3Aim of the Course:To further develop skills in monitoring and evaluating the effectiveness of SEN provisionTo provide practical opportunities to carry out SEN self-evaluation relevant to your school
4What is Monitoring and Evaluation? Monitoring is gathering information about actual practice.Evaluation is placing some value on that information. i.e.what is it saying about quality and standards?Is it worthwhile/ effective?Is it adding value to the learners’ experience?
5It should be: Manageable Purposeful Focused Based on appropriate strategiesSystematicParticipativeValidMeasured against success criteriaUsed to maintain / develop good practice
6Why do schools need to monitor and evaluate? Because there’s no point to all your hard work if it isn’t helping pupils to make progressBecause if it is others can learn from youBecause if it isn’t you will want to change thingsSecure inclusion in school profiles of those who make small steps progressDemonstrate accountabilityDemonstrate value for money and value addedPerformance management
7Principles Focus on: learning and teaching standards and progress leadership and managementInforms school development planning cycles / target settingUsed as evidence of successes and to identify new developments
10What gets in the way of monitoring and evaluation?
11Strategies Analysis of documentation Observation Interviews/questionnairesAnalysis of dataWork samplingAudit of resourcesAnalysis of environmentEvaluation of professional development
12The Monitoring and Evaluation Process FOCUSDecide upon the group to be focused onAgree the most appropriate people to carry out the monitoringWHOEstablish agreed judgement criteriaJUDGEMENT CRITERIAChoose an appropriate strategy for gathering reliable informationSet a realistic timescaleSTRATEGIESTIMESCALEGather information using agreed strategy / strategiesIMPLEMENTATIONEvaluate the outcomes against the agreed judgement criteriaEVALUATIONDevelop a plan of action for improvement to be implementedACTION
13Data What do you understand by the term ‘data’? What is the practice in your school in terms of collecting data for pupils with SEN?What does your school collect this data for? Why?
14Focus for Data Analysis Individual pupils with SENPupils with SEN within a year groupArea of need e.g. GLD or SpLDPlacement on SEN record ie SA, SA+, StGroups receiving specific support e.g. spelling group, intervention programme
15What data is available to measure progress? P/NC/GCSE levels at end of year /key stage (test/teacher assessment)Group/individual Standardised test scores, such as reading and spelling, repeated at appropriate intervalsCriterion referenced assessments (e.g.initial sounds, high frequency words)IEP targets metBehaviour checklists (e.g. QCA)Percentage of pupils gaining accreditation at end of Key stage 4Exclusions (number and length of fixed term arrangements)Attendance figuresProgress demonstrated as a result of an intervention programmeLevels of attendance at extra curricular activitiesLevel of inclusion in lessons (% of time in classroom)?
16Questions for Data Analysis Are pupils making progress?Are they making expected progress?Are some pupils making more progress than others?Are pupils making progress in some areas but not others?Is progress consistent over time?Is there a relationship between the amount of progress made and the amount of support given?Why?
20Lesson Observation is… Part of a professional dialogue to support and develop effective practiceSupport for development given by a sympathetic colleagueA process by which even the most competent teachers can learn
21Lesson Observation is not… A one way conversation where comments are conveyed from observer to observeeA formal evaluation that can be used for performance management reviewA process only relevant to inexperienced teachers
22Good Practice in lesson observations Follow protocol on p106 ‘Advice on Supporting Staff through the observation process’Follow guidance on lesson observations (in pack)Remember when recording, try to link effect of teaching to learningCause leads to effect on(what teacher does) (link verb) (learning/achievement/attitudes/ behaviour)
23Lesson ObservationWhilst observing the lesson, complete the observation form by following the aide memoireWith a partner, discuss:- Effective practice observed. Choose 3 points to highlight and record on Evaluation/Action sheet.- 2 or 3 areas for development and record on Evaluation/Action sheet.- How will you, as SENCO, support these actions? Again, record these on the Evaluation/Action sheet.
24Lesson Observation - Feedback In threes, decide who will bethe teacher of the lesson (see card for personality type!)the senco feeding backthe observee.Role play the feedback.Observer to take notes in relation to the skills used by the senco and give feedback at the end.
25…Check the listener understands …Know what they want to say Good communicators...…Check the listener understands…Know what they want to say…Explain why they want to say it…Give examples…Choose the time to say it…Summarise points…Keep to the point…Use verbal and non-verbal cues…Are good listeners
27Work SamplingIn pairs, study the work sampling monitoring form and choose 3 key questions from it to focus on.Monitor your work samples focusing on the 3 questions you have chosen.Use the Evaluation/Action sheet to summarise your evaluation and decide on action you as SENCO will take.
29Ofsted Self evaluation form (SEF) (replaces S4 form) Summative document drawn from the school's own rigorous self evaluationSchool grades its work on a four point scaleSense form will be aligned with this
30SEF SEN SEFSchool M and E SEN M and ESDP SEN Action Plan