Inclusion Quality FrameworkA self-evaluation tool for schools and settings in relation to SEN, disability and vulnerable learners

September 2019

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Inclusion Quality FrameworkNewcastle Local Authority is committed to an inclusive education system and to recognise schools that demonstrate high quality inclusive practice. Effective schools are those that rigorously self-review and self-evaluate. The principle of self-evaluation, upon which the framework is based, reflects the emphasis on self-evaluation and review embedded within and promoted by Ofsted.

The IQF is Newcastle’s tool to support schools in evaluating their inclusive practice. It can form part of a professional development programme for schools on SEN and disability and the achievement and outcomes of vulnerable groups of pupils. It is therefore recommended that a whole school approach is adopted.

Representatives from the School Effectiveness team, Inclusive Education team, SENCOs, parent/ carers, young people and school governors remodelled this tool in 2019.

‘The effective school leader is motivated by a fundamental moral purpose towardsinclusion as a core value, and with this a non-negotiable commitment to enabling achievement for ALL children within school, believing that ALL children have a right to achieve their potential, while also understanding that achievement is far wider than simply a numerical level’ (National College,2010:8).

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The Newcastle PromiseA city where we all share responsibility for providing the best educational opportunities for all our children and young people

We will:

• Create the sense of belonging in our schools, where children are proud of the present and ambitious for their future.

• Support and challenge each other so that no school or child is left behind.

• Drive improvement, seeking excellence through equity.

• Work creatively, beyond institutional boundaries, to raise standards and maximise the learning opportunities for all.

• Build a collaborative learning community, sharing our success, innovation and evidence-based practice.

Newcastle is part of the UNICEF Child Friendly Cities and Communities Initiative (CFCI)

The following legislation have been taken into account: The Children and Families Act 2014,The SEN Code of Practice 2014, The Special Educational Needs and Disability Regulations 2014, Equality Act 2010, The Mental Capacity Act 2005, Keeping Children Safe in Education 2018, Supporting pupils at school with medical conditions 2015

The self-evaluation tool is divided into the following 6 sections:

Section 1: Leadership and Management

Section 2: Teaching, Learning and Curriculum

Section 3: School Environment

Section 4: Personal Development and Well-being

Section 5: Outcomes

Section 6: Working in Partnership

How does the tool work?

The recommended approach is to involve the entire school community, including governors, parents/carers and children and young people in the process.

Schools use the criteria to help them to identify whether they are established or advanced in each of the 6 sections. By highlighting the relevant criteria across the grid, schools can identify their current strengths and any areas for development.

The table below illustrates how to achieve the award:

FOCUS ESTABLISHED ADVANCEDAt this stage sections 1 and 2 must be fully embedded in whole – school approaches and practice, along with at least two other sections. Areas for development are clearly identified and an action plan is in place. Once all 6 sections are fully embedded then school can consider advanced status.

There will be robust evidence that the majority of the advanced statements are embedded in practice. A school that judges itself to be “Advanced” will be able to demonstrate exemplary practice which has been disseminated beyond the school.

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SECTION 1 LEADERSHIP AND MANAGEMENT

FOCUS ESTABLISHED ADVANCEDDocumentation The School Development Plan has a strong

focus on inclusive practice and improving outcomes for all pupils.

Policies / documentation, relating to inclusion, are up to date, reviewed regularly and readily available and accessible to cater for all needs.

Medical policies, and health care plans are regularly reviewed liaising with medical professionals.

Key stakeholders are involved in the formation and updating of policies and practices.

The school can demonstrate that they are committed and proactive in implementing inclusive practice.

Additional inclusive information is available e.g. parent booklets, help guides, links to external websites.

Inclusive practice is referenced throughout school policies and documentation.

Staff Development There is a range of planned CPD for staff and parents.

Job descriptions reflect inclusive practice and include the requirement to undertake. personal care for pupils and, with the relevant training, meet medical needs, e.g. nappy changing, Epi pen, Peg feeding.

The school has a SENCO in post who is a qualified teacher and, from 2008, has achieved or is currently undertaking the NASC award.

The school has a designated teacher for LAC.

The school has a named safeguarding lead. Induction for new staff promotes an inclusive

ethos and high expectations for the inclusion of all pupils.

All certificates / statutory training is up to

Staff audits have been carried out to inform CPD requirements.

There is a range of staff with specialisms and qualifications linked to inclusion.

The school has achieved awards in relation to inclusion.

There is a strategic approach to improve inclusion across the school which includes the mentoring and coaching of all staff, including governors.

There is established peer to peer support across groups of schools in relation to inclusive practice

There is clear evidence of the impact of training in developing inclusive whole school practice.

