NPQ for SENCO Cycle 1 Statutory Framework and Implementation Formative Assessment Task Options
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Table of contents Feedback guidance additional notes ........................................................................................................................... 3 Option one: Evaluating the effectiveness of the SEN Policy, SEN Information Report and Accessibility Plan .............. 4 Programme framework statements covered ................................................................................................................. 4 Introduction.................................................................................................................................................................... 5 Resources ....................................................................................................................................................................... 5 Option two: Evaluate the effectiveness of communication and co-production with families in your setting .............10 Programme framework statements covered ............................................................................................................... 10 Introduction.................................................................................................................................................................. 11 Option three: Review the effectiveness of the graduated approach process in your setting .....................................16 Programme framework statements covered ............................................................................................................... 16 Introduction.................................................................................................................................................................. 17 Additional information for international schools .......................................................................................................22
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Feedback guidance additional notes When responding to the FAT, please consider the four foci areas in the grid below. The feedback and feedforward questions for each FAT do cover these four areas overall. Please consider the feedback around implementation as a key focus, as this area is mandatory in the final SAT. Foci
What this should include
Issues
Using their own context (or a case study), identify what the most important issues or problems are.
Identify problems or issues to be addressed. Solutions Identify solutions.
Rationale Set out your rationale for any solutions you propose.
Strategies Determine a strategy for implementing your proposals.
The solutions should address the issues identified but will be securely underpinned with the learning and research from the course and relevant content areas. The rationale for the solutions is taken from the research and is therefore securely evidence-based. For example, participants may refer to ‘EEF feedback’ research, which would then underpin their solutions.
This should outline how they will address the issues and implement the solutions. These should be whole school/across school and strategic. For specialist programmes, these may be strategic but could be in the form of actions. In this section the different timeframes for implementing, i.e., short-, medium- and long-term strategies, could be included. How the strategies would be monitored and evaluated for impact would also be a feature in this section. Review of the implementation content area statements and the EEF implementation model would support the answers about implementing. As this area is weighted in the final SAT, please consider feedback against implementation in each FAT where it is relevant.
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Option one: Evaluating the effectiveness of the SEN Policy, SEN Information Report and Accessibility Plan Programme framework statements covered Statutory framework Learn that… 2.6 Local authorities and schools are required to have regard to the SEND Code of Practice (2015) and must identify and correctly understand the relevant provisions that it sets out. 2.8 Schools must publish accessibility plans setting out how they plan to increase access for disabled pupils to the curriculum, the physical environment and to information (Equality Act 2010). 2.11 The governing body or proprietor are responsible for setting the strategic direction for SEND policy, and for ensuring the school uses its best endeavours to secure special education provision to meet a pupil’s need (SEND Code of Practice 2015). 8.4 Effective implementation begins by accurately diagnosing the problem and making evidence informed decisions on what to implement. Learn how to… Support senior leaders to ensure staff and governors enact statutory guidance, including by: 2.b Preparing and maintaining an accessible and detailed SEN Information Report and SEN Policy and contributing to the Accessibility Plan. 2.c Working with other leaders to ensure that all school policies and practices take account of the requirements of the Equality Act (2010) to make reasonable adjustments for disabled pupils. 2.d Working with the governing body or proprietor to facilitate oversight, support and challenge. Make the right choices on what to implement, including by: 8.f Examining current approaches, how they need to change, and the support required to do so. Prepare appropriately for the changes to come, including by: 8.j Being explicit about what will be implemented, and the overall desired outcomes.
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Introduction This FAT will provide you with an opportunity to review your knowledge and understanding of the statutory frameworks that underpin SEN provision in schools in England and Wales. This will also allow you to apply this within your setting.
