SEN in the mainstream

The Portsmouth Context Mixed picture Achievement of pupils with SEN in mainstream schools identified as a key issue across all phases High performing special schools Clusters of schools working together. Impact varied

FSM and SEN overlap Free school meal eligibility Pupils with special educational needs remain more likely to be eligible for free school meals - 25.8% compared to 11.5% of pupils without special educational needs. Pupils with statements or EHC plans are more likely to be eligible for free school meals than pupils on SEN support (30.9% compared to 24.5%). Pupils with Social, Emotional and Mental Health as their primary type of need had a higher percentage of pupils known to be eligible for and claiming free school meals (31.3% of pupils with SEN support and 41.2% of pupils with a statement or EHC plan) than pupils with other primary types of need in January 2018.

Aims To enable schools to identify areas for improvement within their existing SEND provision To equip those supporting school improvement within each school, to review and create robust improvement plans for SEND provision To embed a focus on SEND into everyday school improvement practice

Strands KPI.1 Improving outcomes KPI.2 Leadership KPI.3 Teaching and Learning KPI.4 Engaging with families KPI.5 Identification, monitoring and tracking KPI.6 Developing Provision

Commitment and accountability Embed into school strategic plan Engage whole school community – high profile Participate fully in audit and action planning Engage with SEN Project team -Project leaders and Coaches, QA process and Evaluation Empower and support SENCo Robust monitoring and evaluation throughout Communication - in school/between schools/with project team

Philosophy and Principles

“ In education, “what works “ In education, “what works?” is not the right question because everything works somewhere and nothings works everywhere So what’s interesting, what’s important in education is: “Under what conditions does this work?” Dylan Wiliam

Upward Convergence Model Sir George Berwick CBE

The team Strategy: David Bartram and Alison Beane QA: Lesley Cox, Ex HMI SEND Ofsted Evaluation: Professor Philip Garner Training: Alison Robb Webb Supported by strong project managers and 10 coaches (all senior leaders + outstanding track record)

The Approach… Coaches a mixture of local leaders of SEND (SLEs) and experienced system leaders from outside Portsmouth.

THE PROCESS Developing the team inc leaders and coaches Audit, analysis, action planning QA, External evaluation Planning next steps locally and nationally Collaborative working in triads 5 days Networking, sharing Regional Event.

RAG rate this section of the template. Discussion activity

Feedback Due to support offered from coach and project colleagues – ability to see much clearer vision and strategise priorities for my school, with a whole school approach the long-term achievable aim thanks to the guidance received. Excellent communication and collaboration – nice to be able network and gather ideas and on-hand support more readily Structure of project allowed for clear timelines and targeted feedback, with much improved clarity and planning in place within school as a result. ALNS

Feedback Having clear KPIs which were set alongside our SIP and action plans was good, as it felt that the extra workload was not too much extra, but gave it higher priority. The initial audit was also in itself a really good exercise to see how much all of SLT knew collectively about the SEN provision in school, and also how much there is to SEN within a school! Monitoring reports suggest that teachers are putting SEN inclusion at a higher priority in every lessons, and feedback is that they feel their work with SEN children is celebrated and recognised more as we have increased our sharing of good practise. St Paul’s

Feedback “This is one of the most intrinsically successful projects I have ever evaluated….” Professor Philip Garner

SEN in the mainstream