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date. Peer to peer support is established within

schoolMonitoring Data analysis is carried out for all pupils and

school can demonstrate the impact of actions to improve outcomes.

Termly reports are provided to governors and include outcomes for different groups of pupils.

Governors provide an effective level of challenge to the SENCO and other senior leaders.

Governors with specific responsibilities for SEND/EAL/ LAC/ vulnerable groups are involved in whole school monitoring.

Additional needs are correctly identified, and appropriate provision is in place in school.

Exclusion rates are robustly monitored and measures in place to reduce fixed and permanent exclusion.

Attendance and punctuality are robustly monitored, and initiatives are in place to promote good attendance. Formal procedures are followed where applicable.

Budget planning and financial allocations contribute to the overall inclusive school practice.

Staff and resources are deployed effectively, including pupil premium and the notional SEND funding to ensure good outcomes for pupils.

Governors promote and initiate inclusive practice.

Budget decisions are made explicitly to secure appropriate resource allocations to meet the needs of vulnerable groups and individuals, securing the best value for all pupils.

Governors systematically challenge senior leaders so that the effective deployment of staff and resources, including pupil premium, pupil premium plus, primary PE and sport premium, Year 7 literacy and numeracy catch-up premium and special educational needs funding, secures excellent outcomes for pupils.

There is evidence of the impact of monitoring and evaluation on improving pupil outcomes.

Exclusion rates are low and below national. Attendance and punctuality rates are at least at

national average. Schools are proactive in working with families.

Leaders have an accurate understanding of the school’s effectiveness which is informed by the views of pupils, parents and staff. They use this to keep the school improving by focusing on the impact of their actions in key areas.

SECTION 1: Policies: Safeguarding, EAL, Inclusion, Anti-bullying, Equality Act, LAC, Pupil Premium Plus, Medical, Race 6

Examples of Evidence

Equality, Pupil premiumChild friendly and parent friendly policiesSEN information report, Accessibility Plan, annual SEN reportSchool development plan, School Self Evaluation Framework (SEF)CPD recordsDiversity and inclusion celebration eventsWhole school community feedback, social media commentsAwards: Sensational Schools, LPPA Parent Partnership, UNICEF Rights Respecting Schools, International schools, Attachment Aware schoolsGovernor and head teacher reportsGoverning body minutes and visit reportsData analysisCertificatesDocuments showing attendance and punctuality initiatives

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SECTION 2: TEACHING, LEARNING AND CURRICULUM

FOCUS ESTABLISHED ADVANCEDQuality first teaching

Planning demonstrates that the needs of all pupils have been identified and the assess, plan, do and review cycle is evident throughout the school.

Support staff are deployed effectively, well prepared for lessons and enable progress to be made.

Resources are readily available that match pupils’ learning style/ needs.

Bespoke resources are provided for individual pupils.

Teachers have a secure knowledge of their subject and the skills to adapt their teaching to meet individual needs.

The LA SEND mainstream guidance is evident in classroom practice.

The impact of interventions is clearly monitored and inform classroom practice.

The learning environment promotes inclusion, caters for all needs and adapted, where and when, required.

Staff provide regular feedback to pupils on their progress and achievement during lessons and over time.

The school follows the advice and support from external agencies.

Behaviour for learning is consistently good.

Pupils show positive attitudes about the provision made for them and can talk about their learning

Feedback is personalised to pupils’ needs and they have opportunities to contribute to learning outcomes, evaluate and record their work in a variety of ways.

The LA SEND mainstream guidance is fully embedded in whole school practice.

The effective use of advice and support from external agencies impacts on pupil outcomes and this can be evidenced.

Regular moderation of teacher assessment takes place with a wider group of schools.

Behaviour for learning is exemplary.

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Curriculum An inclusive curriculum is designed to reflect the needs of all pupils in the school.

The effectiveness of the curriculum is regularly monitored.

Personalised curriculum is designed to meet individual needs.

A broad and balanced curriculum is on offer for all pupils and ensures the progression of key skills.

The curriculum is focused on promoting the independence for all pupils and preparing them for adulthood.

Work in books is matched to teacher assessment judgements.

There are planned opportunities for all pupils to engage in the wider curriculum and whole school events e.g. after school clubs, residential visits.

School can provide evidence that all pupils are deriving the maximum benefit from the curriculum according to their individual needs.

There are opportunities for enrichment for all including outside the school day.

School can demonstrate a range of enrichment activities that enhance the curriculum offer.

