The New Ofsted Framework and SEND

1 The New Ofsted Framework and SEND. Best Practice Strong teaching and learning Accurate assessment and identification Well-designed curriculum Close tracking and rigorous monitoring of progress with intervention quickly put in place A thorough evaluation of the impact of additional provision (including alternative provision). Clear routes to gain specialist support AMBITION. Evaluation Schedule expects: accurate information about pupils' attainment and progress that they make 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 make 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 a curriculum that is broad.

2 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 successful strategies for working with parents to the benefit of pupils, including those who find working with school difficult. The Quality of Teaching Inspectors' direct observation must be supplemented by a range of evidence. Inspectors must consider whether: Teaching engages and includes all pupils , with work that is challenging enough and that meets their individual needs Pupils' responses demonstrate sufficient gains in their knowledge, skills and understanding, including of 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 Assessment is frequent and accurate and used to set relevant work from EYFS onwards Pupils understand well how to improve their work All pupils are taught well so they are properly prepared for the next stage of their learning.

3 The Achievement of Pupils Inspectors must take account of: The learning and progress across year groups of different groups of pupils currently on the school roll o Observation of lessons, scrutiny of work, records of pupil progress, quality and rigour of assessment, discussions with pupils, parents and staff, case studies, listening to pupils read Pupils' progress in the last three years o Exceeding and expected progress, Impact of pupil premium, value added indices, EYFS profile data, belowL1 data, externally produced data Pupils' attainment o Proportion of pupils attaining particular standards, average points scores, phonics screening check and follow up screening, internal test and examination results Difference in achievement o Between those in receipt of pupil premium and others gaps in attainment and differences in progress from similar stating points Behaviour and Safety of Pupils Inspectors must take account of: The behaviour and safety of pupils attending off-site provision A range of evidence in order to judge behaviour and safety over an extended period and make a clear written judgement about both aspects Case studies of the experience of particular individuals and group Views expressed by pupils , through formal and informal discussions Views expressed by parents, staff, governors and others Leadership and Management Inspectors should consider.

4 How well leaders, managers and governors pursue excellence, modelling professional standards in all their work The effectiveness of monitoring and evaluation and the extent to which it is shared with governor The use of performance management and effectiveness of strategies for improving teaching, including the extent to which the school takes into account the Teachers' Standards How well leaders and managers ensure the curriculum meets the needs of all pupils How well leaders and managers demonstrate the capacity to bring about further improvement The quality of middle leadership in the school The effectiveness of governance How effectively the school promotes the confidence and engagement of parents The effectiveness of safeguarding arrangements to ensure there is safe recruitment and that all pupils are safe.

5 Lorraine Petersen January 2014. 07725 733455.