Priority for 2022-2023 Success Criteria for 2022-2023 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 23 cohort.
  • All teachers consistently implement the SEND pedagogical strategies
  • All teachers to engage in professional development programme to improve classroom practice targeted on students with SEND.
  • Launch LAWS Playbook 
  • September INSET models the process of putting ILP strategies into practice
  • Introduce new additions to SEND toolkit
  • SENDCo to meet with HoD English/Maths half termly to identify areas of concern after each QA cycle and conduct paired learning walks
  • SENDCo to attend Eng/Maths crossover meetings for Yr 11 and identify students with SEND for p7 interventions and study clubs
  • All teaching staff given a SEND appraisal objective linked to ILP strategies
  • SENDCo to meet with core HoDs after QA cycle to identify concerns and conduct paired learning walks
  • Analysis of Yr11 March mocks to review SEND progress and identify students of concern to attend prep/homework club with TA support
  • English and Maths department SEND referrals completed and monitored
  • Mid-year appraisal of SEND objective by appraisers

 
  • End of year SEND review at SLT and HODs
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. 
  • 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 ILP 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 23.
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 EEF guidance and moves away from 'velcro TA model'
  • Suite of wave 2 interventions are evidenced based and demonstrate an impact on student outcomes (tracked on Provision Map)
  • Intervention decisions are based on robust data made from pre and post intervention screening processes
  • TAs engage in weekly CPD and fortnightly bespoke coaching by Deputy SENDCo and Lead TA.
  • Teacher and TA meetings in place and calendared
  • TAs to attend weekly departmental Intellectual Preparation meetings
  • All wave 2 interventions launched by beginning of Aut 2
  • Intervention model where students are withdrawn from subject blocks for shorter, intensive interventions and can then be reintegrated back into the curriculum
  • appropriate reading intervention in place for all students and maths intervention for targeted students by end of September
  • Fortnightly Quality Assurance of reading interventions through morning reading learning walks
  • Evidence of TA planning and IP attendance
  • Continue fortnightly Quality Assurance interventions
  • March NGRT for all students receiving reading intervention to identify progress and concerns
  • Students who have made suffiicient progress graduate from Autumn interventions or move into new reading interventions as prescribed by the Reading Interventions Flowchart
  • TA learning walks completed by Deputy SENDCo and Lead TA
  • Interventions reviewd and data logged on Provision Map
  • Feedback form HODs gathered on intervention withdrawal timetable - what is the impact on overall curriculum access?
  • TAs add additional resources to the SEND IP folders

 
  • TAs continue to plan and meet with teachers and upload additional resources to SEND IP folders
  • Continue fortnightly Quality Assurance of interventions
  • NGRT testing to evaluate the impact of reading interventions
  • All interventions reviewd and action plan created for next academic year
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 Dept Tracking System and use Provision Map software to track progress against targets
  • Create new joined-up working system with VP Behaviour and Interventions Manager
  • Use suite of screening and identification tools
  • Set IEP targets in initial parent meetings.
  • All student data to be logged on one tracking document 
  • Review and amend all pupil passports.
  • Create WTDs for all screening tools
  • SENDCo attend student support meetings and meetings with VP Behaviour and Interventions Manager to identify students who need support
  • Review impact of SEND referral process.
  • Review SEND register.
  • Meet with parents of all students on SEND register to review progress against ILP targets. 
  • Review use and effectiveness of tracking document
  • Review impact of screening and identification tools
  • Meet with parents of all students on SEND register to review progress against ILP targets.
  • Review SEND register
  • Review screening and identification tools; purchase any new screening models needed for next academic year.