SECTION 2:Examples of Evidence

Resource auditCurriculum overview/long term planningProvision mapsAfter school opportunities PhotographsBlogs, website, eventsMonitoring of QFT, CPD, pupil work / books,Pupil voiceExternal visits / reports

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SECTION 3: SCHOOL ENVIRONMENT

FOCUS ESTABLISHED ADVANCEDSchool A culture of respect and positive role modelling

is consistently shared by all stakeholders within the school.

A welcoming atmosphere pervades within the school.

Signage, appropriately matched to purpose, is clear and visible.

All pupils are included and can access the environment as independently as possible.

Facilities and activities are audited to ensure equality of access. The accessibility plan is regularly viewed and updated.

The School Council is active in decision-making in relation to facilities.

There is an identified area, within classrooms / the school, for use as a quiet/ time out/ low arousal space.

Outdoor space is used effectively and reflects the ethos of the school and the curriculum offer.

Systems are in place to celebrate success e. g. awards, merits, certificates, house points, star of the day, celebration assemblies, individual records of achievement, etc.

Displays throughout school reflects the curriculum and the diversity and ethos.

The achievement of all pupils is valued by the whole school community.

Opinions and views are sought, relevant to the setting, and shared with all stakeholders within the school.

The setting has a positive image in the community and is frequently used by the wider community.

Pupils regularly participate in community activities.

Facilities and activities are accessible to all and equally well resourced.

Groups of schools work together to maximise the use of facilities.

There is a range of clear, visible signage including multi-lingual and multi-sensory.

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SECTION 3:Examples of evidence:Social media feedbackDisplays / signage in schoolPhotographsNewsletters

SECTION 4: PERSONAL DEVELOPMENT AND WELL BEING

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FOCUS ESTABLISHED ADVANCEDFeeling safe and happy

Procedures are in place to manage bullying, racism and harassment and are evident in day to day practice.

All new staff (including trainees) are given an induction and are made aware of all policies and procedures.

There is an effective induction in place for all pupils and families.

There are effective policies and procedures in place to safeguard all pupils.

Children feel safe and understand who safe and trusted adults are within school.

Effective strategies for pupils’ wellbeing lead to good relationships and inclusion across the school.

Concerns are reported to designated safeguarding leads and appropriate channels are followed.

Annual safeguarding audits are carried out to identify training needs or issues that need to be resolved.

Effective support plans/risk assessments are in place for pupils who find full time school life difficult.

School is aware of, and responds to, the specific vulnerabilities of LAC with regards to attachment or feeling safe.

Policies are child friendly. There are regular events within school to

promote inclusion (anti bullying week, respect week, mental health awareness, show racism the red card, gender stereotypes).

Additional and regular safeguarding sessions are carried out at regular intervals throughout the school year.

There have been no exclusions for a significant period of time.

Bespoke systems are in place to prevent exclusions.

Bespoke systems are in place to avoid the use of reduced timetables.

Where reduced timetables are used they are short term and form part of a response that has a positive impact on pupil behaviour, attitude and attendance.

The school supports other schools, in relation to exclusions, through the sharing of good practice.

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Provision A consistent approach is adopted within the school to promote positive behaviours, independence, tolerance, resilience, respect and confident individuals.

Pupils and staff contribute to the school policies and procedures. There is ownership of class school rules which are shared with parents/carers.

The school council is representative of vulnerable groups and can express views with confidence.

Initiatives are in place to encourage good attendance and punctuality. They have a high profile within the school.

Parents feel that they are welcome, and any concerns are resolved effectively.

Pupils needs are identified early, and their needs are known and understood by staff.

A regular programme of CPD is in place to respond to the needs of all pupils (e.g. promoting positive behaviour strategies, Autism training etc).

There are measures in place to respond to the pastoral/emotional needs of pupils (e.g. counselling, support groups, thrive etc.

Events to raise awareness of inclusion with parents (behaviour management workshops, topical issues within the school) are held.

The school council regularly meet with peers from other schools to share ideas and put ideas in practice across a wider group of schools.

An ethos is evident within the school of inclusion and positive behaviours are modelled which is externally verified by visitors.

Schools with expertise in specific areas share their knowledge across schools.

Staff within the school have attended accredited courses. This impact can be evidenced.

Preparing for Adulthood

There are careers opportunities within school such as visits from guest speakers from a variety of trades and professions, universities.

Opportunities to develop independent living skills (ranging from toileting/getting dressed to shopping, cooking and independent travel) are provided.

Health needs are addressed/ planned for and

There are events in school to raise the profile of different jobs and challenge gender stereotypes such as STEM weeks.

The school has awards that relate to health and wellbeing.

Projects that promote healthy development and awareness take place and can be evidenced.

