leaders on how they are combining their system leader role with the increased use of the SEND Review.
*comparisons will be drawn with survey reports from 2016 which showed:
- 52% of school leaders said that ‘every teacher being responsible for progress of all the pupils they teach” was fully implemented (falling to 20% when the same question asked of SENCOs). (NAHT Edge, May 2016)
- 61% of school leaders have struggled with provision for children with SEND over last year. (The Key, May 2016)
SEND Teacher Review Package
- Produce a comprehensive SEND audit tool for classroom practitioners
- Develop a schools-led SEND document to support ongoing professional development
- Train a cohort of teachers to offer peer review of SEND teaching across both the mainstream and specialist sectors.
- A resource that can inform best practise in deploying TAs that can be used as a guide and model to embed in the system
- Build on SEND leaders work to develop a complementary range of tools and review procedures connected to improved use of TAs
- Complete a map of recommended, accessible, evidence-informed tools/resources for improving TA deployment and professional learning
- Develop and pilot a school-level TA Review process, modelled on and complementary to the school-to-school SEND Review process.
Planning into Adulthood
- A resource that can inform best practise for planning into adulthood that can be used as a guide and model to embed in the system.
Embedding the SEND Review
- A guide to how large MATs can use the SEND Review to assess MAT-wide provision
- A guide to how TSAs can use the SEND Review to improve TSA community provision and to add to TSA product portfolio for trading
- A guide to how the SEND Review can be used in smaller MATs, TSAs, clusters and standalone schools with examples of good practice
- A guide to how Local Authorities can use the SEND Review to inform provision and practice.
Structure national training programme based around the SEND Review framework, making best use of existing resources and expertise in schools
- A SEND Gateway based on the eight areas of the SEND Review that will have functionality to include schools with excellent SEND provision as part of the provider framework to facilitate school-to-school support
- Widespread identification and dissemination of best practice
- To create an online mapping of national providers and national provision.