Monitoring Meeting for SEND Governors
Key question: How do you know?
Core standard
Question
What does the progress and attainment of pupils with SEND compared to that of their peers?
Assessment
How many pupils are on the SEND register? How is this monitored?
What are the identification and assessments processes and are these having an impact?
What support do you need from the Governing Body to help pupils with SEND make better progress?
Notes/actions
How support and intervention strategies are being monitored and evaluated and what the evidence suggests?
How are you liaising with the teaching & leading lead to support QFT for all? (link with curriculum)
Teaching and Learning
What is the quality of teaching like for pupils with SEN across the school? (link with curriculum)
How are the needs of pupils with SEND communicated to teachers? Are these needs met within the classroom?
Does feedback from SEND learning walks feed into targeted Teaching and learning CPD?
Environment (physical & virtual)
How do you know the mainstream core standards are being implemented in the classroom?
How well are reasonable adjustments for disabled pupils being made?
How inclusive is your school?
How do you know?
What information has been published on the school website? Is it accurate? Does it reflect the school’s ethos?
Is the school’s SEND information report engaging and reflective of in school support?
Resources
Are resources in the department effective in meeting the needs of learners? If not, what further resource do you require and why?
What links have been made with external agencies? Are these effective?
What funding does the school receive for SEN? Have high needs funding applications been completed where necessary?
Kent County Council has a variety of free projects on offer to improve inclusion; what are you involved in?
Do you know the SENCO?
What training have staff had on SEND?
Staff
To the SENCO: Is there training you need to help you fulfil your role?
Is there enough time to manage the role? How are teaching assistants deployed and with what impact?
Is there a process for staff to be able to seek support easily when working with SEND pupils?
What transition arrangements are in place for pupils with SEN?
Transition
What links have been made with primary/secondary for transition?
Is there a strong link between the SEND team and careers for post 16 transition?
Reflect on the new SEND transition charter - is the school meeting deadlines and do they have a robust system in place?
Kent Transition Charter
How are children, young people and parents/carers of pupils with SEND involved in the processes?
What parent/carer feedback do you have regarding SEND provision in the school?
What do SEND learners say about their experiences in school?
How effectively parents/carers are being engaged and communicated with? Is there a forum for families?
Have parents/carers been considered when designing documents such as the
information report? Reader friendly, accessible, consultations?
How do the attendance rates for pupils with SEND compare to their peers?
Pastoral
What are the exclusion rates for pupils with and without SEN?
Are young people with SEND fully involved with the school community?
Do pupils with SEND access a wide range of extra-curricular activities?
Do pupils with SEND feel safe in the school environment? (Link for safeguarding)