1. Managing SEN: Monitoring and Evaluation – Gathering Evidence: Making Judgements
Day 1

2. Timetable 9:00 - 10:00 Overview 10:00 - 10:45 Data analysis
11: :20 Coffee
11: : Lesson observation
12: : Lunch
1: :10 Work sampling
2: : Tea
2: : Action planning

3. Aim of the Course:
To further develop skills in monitoring and evaluating the effectiveness of SEN provision
To provide practical opportunities to carry out SEN self-evaluation relevant to your school

4. What 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?

5. It should be: Manageable Purposeful Focused
Based on appropriate strategies
Systematic
Participative
Valid
Measured against success criteria
Used to maintain / develop good practice

6. Why 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 progress
Because if it is others can learn from you
Because if it isn’t you will want to change things
Secure inclusion in school profiles of those who make small steps progress
Demonstrate accountability
Demonstrate value for money and value added
Performance management

7. Principles Focus on: learning and teaching standards and progress
leadership and management
Informs school development planning cycles / target setting
Used as evidence of successes and to identify new developments

8. Cycle for School Self-improvement

9. Establishing a Manageable and Purposeful System

10. What gets in the way of monitoring and evaluation?

11. Strategies Analysis of documentation Observation
Interviews/questionnaires
Analysis of data
Work sampling
Audit of resources
Analysis of environment
Evaluation of professional development

12. The Monitoring and Evaluation Process
FOCUS
Decide upon the group to be focused on
Agree the most appropriate people to carry out the monitoring
WHO
Establish agreed judgement criteria
JUDGEMENT CRITERIA
Choose an appropriate strategy for gathering reliable information
Set a realistic timescale
STRATEGIES
TIMESCALE
Gather information using agreed strategy / strategies
IMPLEMENTATION
Evaluate the outcomes against the agreed judgement criteria
EVALUATION
Develop a plan of action for improvement to be implemented
ACTION

13. Data 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?

14. Focus for Data Analysis
Individual pupils with SEN
Pupils with SEN within a year group
Area of need e.g. GLD or SpLD
Placement on SEN record ie SA, SA+, St
Groups receiving specific support e.g. spelling group, intervention programme

15. What 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 intervals
Criterion referenced assessments (e.g.initial sounds, high frequency words)
IEP targets met
Behaviour checklists (e.g. QCA)
Percentage of pupils gaining accreditation at end of Key stage 4
Exclusions (number and length of fixed term arrangements)
Attendance figures
Progress demonstrated as a result of an intervention programme
Levels of attendance at extra curricular activities
Level of inclusion in lessons (% of time in classroom)?

16. Questions 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?

18. Data Analysis Work in pairs to: Analyse data using key questions
Form an evaluation
Use the Evaluation/Action sheet to summarise your evaluation and decide on action you as SENCO will take.

19. Coffee

20. Lesson Observation is…
Part of a professional dialogue to support and develop effective practice
Support for development given by a sympathetic colleague
A process by which even the most competent teachers can learn

21. Lesson Observation is not…
A one way conversation where comments are conveyed from observer to observee
A formal evaluation that can be used for performance management review
A process only relevant to inexperienced teachers

22. Good 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 learning
Cause leads to effect on
(what teacher does) (link verb) (learning/achievement/attitudes/ behaviour)

23. Lesson Observation
Whilst observing the lesson, complete the observation form by following the aide memoire
With 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.

24. Lesson Observation - Feedback
In threes, decide who will be
the teacher of the lesson (see card for personality type!)
the senco feeding back
the 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

26. Lunch

27. Work Sampling
In 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.

28. Tea

29. Ofsted Self evaluation form (SEF) (replaces S4 form)
Summative document drawn from the school's own rigorous self evaluation
School grades its work on a four point scale
Sense form will be aligned with this

30. SEF SEN SEF
School M and E SEN M and E
SDP SEN Action Plan

32. Card Sort Sort cards into two piles
Those that you are confident about making a judgement on
Those you are less confident about making a judgement on

33. Extended task
Based on ‘what you need to know’ Choose your focus for monitoring and evaluation
Decide on most appropriate method of carrying out M&E:
-Work sampling, lesson observation, data analysis

34. Support With your buddy: Swap phone numbers
Arrange a date to phone/meet
Identify what you will have done by the time you next meet

35. Day 2 Share findings of monitoring and evaluation work
Examples of good practice
SEF form
Other forms of monitoring
Practical tips for managing monitoring and evaluation