The inspection of provision for disabled pupils and those who have special educational needs Charlie Henry HMI National lead for disability and special educational needs NAHT conference Hinckley March 2014

The inspection of provision for disabled pupils and those who have special educational needs  Curriculum  Assessment of achievement  The use of force and restraint  Local area preparation for the disability and special educational needs reforms  The future of inspection

Curriculum

When reporting on the quality of education, inspectors must evaluate evidence for each of the four key judgements and judge the extent to which the school meets the needs of the range of pupils on the school’s roll. They must take into account the destination of pupils when they leave school and consider how well they have been prepared for their next steps.

Curriculum  Focuses on the necessary priorities for ensuring that all pupils make excellent progress in communication, reading, writing and mathematics  Is broad and balanced (in the context of the school) and meets the needs, aptitudes and interest of pupils  Promotes high levels of achievement and good behaviour  Promotes the spiritual, moral, social and cultural development of all pupils, including through the extent to which schools engage their pupils in extra-curricular activity and volunteering within their local community

Curriculum  Is effectively planned and taught  Provides timely independent information, advice and guidance to assist pupils on their next steps in training, education or employment

Assessment of achievement

When looking pupils’ achievements the following aspects are important:  Preparation for the next stage(s) in education, training and employment, and adult life  Identification of intended outcomes/targets involves the young person and parents/carers  Having high expectations, using national comparator information where this is available  Age and starting point of the young person  Taking into account the young person’s disability/special educational needs

Assessment of achievement  Rigorous moderation  Rigorous monitoring  Being dynamic – i.e. can change as the aspirations/outlook for the young person develops  Information about progress towards their achievement being used by leaders and managers to improve provision (’remove barriers’)  A review of the usefulness of the outcomes being used post-placement by the school/college to review the effectiveness of the provision

Assessment of achievement  The proportions making expected progress and the proportions exceeding expected progress in English and in mathematics from each starting point, compared with national figures, for all pupils  Use of data below National Curriculum Level 1  Any analysis of robust progress data presented by the school, including information provided by external organisations

The use of force and restraint

Government guidance explains that ‘reasonable force’ can be used to prevent pupils from hurting themselves and others, from damaging property, or from causing disorder. It makes clear that whether to intervene or not is a professional judgement dependent on the individual circumstances. Reasonable means using no more force than is needed in the circumstances.

The use of force and restraint When considering the school’s approach inspectors should take into account whether:  there has been sufficient emphasis on the use of positive approaches to behaviour management to prevent or limit the need for the use of force  the force used was the minimum necessary in the circumstances, including in terms of its duration and frequency  the use of force was part of a planned strategy or the response to an exceptional situation where there was an immediate and likely risk of harm or damage. If its use was a response to such a situation then inspectors should consider whether a risk assessment of the likelihood of the need to use force in such a situation should have been carried out

The use of force and restraint  risk assessment and behaviour improvement planning takes into account the individual needs of the young person, including their known health needs and domestic circumstances  reasonable adjustments have been made for disabled children and pupils who have special educational needs If there is a reasonable likelihood that restraint would be needed then school leaders should have ensured appropriate training has taken place for those who might need to use restraint. This training should be reviewed and updated regularly as necessary. It should emphasise positive approaches and de-escalation techniques when managing behaviour.

The use of force and restraint Government guidance states that ‘schools can adopt a policy which allows disruptive pupils to be placed in isolation away from other pupils for a limited period. If a school uses isolation rooms as a disciplinary penalty this should be made clear in their behaviour policy. As with other disciplinary penalties, schools must act lawfully, reasonably and proportionately in all cases. Any separate room should only be used when it is in the best interests of the child, and other pupils. Any use of isolation that prevents a child from leaving a room of their own free will should only be considered in exceptional circumstances and if it reduces the risk presented by the child to themselves and others. The school must also ensure the health and safety of pupils and any requirements in relation to safeguarding and pupil welfare.’

The use of force and restraint When considering a school’s actions inspectors will take account of the pupil’s age and level of understanding. No school should restrict the liberty of a child or young person as a matter of routine and as part of a strategy to improve a pupil’s behaviour. It is not an acceptable substitute for adequate staffing levels or the appropriate expertise to meet a pupil’s needs. The use of isolation in an exceptional situation is not an acceptable alternative to a thorough risk assessment that could have prevented its use and enabled the use of positive approaches to managing behaviour.

The use of force and restraint Inspectors should expect to see detailed records of all significant uses of force, including restraint. It is also expected that parents and carers are informed as soon as practicable, following each significant use of force, including restraint. Inspectors should expect the governing body to be aware of the use of force, including restraint so that they can monitor the effectiveness of its use. Governors should be aware of the risk assessments that determine if staff training is required regarding the use of restraint and the effectiveness of this training in improving behaviour and reducing the use of restraint. They should also understand how the school’s use of force relates to the school’s safeguarding and complaints policies. 

Local area preparation for the disability and special educational needs reforms

30 local areas carrying out self-evaluation, to be completed shortly after Easter Focus on identifying those with SEN and on improving their outcomes Visits to these areas to meet parents, and visit 50+ schools and colleges. Most of these visits being carried out by headteachers and principals, and will take place before Easter Focus of the visits on year olds To identify areas where preparation is going well and where there are areas for further development is required Follow-up good practice visits, and dissemination events Next step? A decision for the Department

The future of inspection

Mike Cladingbowl HMI, Director, Schools: ‘We want proportionate but regular contact between schools and Her Majesty’s Inspectors. Not more full inspection but constructive and expert professional dialogue, which can add considerable impetus to a school’s improvement.’ ‘So I am arguing that we should consider seriously the possibility of Her Majesty’s Inspectors conducting more frequent, but short, monitoring inspections to good schools rather doing than the existing full inspections. Such visits could be constructive as well as challenging, and would be reported on briefly to parents by letter.’

The future of inspection ‘Importantly, when we would need to carry out a full inspection, I’d want to use current school leaders and build on what we have achieved already in recruiting so many excellent serving practitioners. It’s often overlooked that more than half of all school inspections now have a serving leader on the team and a growing number are being led by National Leaders of Education, many of whom lead academies. I am determined to add even more to our ranks in the months ahead.’