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implemented as part of the curriculum. Safety is taught as part of the curriculum,

stranger danger, grooming, safety around electricity, road safety, peer pressures.

There is a regular programme in school to address E- safety issues with both pupils, parents and carers.

Vocational alternatives are in place for young people.

Aspirations are raised by giving pupils opportunities to gain different skill sets, e.g. supported voluntary work, university links.

Parents/carers are taught about E-safety issues.

Schools support pupils to write CVs, interview techniques etc to ensure that they have opportunities for success.

Work experience opportunities are in place for secondary aged pupils.

PSHE programme are in place that addresses safe choice making to prepare pupils for later life.

SECTION 4:Examples of Evidence

Policies, evidence to show external visitors such as photographs, data on vocational subjectsTraining evidenceCPOMSSocial media feedback, parent and pupil voiceSchool ProspectusAccredited certificatesOfsted

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SECTION 5: OUTCOMES

FOCUS ESTABLISHED ADVANCEDPupil Progress and attainment

All pupils make progress appropriate to their ability and starting points.

School procedures identify and value different types of progress e.g. behaviour, attendance, wider curriculum, non -academic talents, participation as well as attainment.

Robust data analysis and actions result in improved outcomes.

There are alternative assessment procedures in place for children working below age related norms (e.g. Newcastle Assessment Tool).

The school have external letters of recognition in relation to pupil progress.

From their starting points, a significant number of pupils make better than expected progress over time.

Case studies are produced to demonstrate progress that isn’t clear from data outcomes and to celebrate success.

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Assessment andtarget setting

The assess, do, plan, review cycle is evident in day to day practice.

SMART targets are in place and are linked to the pupils’ specific needs – this may include recommendations from external agencies.

Effective interventions are in place that match pupils’ needs.

Interventions are regularly monitored to ensure that they are having a positive impact on learning and wider outcomes.

There is a robust assessment cycle within school and systems in place for effective communication, such as termly pupil progress meetings.

Pupils are encouraged to be actively involved in all aspects of their learning. Their contributions are valued and recorded

Immediate and bespoke interventions are in place for pupils to address misconceptions.

There is a seamless approach to interventions and QFT which is evident in practice.

Feedback An annual SEN report evaluating the effectiveness of SEN provision is produced and can be accessed on the school website.

Governors are regularly updated on the performance of specific groups in the head teacher’s termly report.

Parents/carers are regularly informed of their child’s progress and attainment.

Termly reviews take place for any pupil with additional needs

Governors are actively involved in the monitoring and provision in school.

Outcomes have been externally validated.

SECTION 5: Data16

Examples of Evidence

Tracking systemsNotes from progress meetingsGovernor reportsHead teacher/subject leader reportsParents’ meetingsSEN/ PEP review notesPEP documentationPupil voiceProvision mapsEarly Help plansCPOMSOfsted reports / letters

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SECTION 6: WORKING IN PARTNERSHIP

FOCUS ESTABLISHED ADVANCEDPartnerships with external agencies and the wider community

Parents/Carers are provided with information about attainment, progress, successes and concerns.

The school has a website that is accessible, user friendly and complies to statutory requirements.

There are well-established two-way links with a range of agencies and other schools.

Staff know the role of external agencies and the protocol for referrals.

External agencies know who their key point of contact is within school.

Information is available in a variety of formats to enable easy access by parents/carers.

Parent/carer surveys are regularly carried out to reflect their views and any concerns are effectively dealt with.

Governor links are established in all areas related to inclusion.

The school website has information additional to statutory requirements, such as useful links and an extensive range of information.

There are opportunities to develop the skills of parents/carers such as learning workshops.

There are opportunities for parents/carers to socialise within school such as coffee mornings, fitness clubs, special celebrations.

The school is part of a group of schools who put on events for families and the wider community

Regular sporting, charity, arts etc events take place within the local area.

Governors offer rigorous challenge and support to schools and are actively involved in school moderation.

School has signed up to the Newcastle Promise.

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Transition Parents/carers are fully involved in transition arrangements from one school to another.

There is effective liaison between relevant school staff to share relevant information.

Visits to new schools are part of the transition process.

Records and key information are passed on to receiving schools.

Opportunities are provided to allow pupils to develop the skills they need to support transition.

Bespoke early and additional transitional arrangements in place.

SECTION 6:Examples of Evidence

WebsiteTransition forms/ booksReports from external agenciesMessages from public/visitors, social media feedbackSEND informationPEPsLearning passportsCPOMsEHCP reviewsConnexions reviewsMeeting notes

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Identified strengths:

Areas for development:

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