Suffolk SEND Peer Review Project 2019
Lead School - Rushmere Hall
The project will help to embed SEND into school improvement planning. SENDCos will share and see practice across triads of schools so that they are able to improve their own systems for the management of SEND within their own school. They are then more able to support teachers; ensuring they are equipped to deliver quality teaching and learning experiences for vulnerable learners. Professional development and training needs in relation to SEND will be identified, including around the use of additional adults. As such, the EEF programme - Maximising the Impact of Teaching Assistants - will be shared and referenced. In addition, the EEF guidance ‘Putting Evidence to Work – as School’s Guide to Implementation’ will be shared and discussed to ensure a measured approach to setting priorities; priorities that will deliver sustainable change to practices. A starting point for participating schools will be the LLS SEND Review Guide and the use of Annex 1 to form self-evaluation. Schools will be encouraged to join the ‘community of practice’ through links to Whole School SEND Consortium. This will inform their reading and their research around their individual priority areas. This sharing of resources and practices as part of the project will help ensure vulnerable learners’ needs are effectively managed and met.
To promote improved strategies for developing quality first teaching and therefore improved outcomes and progress for pupils with SEND via collaborative working.
SENDCos to develop a strategic and sustainable approach which enables vulnerable learners to develop the skills they need as lifelong learners.
The Specific target is to develop a peer review model for SENDCos as a school led system for sustainable improvement to practices around SEND.
To make the targets Measurable, a questionnaire will be used each term as a measure of improved confidence in eight different areas linked to support for teachers in delivering quality first teaching in the classroom, on a scale of 1-5. The change in confidence score from the Autumn to the Summer term will be recorded for each school, so that for each area a statement can be made about how many SENDCos experienced increased confidence by the end of the project. The areas measured are;
In addition, peer review visit records will record impact in schools against the identified target. The number of schools in which positive impact is evidenced will be recorded.
Improvement in outcomes for vulnerable learners will be recorded by both quantitative and qualitative measures. School assessment information will give a measure of pupils’ progress over the time span of the project and pupil interviews will provide qualitative information about how well pupils feel they are learning and the quality of provision.