Case study: SEN Progression Guidance, Jesse Boot Primary ...

1 Case study: SEN Progression Guidance, Jesse Boot Primary school , Nottingham2 The National Strategies SEN Progression Guidance, Jesse Boot Primary school , Nottingham00079-2009 EPD-EN-01 Crown copyright 2009 Jesse Boot Primary school , Nottingham Contact name: Lynda ValentineBackgroundThis case study demonstrates: A holistic, whole- school approach to identifying different learning needs, including SEN, as part of a well-developed Assessment for Learning strategy. A mainstream Primary school systematically using everything it has learned about children s learning needs and styles to plan an exemplary, personalised curriculum for all children including those with some significant learning difficulties and also exemplifies the following Progression Guidance Key Principles: High expectations are key to securing good progress. Accurate assessment is essential to securing and measuring pupil progress. Age and prior attainment are the starting points for developing expectations of pupil contextJesse Boot is a Mixed Community Primary school , with 518 pupils, maintained by City of Nottingham LA.

2 The children come from a broad range of cultural backgrounds, although the majority are of white British heritage. The proportion eligible for free school meals is well above average. Attainment on entry to the school is often well below expectations, particularly in the children s communication skills and number work. The proportion of children with learning difficulties and disabilities is above that in most schools. An above average and increasing proportion of pupils has English as an additional 2008 Ofsted inspection found the school to be good with outstanding features and the report said: The curriculum is outstanding because it is closely tailored to the needs of the learners. It is innovative and creative, making learning exciting, meaningful and enjoyable for every school has accurately identified its strengths and those areas needing further improvement. It has the respect of the community it serves and has established excellent partnerships with other schools, other agencies and the community.

3 Summative Judgement: How well do the curriculum and other activities meet the range of needs and interests of learners? = Grade 1. For more information about the school s work in developing and managing personalised, integrated services for the wider community, see the TDA case National Strategies SEN Progression Guidance, Jesse Boot Primary school , Nottingham Crown copyright 200900079-2009 EPD-EN-01 Approach Acting on the conviction that inclusion is about social justice, and as such is an entitlement for all children, the school works to draw all services together around the child with the help of the common assessment framework (CAF) and has replaced the special educational needs coordinators (SENCO) role with a new full-time appointment, the Lead Professional for Integrated Services (LPIS). Prompted by the use of the school improvement planning framework, staff came together to consider how to progress the strategy for using the CAF. They identified a collaborative strategy for working with CAF and decided that the SENCO role would be replaced in favour of a collective responsibility model.

4 The whole school team has adopted the CAF as a baseline and tracking document prior to its formal completion at the point of ensure accurate personal information is available about pupils and their families from the outset, the school has changed its procedures for collating information so that admission forms completed by parents of all pupils joining the school broadly mirror the personal information required in the City of Nottingham s CAF. From this initial starting point, more detailed assessment forms help identify, from an early stage, pupils who may have barriers to learning. Early in the first half term, teachers make an initial assessment about whether they think any of their pupils are experiencing learning, medical or social and emotional barriers that may affect their time at school . A Concern Form is shared electronically with the LPIS and the headteacher to consider what support the school can the time of their admission onwards, the school monitors attainment levels and progress for all pupils within a common tracking system.

5 Since attainment on entry to the school is often well below national expectations, particularly in the children s communication skills and number work, expectations of progress need to be very high, so, as a consequence, initial targets for all children are set to narrow the gap with national expected towards these targets is then tracked on a half-termly basis, and monitored by senior staff, so that where any children begin to fall behind expected rates of progress further investigation is triggered. This investigation normally initially takes the form of problem-solving support from the LPIS focused upon improving the quality and inclusivity of Quality First teaching. Only after all possible options have been explored will other interventions, offered on a withdrawal basis if necessary, be addition, the school also tracks progress in relation to key skills across the integrated, theme-based parts of the range of different in- school interventions will then be tried from within the school s provision map, developed (and constantly being improved) to document the support that will be available to all pupils with barriers to learning on the basis that there are no special children, regardless of whether they are identified as having some needs that are special or National Strategies SEN Progression Guidance, Jesse Boot Primary school , Nottingham00079-2009 EPD-EN-01 Crown copyright 2009 NamesWriting target groupReading target groupDouble Guided Reading (TA)

