Evidence on which this section is based:

• Does your analyses of the views of learners, parents, carers and other stakeholders include ‘hard to reach’ individuals and groups (including those in section 1)?
• Does your SEF include these examples and actions you have taken on the basis of their views?

Examples of links with implementing DDA ( Disability Discrimination Act ) duties:
Involvement of disabled parents and pupils in identifying priorities for Accessibility Plan & Disability Equality Scheme.

Improvements in access to the curriculum, physical environment and written materials ( Access Plan) informed  by analysis of views gathered.

Correspondence and information available in a variety of formats.

Focus groups, advocacy, accessible questionnaires, school council.

The standards and progress learners achieve:

• How does the school use its data to analyse the performance of pupils and groups who may be vulnerable learners?
• Are the outcomes of the analyses and actions planned to address underachievement part of the school SEF?
• Does your use of assessment for learning indicate that a broad range of achievement is recognised, valued, developed and celebrated?
• Is your Accessibility Planning part of the SEF process and linked to improved outcomes for pupils with a disability?

Examples of links with implementing DDA ( Disability Discrimination Act ) duties:

School identifies disabled pupils and uses this information to improve out comes for pupils in broad range of achievement.

Improvements in access to the curriculum, physical environment and written materials ( Accessibility Plan) informed by analysis of data.

Targets set for improved outcomes for  pupils with SEN and /or disability overall and progress monitored against these targets.

CPD (Continued Professional Development) in place so that staff are confident in assessing pupils’ starting points and progress in small steps, for example use of p- levels, NC 1 and 2.

Does your evidence show:

• That all pupils have a strong sense of their own ethnic, cultural and personal identity and positive attitudes to diversity?
• That the school uses its evidence on bullying, disability discrimination, racism and other oppressive behaviour to analyse its effectiveness in providing a secure environment for learning?
• All groups of pupils are fully involved into the life and community of the school and are educated within their age group?
• All groups of pupils consider that they have had an effective induction/transition into the school?
• No specific group of pupils is over or under represented in attendance, punctuality or exclusion (internal, F/T and permanent) data or the distribution of rewards/sanctions?
• The school makes provision to promote the mental and physical well being of pupils, their families and staff?
• All pupils have access to a range of physical and extra curriculum activities?

Examples of links with implementing DDA ( Disability Discrimination Act ) duties:

Relationships between pupils with SEN/ disability  and others are positive.

Assemblies on bullying alongside lesson materials that promote positive attitudes and images of disabled children, young people and adults.

Displays reflect experiences of pupils with SEN/disability.

Sensitivity is shown in lessons when there is a focus on issues of disability.

All pupils learn about disability issues.

School visit providers audited and list made of accessible venues, which offer a range activities, and make reasonable adjustments for pupils with disabilities.

Priority card system in place for pupils on autistic spectrum, so that they do not need to stand in queue at lunch and break times.

Positive relationships with key adults.

Does your evidence show that teachers and teacher assistants (including bi-lingual teacher assistants): are guided by the National Curriculum Inclusion Statement and so:

• Plan lessons and sequences of lessons to personalise learning for all pupils, setting clear objectives that pupils understand and identifying potential barriers to learning?
• Challenge and inspire all pupils, especially those identified in section 1, expecting the most of them, to deepen their knowledge, understanding and engagement in learning?
• Make effective use of teaching assistants and other support to promote independent learning?
• Ensure that external advice is acted upon in partnership?

• Pupils find feedback and marking helpful and accessible in improving their work?

•  The school identifies pupils with particular learning needs early, plans, reviews and evaluates appropriate provision in collaboration with pupils and parents/carers?
• It provides parents and carers with thorough, regular and accessible information about the curriculum, the work planned for their children and their children’s standards and progress?

Examples of links with implementing DDA ( Disability Discrimination Act ) duties:
Lesson observations show that there are high and achievable expectations for pupils with SEN and or disability; pupils are engaged in learning, making progress and developing independence.

Pupils with SEN and or disability are appropriately represented across sets.

Subject department resources and SoW are adapted to take account of needs of particular groups or individual needs (la focus on medium term planning).

Investment of time needed recognised.

Focus on improving access to  particular area of the curriculum led by those with curriculum expertise and informed, as appropriate, by external partners.

Confidence in assessing  NC levels for all pupils.

TAs commonly work with small groups of pupils as part of lesson design.

TA and teacher share planning/roles prior to lesson.

Does your evidence show that:

• All pupils can access the curriculum and achieve well?
• The curriculum provides a broad range of worthwhile opportunities which match learners’ needs, aspirations and capabilities building on prior attainment and experience?

Examples of links with implementing DDA ( Disability Discrimination Act ) duties:

Choice of resources and curriculum materials.

Options available at KS4, including academic, vocational and alternative pathways.

Flexibility of curriculum at KS3.

Does your evidence show that:
the school organises support and guidance for vulnerable learners (identified in section 1) so that they are clear about the next steps:

• In their learning?
• At the point of transition?
• In career development?

Examples of links with implementing DDA ( Disability Discrimination Act ) duties:

Links with family, health and pre-school partners prior to starting school.

Support from connexions advisers  is sought to personalise next stages in learning.
 
A range of additional support  is provided for pupils identified “at risk” of  underachieving during transfer form primary to secondary school: buddy systems, learning mentors, transfer pack, additional “taster days”.

Does your evidence show:

• There is knowledgeable and innovative leadership of inclusive practice and building inclusive learning communities?
• Leaders are committed to and take action to develop an equitable and inclusive school in which each individual matters, and individual, personal, linguistic and cultural identities are recognised and valued?
• All staff take appropriate responsibility for monitoring the achievements, standards and well-being of all pupils, identifying underachievement and concerns and taking action?
• Appropriate funds to develop inclusive practice are monitored and evaluated by pupil outcomes?
• The Governing Body ensures that the school fulfils its statutory duties, including promoting inclusive policies in relation to special educational needs, race equality, disability and accessibility planning, sex and relationships education and drug education?
• There are effective links to promote integrated care, education and extended services?

Examples of links with implementing DDA ( Disability Discrimination Act ) duties:

SIP has objectives and strategies for use of resources in raising achievement  for pupils with SEN and or disability.

A lead governor for SEN identified and regularly briefed about participation and progress of pupils with SEN/ disability.

A whole school approach to maximising achievement  for pupils with SEN/ disability.

Barriers identified as early as possible, resources identified, improvements planned over time and progress kept under review ….as shown in Accessibility Plan/Equality Scheme.