Measuring Success
All children and young people progress at different rates, and the same is true for pupils with SEND. Children and young people and their needs are individual, and what is appropriate progress is therefore also individual. Success will mean different things for each child. Each child’s progress should be measured against appropriately challenging and individualised targets and learning outcomes.
The Council expects that all children and young people with SEND will make the best possible progress from their individual starting points. The Council encourages parents and schools to set aspirational targets and outcomes for children and young people with SEND but recognises that for some children and young people the gap between their attainments and those of their peers will widen over time.
How will effectiveness be monitored?
The Council expects that schools will:
- ensure staff are adequately trained and supported to identify and meet the needs of children and young people with SEND
- engage children, young people and their families in setting aspirational targets and improving educational outcomes and service development
- ensure all teachers assume responsibility for the outcomes of children and young people with SEND
- follow the guidance in the core standards for SEND which set out the common features found in high quality SEND practice
- use evidence-based interventions to improve outcomes for children and young people across all areas of need
- adopt a multi-disciplinary approach to improving outcomes for children and young people with SEND
- measure the impact of support and intervention
- critically analyse the impact of service provision to identify successes, gaps, and areas of improvement
- build improvements into school planning
- share good practice with other schools.
The Council also monitors:
- school inspection reports from Ofsted with regard to inclusion and the achievement of all vulnerable learners
- the use and the effectiveness of SEND delegated funding.
Find further information on the Council's expectations for Senior leaders, Governors, SENDCos, teachers and support staff in the core standards for SEND