Ofsted's Annual Report includes information on SEND
On 1st December, 'The Annual Report of Her Majesty's Chief Inspector of Education, Children's Services and Skills 2015-16' was published. It includes a chapter on SEND which illustrates some of the disparities across the system.
This is Sir Michael Wilshaw's final report before he leaves his post, and it gives a detailed overview of Ofsted's findings this year. It breaks down into several chapters, including one on SEND (pp.87-98).
View the full report here.
Recent data on SEND and Local Area Reviews are discussed.
The report shows that there is a difference between the quality of maintained and academy special schools (93% are good or outstanding) and independent special schools (77% of non-association independent special schools and 82% of independent special colleges are good or outstanding).
At secondary level, 20% of all pupils with EHCPs or Statements are in maintained schools which are less than good, as are 23% of pupils at SEN Support. However, there are stark regional differences: in the South, only 17% of SEN Support pupils are in 'less than good' schools, but in the North and the Midlands this figure rises to 30%.
The report goes on to point out some of the strengths and weaknesses in both mainstream and special schools, in meeting the needs of learners with SEND; this section is useful reading for leadership teams and may be helpful for SENCOs to support them in their development work.
Finally in this chapter, the report talks about FE and some of the challenges there. It states that 78% of FE colleges are good or outstanding for high needs learners, compared to overall effectiveness rates of only 51% being good or outstanding. This provides useful information for those of you working in FE.
Tips - 17 Oct 2017 Paid Member Only
Pupil passports are an important tool within wider person-centred working and lots of schools and settings use them. Have a look at these suggestions for how you can ensure that you are using them effectively, or to help you to start using them, so that they can contribute to improved outcomes for children and young people with SEND.
Guidance - 06 Oct 2017 Paid Member Only
In this podcast, Michael Surr, Education Development Officer at nasen, talks with Hedi Elsmore about how her school used an evidence based approach to improve provision for their learners with SEN.
Guidance - 06 Oct 2017
This is a cyclical, 9 step process which covers identification of areas for development, effective planning to address these area and then reviewing impact to identifying what will need to happen next. This process was created to support early years providers, schools and further education professionals to continue improving their approaches to professional learning.