Resources Before commencing the activities for this task, you should access some of the resources cited below and any related resources available on Canvas. It is important that you do not omit this step. As the leader of SEND in your school, it is essential that you are able to support the outcomes of the task by reference to relevant authoritative research. Department for Education [DfE] (2015) Special educational needs and disabilities Code of Practice, 0-25 years. DFE-00205-2013. https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 – paragraphs 6.79 to 6.82 Equality Act (2010). https://www.legislation.gov.uk/ukpga/2010/15/contents What maintained schools must or should publish online - GOV.UK (www.gov.uk) What academies and further education colleges must or should publish online - GOV.UK (www.gov.uk)
Task: Evaluating the effectiveness of the SEN Policy, SEN Information Report and Accessibility Plan You should work through the following stages, bearing in mind throughout that you do not wish to make any excessive demands upon colleagues’ time. Step 1: Establish what your setting ‘Must’ and ‘Should’ have in place and available on your website in relation to SEND. Step 2: Find at least three other settings and explore what is available on their websites in relation to SEND. Make sure at least one setting is similar to yours and one contrasts in some way. Identify and record elements of statutory adherence and good practice in the examples you have found. Step 3: Review your own SEN policy, SEN Information Report (or relevant published information on your website if an independent school) and Accessibility Plan. Identify statutory adherence and good practice and how this aligns with your review of other settings. Step 4: Based on your findings from steps 1 to 3, identify strengths and areas for improvement in your school documentation (SEN policy, SEN Information Report and Accessibility Plan). Step 5: Talk to different stakeholder groups in your setting – this should include a governor – and look at how the SEN Policy, SEND Information Report and Accessibility Plan align with current practice and how stakeholders contribute to the process of creation and review of these documents. When you have completed this process, reflect on the outcomes of your document reviews and discussions. Use these reflections to produce a report of no more than 600 words for senior leaders and governors.
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Use the report to highlight how your setting meets statutory guidance and highlight areas of good practice in relation to SEND information.
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Include in the report how stakeholders are involved in the development of the key SEN documents.
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Identify how closely key SEND documentation reflects practice in your setting.
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Having examined current approaches, consider how they need to change. Be clear about the overall desired outcomes, how they will be implemented, and the support required to do so.
The resource below can be used to help you structure your findings and your report of no more than 600 words. In preparing your report, you should also consider (a) the language (style/tone) you will use, and (b) the external evidence base you will draw upon to underpin your policies or strategies. When you have completed your report, upload the completed resource sheet and the report in Canvas for your leadership performance coach within the timeframe identified.
Step 1: Establish what your setting ‘Must’ and ‘Should’ have in place and available on your website in relation to SEND. Must
Should
Step 2: Find at least three other settings and explore what is available on their websites in relation to SEND. Make sure at least one setting is similar to yours and one contrasts in some way. Identify and record elements of statutory adherence and good practice in the examples you have found. Statutory adherence
Good practice
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Step 3: Review your own SEN policy, SEN Information Report (or relevant published information on your website if an independent school) and Accessibility Plan. Identify statutory adherence and good practice and how this aligns with your review of other settings. Statutory adherence
Good practice
Summary of findings across all examples, including your own:
Step 4: Based on your findings from steps 1 to 3, identify strengths and areas for improvement in your school documentation (SEN policy, SEN Information Report and Accessibility Plan).
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Step 5: Talk to different stakeholder groups in your setting, including governors, and look at how the SEN Policy, SEND Information Report and Accessibility Plan align with current practice and how stakeholders contribute to the process of creation and review of these documents. Parents
Pupils
Staff (consider all staff)
Governors
Other partners, including multi-agency partners
Draw together the recommendations that will be included in your report. Make sure you cover all the highlighted areas.
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Use the report to highlight how your setting meets statutory guidance and highlight areas of good practice.
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Include in the report how stakeholders are involved in the development of policy.
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Identify how closely key documentation reflects practice in your setting.
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Identify key next steps to improve the quality of these documents in your setting.
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Share your report with a governor with responsibility for SEN and include their feedback and how they will support changes in the future.
