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Wolverhampton, Staffordshire, West Midlands

Ofsted’s new framework for SEND Provision shows we are taking a step in the right direction for students with special educational needs (SEND). We will highlight the new changes to the Ofsted framework and how their focus has adapted to the progression of all pupils. As well as their personal development and academic success.

 

Let’s understand how Ofsted’s new framework will review your SEND Provision:

 

Before inspectors visit your school, they will have an initial 90-minute phone call to understand your school. Following the call inspectors will read through any published information on your school’s website. This will include the SEND information report and accessibility plan. They will also look into the main findings from your local area SEND inspection. For schools with a SEND resource base, inspectors will want to understand that all pupils:

 

  • Make progress, in that they know more, remember more and can do more-they are learning what is intended in the curriculum.
  • Achieve well in national tests and examinations, where relevant.
  • Produce work of high quality.
  • Acquire the knowledge and cultural capital they need to succeed in life.
  • Are being prepared for the next stage of education, training, or employment at each stage of their learning. This includes whether pupils in sixth form are ready for the next stage and are going on to appropriate, high-quality destinations.

 

What actions does Ofsted’s new framework carry out to understand each schools SEND Provision framework?

 

During their visit Ofsted will look for information about SEND pupils, having discussions with leaders, teachers, and pupils. These discussions will support them to understand the following:

 

  • Whether leaders are ambitious for their pupils with SEND.
  • How well leaders identify, assess and meet the needs of SEND pupils.
  • How well leaders ensure that the curriculum is coherently sequenced to meet all pupils needs, starting points and aspirations for the future.
  • How successfully leaders involve parents, carers and as necessary, other professionals and specialist services in deciding how best to support pupils with SEND.
  • How well leaders include pupils with SEND in all aspects of school life.
  • How well leaders ensure that pupils outcomes are improving as a result of any different or additional provision, including any reasonable adjustments in remote education provision. This will include:
    • Communication and interaction
    • Cognition and learning
    • Physical health and development
    • Social, emotional, and mental health

 

All this will support the question, how well are pupils with SEND prepared for their next steps in education.

How else will inspectors do?

Inspectors will also work with the SENCO, to gain a further understanding of the support in place. Questions with the SENCO will vary and will be based on the information they source. Additionally, they will now be taking a sample of Education, Health and Care Plans (EHCP’s). This allows them to understand the ambition for pupils and parental involvement. This means schools will have to have a clear picture for the plans in place for pupils with SEND. They will also have strong communication with families. This ensures both parties have a clear picture of the plans in order to achieve outstanding and effective practice.

 

 

Ofsted will also be diving deeper into the behavioural needs of students. They are beginning to look into the why behind a student’s behaviour. Schools will have to be clear about the number of fixed-term exclusions and how many of these students have SEND. If necessary, they may ask how you look for unmet needs with students displaying challenging behaviour.

 

What does Ofsted’s new framework for SEND Provision actually mean for pupils with SEND? 

 

The new framework acknowledges the importance of a focus on pupils with SEND. For years many schools have lacked the resources, knowledge and accountability surrounding SEND, but we are experiencing a time of change. Ofsted want to ensure students have access to the required support to produce high quality work and are learning what is intended in the curriculum. There is also less focus on data comparison to the previous framework with SEND students not being compared to others within the school. Ofsted are now wanting schools to have more individualised support, ambition, and inclusion for students with SEND. With teachers adapting the curriculum to meet the needs of their students rather than a set structure for all students.

 

What does this mean for teachers/staff?

 

To ensure students with SEND have access to the required support, teachers/staff may be required for additional training/skill development in the following areas:

 

  1. Knowledge of SEND: Staff must have a comprehensive understanding of different types SEND, such as specific learning disabilities, behavioural disorders, sensory impairments, and communication difficulties.
  2. Differentiation and individualisation: They should be skilled in adapting/differentiating instructional strategies/materialise to meet pupils diverse learning requirements.
  3. Behaviour management: They should understand the strategies for promoting positive behaviour.
  4. Emotional Support and Well-being: something which Ofsted is now focusing on. Staff should be equipped with the skills to provide emotional support for pupils with SEND. This can include their social-emotional needs, developing positive relationships and creating a safe/supportive learning environment.
  5. Continuous Professional Development: Staff should have access to relevant training to ensure they stay up to date on best practice, new research & evolving approaches. This will allow staff to enhance their skills and knowledge to meet the diverse needs of students with SEND.

 

Think your school needs support with their SEND Provision? Book a call and let’s find out how we can support you and your students.

Overall

This new framework will allow students with SEND to have access to high-quality education and have equal opportunities for success. While this may take some time to fully embed into a school’s culture, schools can begin to take the necessary steps to support pupils with SEND, allowing them to uniquely take their place.

 

Want to know your school can achieve Outstanding SEND, take a look at our Journey to Outstanding blog

 

 

 

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