6 EAL supportDaily readingLevel 5 target groupLearning mentor social skillsLearning mentor- LiteracyLearning Mentor- NumeracyMaths Target GroupRainbow roomSchool ActionChild ABlueBlue////4/4 Child BBlueBlue///// Child COrangeOrange/ /RedRed/RedRedRedRedRedRed// YellowYellow//GreenGreen///// OrangeOrange/YellowYellow/OrangeOrange// GreenGreen// school Action PlusThe system offers an at a glance picture of the range of provision a school makes and is also used in conjunction with the tracking system to assess the effectiveness of provision made for classes, groups and individual children. Since this whole- school system meets all the requirements of the SEN Code of Practice, teachers no longer have to complete individual education plans (IEPs) for the majority of pupils with a more holistic individual assessment is needed, the school approaches parents or carers to instigate a live CAF and makes contact with other services to discuss strategies for the pupil (including support in school ) and to agree a lead professional if it is not appropriate for the school to retain the role.

7 The CAF is filed and added to the LA database so that it can be shared electronically with partner agencies and cases are discussed and strategies shared at the termly multi-agency locality team the school is also a well-developed hub for the delivery of extended local services, in many cases the school is able to organise any additional services needed without recourse to a statutory National Strategies SEN Progression Guidance, Jesse Boot Primary school , Nottingham Crown copyright 200900079-2009 EPD-EN-01 OutcomeThe school Improvement Partner has judged achievement as outstanding .Attainment results for end of Key Stage 2 2008 are impressive surpassing national averages which represents outstanding achievement considering the well-below-average entry levels. 2008 86% level 4+ 49% level 5 87% level 4+ 38% level 5 92% level 4+ 63% level 5 The school believes this is due to their inclusive approach and provision for all addition.

8 Governors leadership was deemed to be outstanding (grade 1) in the recent Ofsted inspection, as a result of governors involvement in the school has a well defined monitoring and evaluation strategy which includes a rigorous termly monitoring schedule built around pupil progress and provision, including teaching and schools which do not have similarly well-developed and integrated whole- school systems and provision (including Extended school Services) the Jesse Boot example offers several possible options for planned development which SIPs, governors and LA officers may wish to discuss with the school schools with similarly developed systems, the school leadership may wish to discuss with their SIP, governors and LA officers the possibilities for extending this model into other schools, through links with local special schools and through further collaboration with local health, and leisure and play and youth email address (for further information): 6 The National Strategies SEN Progression Guidance, Jesse Boot Primary school , Nottingham00079-2009 EPD-EN-01 Crown copyright 2009 Jesse Boot PrimaryAppendix A: CONCERN FORMName of child/young person:Concern noted by:DOB:Year:Class:Date concern noted:Detail concerns, considering the following.

9 Learning and cognitionCommunication and interactionSensory and/or physicalBehaviour, emotional, social developmentMedicalReceptive language Expressive language Literacy Numeracy Learning styleCommunication skills Methods of communication Social skills Interaction skillsHearing Vision Fine motor Gross motor MobilityBehaviour difficulties Emotional difficulties Social skillsMedication school absenceDetail action already taken, considering the following:Differentiated work advice sought used peer support training undertaken information sought discussed with parent or carerSupport or further action requested, considering the following:Alert only additional information training observation school -based assessment support for differentiation strategies concerns to be shared with parent or carer copy of concern Form passed to LPIS Teacher copy filed 7 The National Strategies SEN Progression Guidance, Jesse Boot Primary school , Nottingham Crown copyright 200900079-2009 EPD-EN-01 Jesse Boot PrimaryAppendix B: INDIVIDUAL PUPIL PROFILEName:DOB:Date of profile:Profiled by.

10 StrengthsDifficultiesAreas for development 9 Communication 9 Gives eye contact 9 Can greet with a smile 9 Can use sign for more when prompted 9 Enjoys ready, steady go games 9 Babbles to contribute to conversation 9 Vocalises to gain attentionLearning 9 Will take part in adult directed task 9 Can stack building blocks or beakers 9 Will watch and copy 9 Loves pretend play, for example, tea set 9 Able to use pincer grip and likes to draw or scribble 9 Able to explore toysSelf Help 9Is able to finger feed 9 Able to drink from feeder cup 9 Uses a spoon with help 9 Can walk independentlyCommunication Portage Profile 1:2 months @ CA: 3:5 Moderate hearing loss, wears hearing aid No clear words, only sounds Does not easily understand simple one-step instructions Requires adult to interpret needs Needs situational clues along with pointing, showing to support her Portage Profile 1:8 @ CA: 3:5 Passive, she is happy to let others do things for her.