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Option two: Evaluate the effectiveness of communication and co-production with families in your setting Programme framework statements covered Statutory framework and implementation Learn that… 2.1 The Children and Families Act (2014), Part 3, is the legal basis for the SEND Code of Practice (2015). 2.6 Local authorities and schools are required to have regard to the SEND Code of Practice (2015) and must identify and correctly understand the relevant provisions that it sets out. 8.4 Effective implementation begins by accurately diagnosing the problem and making evidence informed decisions on what to implement. 8.6 Implementing an approach with fidelity (i.e. as intended) increases the chance of it impacting positively on school practices and pupil outcomes. Any approach should specify which features of the approach need to be adopted closely and where there is scope for adaptation. Learn how to… Work together with other leaders to assist the school in meeting its statutory duties toward families of pupils identified with SEND, including by: 2.g Establishing and maintaining processes so that families experience high quality communication and meaningful co-production. 2.h Informing the family when making special educational provision for a pupil and agreeing with them what information is shared if a pupil moves to a new setting. 2.j Providing families with meaningful reports on progress. Make the right choices on what to implement, including by: 8.d Identifying a specific area for improvement using a robust diagnostic process, focusing on the problem that needs solving, rather than starting with a solution. 8.f Examining current approaches, how they need to change and the support required to do so. Prepare appropriately for the changes to come, including by: 8.l Developing a clear, logical and well specified implementation plan, and using this plan to build collective understanding and ownership of the approach.
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Introduction This FAT will allow you to explore your knowledge of statutory frameworks that underpin SEN provision in England and Wales, and allow you to explore how to plan and implement change as a key school leader. Before commencing the activities for this task, you should access some of the resources cited below and any related resources on Canvas. It is important that you do not omit this step. As the leader of SEN in your school, it is essential that you are able to underpin the validity of your approach by reference to relevant authoritative research. Department for Education [DfE] (2015) Special educational needs and disabilities Code of Practice, 0-25 years. DFE-00205-2013. https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 All – Chapters 1, 2, 8 and 9 Early Years – Chapter 5 Schools – Chapter 6 Post-16 – Chapter 7 Van Poortvliet, M., Axford, N., Lloyd, J. (No date). Working with parents to support children’s learning. Guidance report. London: Education Endowment Foundation. Working with Parents to Support Children's Learning | EEF (educationendowmentfoundation.org.uk) Parental rights and responsibilities: What is parental responsibility? - GOV.UK (www.gov.uk) Supporting SEND - GOV.UK (www.gov.uk) A School’s Guide to Implementation | EEF (educationendowmentfoundation.org.uk)
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Task: Evaluate the effectiveness of communication and co-production with families in your setting. Step 1: Review the relevant chapters of the SEND Code of Practice 0-25 and identify what your setting ‘Must’ and ‘Should’ do when working with families. Step 2: Explore/review how your setting communicates with the families of pupils with SEN and/or disabilities. This could include reviewing any data collected through parental questionnaires. Consider how you involve those with parental responsibility who reside at different addresses or where parental responsibility is shared with the local authority. Step 3: Explore/review how your setting captures ‘pupil voice’ and how this contributes to individual plans, including those with an EHCP. Step 4: Explore/review how your setting informs families about the SEND needs of a pupil and how it involves parents in the creation and review of plans for pupils identified as receiving school support and those with an EHCP. Step 5: Identify the strengths in the engagement of families at your setting and areas for improvement. Identify key next steps that you would recommend should be implemented to improve this aspect of provision. Step 6: Explore/review how your setting reviews and reports progress to parents in relation to SEN targets for those pupils receiving school support and those with an EHCP. Step 7: Explore/review how your setting works with families to agree how information is shared with other settings at key transition points for pupils with SEND. Step 8: Summarise the strengths in practice and areas for development in your setting. Identify how and when recommended changes can be implemented. When you have completed this process, reflect on the outcomes of your document reviews and discussions. Use these reflections to design a PowerPoint that could be shared with governors and senior leaders, highlighting how parents and pupils are included in the production of plans in your setting, and how this process could be improved. Highlight links to legislation. Your PowerPoint is articulating the ‘Prepare’ phase of the EEF Implementation Cycle. The resource below can be used to help you structure your findings and your PowerPoint. The PowerPoint and notes should be no more than 10 slides, and the exact structure is for you to decide. In preparing your PowerPoint, you should also consider (a) the language (style/tone) you will use, and (b) the external evidence base you will draw upon to underpin your recommendation. When you have completed your PowerPoint, upload the completed resource sheet and the PowerPoint in Canvas for your leadership performance coach within the timeframe identified.
