In considering how effective our provision is, we are continuously evaluating our practice to ensure the provision has a positive impact on the outcomes for all of our children. We do this in a variety of ways, including:
- Book scrutinies by senior leaders; this informs senior leaders on progress and how children with SEN are performing in the classroom in relation to their peers. It also provides a more detailed insight into the wonderful provision that is put in place in classrooms for pupils with additional needs.
- SENCO/SLT/governor monitoring through observations, meetings and regular reviews of provision in place in school.
- Learning walks by senior leaders and governors; this is often a much better way of seeing what happens in classrooms in a more informal way, as it is possible to see how children interact with the key adults in their school life.
- Performance management and tracking of pupil progress on a termly basis; this feeds directly into planning and intervention to ensure that gaps are narrowed.
- Self evaluation through tools such as the Inclusive School self assessment framework.
- Small school community ethos of information sharing among staff in a sensitive, proactive manner, to allow for rapid progression and timely changes to be made to provision.
