www.nationaleducationtrust.net

Sheila Nolan Director of School Improvement

Sheila@nationaleducationtrust.net

Specialist Resource Bases

IN

Mainstream Schools‘

CHANGES TO

THE

INSPECTION FRAMEWORK

SEPTEMBER 2013

Greater emphasis on:

•Judging the progress made by different prior attainment groups – not an agregate score

•Consistency of the progress made by all groups

•Achievement of the MOST ABLE + PP•Curriculum – NEXT STEPS

OUTSTANDING-•Significant growth in students ’knowledge and

excellent attitudes to learning’•Thoughtful and wide-ranging promotion of SMSC….and their physical development…..

•Teachers authoritatively impart knowledge….and use well judged imaginative strategies….together with clearly directed and

timely support and intervention match individual needs accurately.

SUBSIDIARY GUIDANCE•It is not appropriate to evaluate achievement

according to students’ type of disablity or special educational need.

•Judgements on achievement should be based on an evaluation of their learning and progress from their starting points as measured by any

assessment measures held by the school.•Inspectors must consider the impact of these outcomes on the school’s overall attainment.

Available National Data on progress made by pupils below L1 of the

National Curriculum at KS1 or KS2should contribute to the evaluation

of achievement alongside anyadditional analysis of progress

carried out by the school.

National data are available as part of RoL and in the

Progression Materials 2010-11•IEPs should be linked effectively

to the Progression Matrices 2010-11 and RoL Transition

Matrices.

•Starting point for evaluation is that expected progress is the median level for pupils’ ages.•Inspectors should evaluate the

school’s arrangements for ensuring the accuracy of its

performance data when considering P-levels . There is no

statutory moderation of P-scales.

Behaviour and SafetyAre reasonable adjustments

made for pupils from within the specialist resource base to allow

them to be included in school life?

•Are staff familiar with the guidance on the use of force and

restraint?

Questions to consider•Specialist advice and training for unit staff and mainstream

staff?•Does the environment promote the inclusion of the pupils from

the unit ?•Do all staff use resources and equipment appropriately for

these students?

•What is the effectiveness of joint working with other

professionals in improving the outcomes for students?

•How well are these pupils prepared and supported in making decisionsabout the

future?

•Are those of you who have EYFS ensuring that children between 2 and 5 years are

following the EYFS curriculum?

•How well does the whole-school/unit curriculum raise

apirations and promote realistic progression opportunities?

•Are there any particular safeguarding risks?

•Do you track communication skills, lieracy and numeracy for

these students?

•How is this carried out in mainstream classes?

•How well do teaching staff plan thoroughly for the deployment

of specialist support staff?•How well do they make use of agreed specialist approaches,

advice or equipment?•Are staff knowledgeable about any gaps between the outcomes

for those pupils from the resource base and mainstream

pupils?

Post-16 students•Has the best possible outcome

for these students been established?

•Has a pathway been developed to get there?

Post-16 studentsCommunication

Independence for livingHealth and Wellbeing

Development and Expression of selfCommunity Participation and

inclusionDeveloping and maintaining

Relationships

Criteria for considering the quality of evidence about achievement

Post-16 students

- age and starting point- highlights individuals and groups

- effectively moderated- objective, flexible and broad- challenging and informative

- purposeful qualifications- relevant to next step or stage

- cross-referenced across subject areas- destinations and sustainability

- attendance and retention

CRITERIA

Specialist Resource Bases

CHALLENGEREVISIT YOUR STRENGTHS AND

WEAKNESS LISTWHAT DO YOU NEED TO DO TO MATCH

BEST PRACTICE?