1. SEN in the mainstream

2. 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

3. FSM and SEN overlap Free school meal eligibility
Pupils with special educational needs remain more likely to be eligible for free school meals % 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.

4. 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

5. 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

6. 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

7. Philosophy and Principles

8. “ 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

9. Upward Convergence Model
Sir George Berwick CBE

10. 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)

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

13. 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.

14. RAG rate this section of the template.
Discussion activity

15. 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

16. 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

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

18. SEN in the mainstream