Raising standards, improving lives

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Raising standards, improving lives

• Implications of the new Ofsted framework for
  support services
• Janet Thompson HMI
• National Adviser - SEN and Disability

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Raising standards, improving lives

• Inspection is primarily about evaluating how well
  individual pupils benefit from their school. It
  is important to test the schools response to
  individual needs by observing how well it helps
  all pupils to make progress and fulfil their
  potential.

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Ambition

• Preparing students as well as possible for the
  future so students become as independent as
  possible.
• A strong focus on communication, literacy,
  mathematics as well as independent learning,
  working with others and achieving meaningful
  qualifications that will open doors in the
  future.

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In schools Ofsted expects

• accurate information about pupils attainment and
  progress
• the identification of pupils who are making less
  than expected progress and/or are unlikely on
  current performance to make expected or higher
  attainment
• arrangements to be in place for these pupils to
  increase their progress and raise their
  attainment
• regular and accurate monitoring of the progress
  that these pupils are making
•  

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In schools Ofsted expects

• rigorous moderation of the assessment of pupils
  attainment levels and target setting
• effective support arrangements to show that the
  rate of progress has increased and the gap is
  narrowing
• regular review of the quality of support
  arrangements with respect to pupils outcomes,
  and changes made where they are not effective.
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In schools Ofsted expects

• a curriculum that is broad, balanced and meets
  the needs, interests of pupils, and promotes
  high levels of achievement, good behaviour and
  successful progression to the next stage of
  education, training or employment. (Note the
  prominence of reading, writing and mathematics in
  the schedule)
• successful strategies for working with parents to
  the benefit of pupils, including those who find
  working with school difficult.
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Best Practice

• Strong teaching and learning
• Accurate assessment and identification
• Close tracking
• Rigorous monitoring of progress with intervention
  quickly put in place
• A thorough evaluation of the impact of additional
  provision
• Clear routes to gain specialist support
• AMBITION

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• So what does that mean for support services?
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Evaluation and accountability

• Extra support should be quality assured
  rigorously to ensure it is of at least good
  quality and is effective.
• The senior team and the governing body should
  provide robust challenge to the effectiveness of
  any extra support.
• Support services should provide challenge to the
  schools and the effectiveness of the everyday
  provision for the pupils they serve.

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Quality and effectiveness of provision
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Outstanding

• Pupils have excellent educational experiences at
  school and these ensure that they are very well
  equipped for the next stage of their education,
  training or employment.

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Outstanding

• Excellent practice ensures that all pupils have
  high levels of literacy appropriate to their age
  (and capabilities).

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Outstanding

• Practice consistently reflects the highest
  expectations of staff and the highest aspirations
  for pupils.

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Outstanding

• Taking account of their different starting
  points, the proportions of pupils making and
  exceeding expected progress are high compared
  with national figures.

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Strong teaching and learning
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Strong teaching and learning

• Teachers have a thorough and detailed knowledge
  of all students abilities and needs.

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Strong teaching and learning

• All teachers have consistently high expectations
  of all pupils.
• Teachers plan and teach lessons that enable
  pupils to learn exceptionally well across the
  curriculum.

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Questions for services

• Who checks the quality of your teaching?
• How do you know your advice is being used
  consistently by all staff involved in the
  education of the child you support?

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Inspectors must consider the following, do you?

• work is challenging enough and meets pupils
  individual needs
• pupils responses demonstrate sufficient gains in
  their knowledge, skills and understanding,
  including in literacy and mathematics
• teachers monitor pupils progress in lessons and
  use the information well to adapt their teaching
• Teachers use questioning and discussion to assess
  the effectiveness of their teaching and promote
  pupils learning
• pupils understand well how to improve their work.

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Inspectors must consider the following, do you?

• Engagement
• Collaboration
• Interest
• Concentration
• Determination
• Resilience
• Independence

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Questions for services

• How do you work in partnership with others to
  ensure the pupil receives a balanced curriculum
  so they are not disadvantaged?
• If lessons or parts of lessons are missed what
  arrangements are made so that pupils do not need
  to catch up without being taught?

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Questions for services

• Are you really challenging yourselves to improve
  the progress of pupils?
• Do you challenge schools?

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How well does your service contribute?

• Is there close tracking and monitoring of
  attainment and progress?
• Do you know pupils attainments accurately?
• How many are attaining below the expected levels
  for their age?
• Do you know which pupils are not making expected
  progress?
• Has the progress of the pupils accelerated as a
  result of your support?
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How well does your service contribute?

• Is information about the quality of support
  obtained from observation?
• How is this used to improve provision?
• Is the above information provided effectively to
  the senior leadership team and to Governors or
  others who commission your service?
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Do you know

• If the pupils you support are disproportionally
  represented in any of the following?
• Poor attendees
• Fixed or permanent exclusion
• The use of on-site withdrawal rooms
• Bullying and incident records
• Pupils struggling to behave appropriately

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Local offer

• local authorities - required to publish a
• local offer of services for the wide spectrum of
  disabled children and young people and those with
  special educational needs.
• To give families clear, accessible information
  about what support is available locally from
  their local authority, schools and health
  services, and how to access more specialist
  support if their childs needs are not being met.

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Local offer
Highly specialist
Specialist provision ST and LT
Sharing expertise Joint commissioning
Access to outreach / services
Specialists within schools
Universal adaptations (includes adapted
curriculum AP etc.)
Universal provision within a school Quality and
effectiveness
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Routes to specialism/Local offer

• Ensure there are clear routes to gain your
  specialist support.
• Establish clear thresholds and referral routes to
  specific expertise so that students with the most
  needs are given the most expert help.
• Evaluate the impact your service has for the
  pupils you work with.

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• Ofsted looks beyond what, to the quality and
  effectiveness of what is being offered and how
  this is demonstrated by the achievement of pupils
  do you?

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