Priority for 2021-2022 Success Criteria for 2021-2022 Milestones Autumn Milestones Spring Milestones Summer
A) Students with SEND are supported in achieving equitable outcomes as non-SEND peers through the implementation of Quality First teaching   
  • An improvement in Eng/Maths attainment cross over for GCSE 22 cohort.
  • All teachers to engage in professional development programme to improve classroom practice through the lens of SEND.
  • Launch SEN learning enquiries. 
  • Launch SEN toolkit 
  • Initial Eng/Maths. SEN cross over meeting to identify areas and students of concern and short/medium term actions.
  • Second Eng/Maths SEN crossover meeting. following mock 1 data analysis
  • SEN targets added to teacher appraisal.
  • Period 7 Eng/Maths Interventions adapted based on Mock 1.
  • Data from Autumn 2 assessment period reviewed and focus students identified for teacher intervention.
 
B) In order for students with SEN to have equal opportunities they need to be in school to access the experiences, therefore improving SEN attendance is a priority.
  • SEN K and EHCP attendance improves to be in-line with national average. 
  • Launch of new SEN strategy of phone calls and home visits
  • TAs to get SEN attendance appraisal target. 
  • Part-time timetables reviewed.
  • Improved attendance celebrated.
  • Attendance reviewed as part of IEP review for each student on the SEN register.
  • Focus students adjusted based on Autumn data.
  • Interventions for summer 2 planned to ensure 6 week break isn’t a barrier to attendance in Sept 22.
C) Targeted provision of in-class support and interventions are refined to support students with SEND in making progress.
  • In-class support is strategic, guided by the MITA literature and moves away from ‘velcro TA model'.
  • Suite of wave 2 interventions is refined and demonstrates impact on student outcomes (tracked on Provision Map).
  • TAs engage in MITA literature to inform practice. 
  • TAs to complete route rationale for in-class support.
  • All wave 2 interventions launched by end of Aut 2 (taking in to account training needs - including Fresh Start and Thinking Reading training).
  • Refine rationale and logistics around intervention timetable – aiming to move to a model where students are withdrawn from subject blocks for shorter, intensive interventions and can then be reintegrated back in to the curriculum. 
  • Further CPD on MITA literature delivered on January inset.
  • Route rationale reviewed and shared with teachers.
  • TA learning walks completed by PDH, OLU and DLI.
  • Interventions reviewed and data logged on Provision Map.
  • Feedback from HODs gathered on intervention withdrawal timetable – what is the impact on overall curriculum access?
  • Teaching Assistant impact reviewed as part of David Bartram review.
 
D) Assess, Plan, Do, Review process is refined and embedded to ensure students with SEND are identified and their progress is tracked.
  • Relaunch SEND referral process. 
  • Redesign IEPs and use new Provision Map software to track progress against targets.
  • Invest in and improve suite of screening and identification tools.
  • Set IEP targets in initial parent meetings. 
  • Review and amend all pupil passports.
  • Train staff on Provision Map and how this links to our Professional Development priorities. 
  • Train staff on new referral process.
  • Purchase new screening tools and complete screening WTD (PDH).
  • Review impact of SEND referral process.
  • Review SEND register.
  • Meet with parents of all students on SEND register to review progress against IEP targets. 
  • Begin to trial new suite of screening and identification tools.
  • Meet with parents of all students on SEND register to review progress against IEP targets.
  • Review impact of first term of screening and identification tools.