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Step 1: Review the relevant chapters of the SEND Code of Practice 0-25 and identify what your setting ‘Must’ and ‘Should’ do when working with families. Must
Should
Step 2: Explore/review how your setting communicates with the families of pupils with SEN and/or disabilities. This could include reviewing any data collected through parental questionnaires. Consider how you involve those with parental responsibility who reside at different addresses or where parental responsibility is shared with the local authority. Summary of findings:
Step 3: Explore/review how your setting captures ‘pupil voice’ and how this contributes to individual plans, including those with an EHCP. Summary of findings:
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Step 4: Explore/review how your setting informs families about the SEND needs of a pupil and how it involves parents in the creation and review of plans for pupils identified as receiving school support and those with an EHCP. Summary of findings:
Step 5: Identify the strengths in the engagement of families at your setting and areas for improvement. Identify key next steps that you would recommend should be implemented to improve this aspect of provision. Summary of findings:
Step 6: Explore/review how your setting reviews and reports progress to parents in relation to SEN targets for those pupils receiving school support and those with an EHCP. Summary of findings:
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Step 7: Explore/review how your setting works with families to agree how information is shared with other settings at key transition points for pupils with SEND.
Summary of findings:
Step 8: Summarise the strengths in practice and areas for development in your setting. Identify how and when recommended changes can be implemented. Summary of findings:
Prepare the slides for your presentation and include any notes within the relevant section on the slides. Make sure you highlight links to legislation and good practice.
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Option three: Review the effectiveness of the graduated approach process in your setting Programme framework statements covered Statutory framework and implementation Learn that… 2.6 Local authorities and schools are required to have regard to the SEND Code of Practice (2015) and must identify and correctly understand the relevant provisions that it sets out. 2.12 The SENCO has day-to-day responsibility for the operation of SEND policy and coordination of specific provision made to support individual pupils with SEND, including those who have EHCPs (SEND Code of Practice 2015). 2.14 Senior leaders and other staff should work with the SENCO and other agencies to ensure provision meets pupil needs (SEND Code of Practice 2015). 8.4 Effective implementation begins by accurately diagnosing the problem and making evidence informed decisions on what to implement. 8.9 The confidence to make good implementation decisions is derived, in part, from confidence in the data on which those decisions are based. Reliable monitoring and evaluation enable schools to make wellinformed choices, and to see how their improvement efforts are impacting on teacher knowledge, classroom practices and pupil outcomes. Learn how to… Support senior leaders to ensure staff and governors enact statutory guidance, including by: 2.e Monitoring implementation of SEND provision in the form of the graduated approach: a four-part cycle (assess, plan, do, review). Make the right choices on what to implement, including by: 8.d Identifying a specific area for improvement using a robust diagnostic process, focusing on the problem that needs solving, rather than starting with a solution. 8.f Examining current approaches, how they need to change and the support required to do so. Prepare appropriately for the changes to come, including by: 8.j Being explicit about what will be implemented, and the overall desired outcomes. 8.k Specifying the elements of the approach that appear critical to its success (i.e. the ‘active ingredients’) and communicating expectations around these with clarity. 8.l Developing a clear, logical and well specified implementation plan, and using this plan to build collective understanding and ownership of the approach.
