1. Evaluating the Impact of Interventions The gains made by pupils who took part in a specific intervention, using ‘before’ and ‘after’ measures.

2. Interventions An intervention is ‘special provision’ – provision that is ‘additional to’ or ‘different from’ that provided through quality first teaching: Literacy and numeracy interventions Speech and language interventions In-class support from TAs Social skills groups Nurture groups Interventions to increase independence...

3. Impact outcomes All interventions must have clear expected impact outcomes in terms of progress from starting points. Baseline at start of intervention and reassess at end.

4. Provision for first step literacy interventions – double expected progress. Provision for numeracy – increase in standardised scores. Intervention for managing angry feelings – reduction in incidents of uncontrolled anger. In-class support to improve progress and achievement in identified curriculum area - increase in point score gains for the group. In-class support to increase time on task – increase in on-task levels.

5. Process Baseline at start of provision. Establish frequency and duration of provision. Record expected impact outcomes. Reassess at end of intervention.

6. Evaluation Have pupils met or exceeded expected outcomes? Yes – celebrate! No – investigate!

7. Why? Attendance? Significant Events? More complex needs – needs further assessment? Quality of teaching/support? Ineffective intervention?

8. What Next? –Take Purposeful Action! –Consider: Undertaking further specialist assessment or referring to a specialist agency Reviewing allocation of staff to specific interventions Setting improvement targets for quality of teaching/support and monitoring progress Providing CPD to improve quality of teaching/support Changing the intervention

9. SEND CoP: 0-25 years The support and intervention provided should be selected to meet the outcomes identified for the child, based on reliable evidence of effectiveness, and provided by practitioners with relevant skills and knowledge. Any related staff development needs should be identified and addressed. Section 6.27/6.50)

10. Annual Summary of Effectiveness of additional to and different from interventions All the information collected and recorded relating to progress as a result of specific interventions can be reviewed and summarised in terms of an overall evaluation of the effectiveness of the SEN/Inclusive provision within the school. This should include the action taken as a result of your ongoing tracking of progress to improve your provision. This annual summary can be summarised and included in the SEN Information Report/Annual SEN Report to Governors/School Self-Evaluation Record.

11. Annual Summary The majority of pupils with SEN/Disabilities/additional needs met expected outcomes and made progress as a result of interventions, with the exception of Year 4 Social Skills Groups. (Evidence – SEN tracking records, whole school tracking data) An issue has been identified relating to the quality of teaching/support for these groups and staff have had additional training, support and close monitoring. Tracking of these groups in the Summer Term showed an upward trend and we will continue to monitor Year 4 groups closely to ensure this improvement continues. (Evidence – performance management records)

12. Annual Summary 12 pupils have now been moved off the SEN Profile as a result of their progress. (SEN Profile, Pupil Progress Reviews) 7 children were identified as not making adequate progress and all these pupils have received further assessment. 5 were referred to specialist agencies for advice and support and appropriate interventions have been timetabled for these pupils. We will track their progress closely over the next 12 months. (Pupil Progress Reviews, individual pupil records, individual pupil provision plans)

13. Secondary Annual Summary How well do learners achieve? What are learners’ achievement and standards in their work? KS3 Learners’ achievements and standards are based on the following assessments: Reading and spelling (evidence in the department) Number of pupils removed from the SEN Register

14. How well do learners achieve? What are learners’ achievement and standards in their work? Year 7 Spelling and Reading assessments: 2012 Number of pupils: 25 % of pupils making 6 months or more progress in reading age (over a period of 8 months): 68%. % of pupils making 6 months or more progress in spelling age: 56%. Number of pupils taken off SEN Register: Year 7 (10). 2011 (3)

15. KS4 Year 11 GCSE examination results 2012. SEN analysis 31 pupils were on the SEN register, 12 pupils were identified as having behavioural difficulties and 2 pupils had a statement for learning difficulties. Number of pupils achieving target grade (based on KS3 prediction) in core subjects: Mathematics 4 out of 10 (X took Entry Level). Science 6 out of 11 English 6 out of 10 (X did not take the exam). English Literature: number entered: 6. Number who achieved target grade: 5

16. KS4 Year 11 GCSE examination results 2012. SEN analysis. Pupils with emotional and behavioural difficulties were on a reduced timetable. 9 out of 15 did not achieve their target grade in any subject. 15 out of the 16 pupils with learning difficulties achieved their target grades. RAISEonline 2012

17. Areas for development Year 7: Introduce new literacy programme ‘Read Write Inc.’ to a pilot group. KS4: To improve monitoring/academic support for those pupils with emotional and behavioural difficulties.

18. Reflection Time Can you provide data to demonstrate the effectiveness of all ‘additional and different’ provision? What measures do you use to evaluate the effectiveness of your interventions for pupils with SEND?