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Introduction This FAT allows you to explore your understanding of the graduated approach and how to monitor this to improve practice and implement change as a key school leader. Before commencing the activities for this task, you should access some of the resources cited below and any related resources available on Canvas. It is important that you do not omit this step. As the leader of SEN in your school, it is essential that you are able to underpin the validity of your approach by reference to relevant authoritative research. Department for Education [DfE] (2015) Special educational needs and disabilities Code of Practice, 0-25 years. DFE-00205-2013. https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 All – Chapters 1, 2, 8 and 9 Early Years – Chapter 5 Schools – Chapter 6 Post-16 – Chapter 7 A School’s Guide to Implementation | EEF (educationendowmentfoundation.org.uk) Teacher Handbook SEND - August 2024.pdf (nasen.org.uk)
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Task: Review the effectiveness of the graduated approach process in your setting. Step 1: Review advice available in the SEND Code of Practice (2015) and other sources to identify what should be included in all elements of the graduated approach. Step 2: Identify three pupils in your setting who are in receipt of SEN support or have an EHCP (if possible, choose pupils from contrasting key stages and who have been in receipt of support for varied periods of time). Step 3: Review the assessment stage for your three pupils. What are the strengths of the assessment process, and what could be improved? Step 4: Review the plan. Does the plan stage link closely to the assessment stage? Are all staff aware of the plan? What evidence is there of the plan being implemented? Step 5: Review the ‘do and review’ elements of the plans for your three pupils. What are the strengths and what could be improved? Step 6: Review the school processes and paperwork and identify to what extent it supports good practice. Refer back to Step 1. Step 7: (This step is optional, but would be good practice.) If possible, find a colleague from another setting and establish a link so that you can compare practice. This could be someone from your coaching group. Set up a meeting with your colleague from another setting. Share your findings. Identify good practice from both settings that could be adopted in your setting. When you have completed this process, reflect on the outcomes of your document reviews and discussions. Reflect on outcomes: Think about the results of the document reviews and any discussions you had. Identify key next steps: Use your reflections to come up with key actions that should be taken next. These will form the basis of your action plan. Action plan: Write an action plan (around 300 words) that outlines these next steps. When creating the plan, make sure you consider the implementation cycle, which refers to the steps required to successfully implement changes or improvements. Rationale: Alongside the action plan, provide a rationale (also around 300 words) explaining why you chose these steps. Support your reasoning with evidence from your reflections and findings. Structure your findings: Use the provided resource to help you organize both your action plan and rationale. Ensure the structure aligns with your setting’s action plan format, and keep the combined word count of the action plan and rationale under 600 words. The resource below can be used to help you to structure your findings and to support you to structure an action plan and rationale that could be shared with your senior leadership team. Your action plan and rationale should be no more than 600 words, and the action plan proforma should be the one used by your setting. In preparing your action plan, you should also consider the appropriateness of the planning proforma you will use, ensuring you identify clear objectives, have a plan for implementing the changes, and have clear measurable success criteria. When you have completed your rationale and action plan, upload the completed resource sheet and the rationale and action plan in Canvas for your leadership performance coach within the timeframe identified. NPQ for SENCO Cycle 1 FATs Options May 26 18
Step 1: Review advice available in the SEND Code of Practice (2015) and other sources to identify what should be included in all elements of the graduated approach. Summary of findings:
Step 2: Identify three pupils in your setting who are in receipt of SEN support or have an EHCP (if possible, choose pupils from contrasting key stages and who have been in receipt of support for varied periods of time). Justify your choice, emphasising why these are an effective cross-section of your setting:
Step 3: Review the assessment stage for your three pupils. What are the strengths of the assessment process, and what could be improved? Summary of findings:
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Step 4: Review the plan. Does the plan stage link closely to the assessment stage? Are all staff aware of the plan? What evidence is there of the plan being implemented? Summary of findings:
Step 5: Review the ‘do and review’ elements of the plans for your three pupils. What are the strengths and what could be improved? Summary of findings:
Step 6: Review the school processes and paperwork and identify to what extent it supports good practice. Refer back to Step 1.
Summary of findings:
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Step 7: Find a colleague from another setting and establish a link so that you can compare practice. This could be someone from your coaching group. Set up a meeting with your colleague from another setting. Share your findings. Identify good practice from both settings that could be adopted in your setting.
Reflect on the outcomes of your document reviews and discussions. Use these reflections to write a rationale (approximately 300 words) and an action plan (approximately 300 words), identifying key next steps, make sure your action plan considers the implementation cycle. In your rationale, outline your findings and why you have identified areas for action.
Justify the implementation plan and how the key action points will be measured and monitored.
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Additional information for international schools In the international context, the Department for Education in England’s SEND Code of Practice (2015), Children and Families Act (2014) and Equality Act (2010) may not be applicable. However, they do represent the current good practice in maintained schools in England and Wales and present an opportunity to review and evaluate the policies and procedures in place at your school relating to SEND provision and how pupils are supported.
Contact us +44 (0) 117 920 9200 npq@bestpracticenet.co.uk bestpracticenet.co.uk
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