Monitoring Forms

MONITORING FORMS

CONTENTS OF APPENDICES

1. SEN Monitoring and Evaluation Action Plan2. 3 Year Monitoring and Evaluation Checklist3. Reviewing SEN Policy4. Individual Education Plans5. Class/Subject Teacher’s Short Term Planning6. Additional Hours Teacher’s Short Term Planning7. Teaching Assistant’s Records8. Work Sampling For a Group of Pupils9. Ofsted Observation Criteria – Aide Memoire10.Observation of Class/Subject Teacher11.Criteria for Observing Pupil with Additional Hours Teaching Aide Memoire12.Observation of Pupil with Additional Hours Teaching13.Criteria for Observing Teaching Assistant Aide Memoire (Support for

Literacy)14.Criteria for Observing Teaching Assistant Aide Memoire (Support for

Numeracy)15.Criteria for Observing Teaching Assistant Aide Memoire (Attitudes and

Behaviour)16.Observation of Teaching Assistant17.Teaching Staff Interview18.Teaching Assistant Interview19.Pupil Questionnaire20.Pupil Interview21.Parent/Carer Questionnaire22.Human Resources23.Material Resource Audit24.Accommodation25.Display26.Professional Development27.Evaluation/Action

SEN MONITORING AND EVALUATION ACTION PLAN

Monitoring arisen from

Focus Who Judgement criteria Strategies TimescaleA

utum

n Te

rmSp

ring

term

Sum

mer

Appendix 1

Dates to feedback outcomes of Monitoring and Evaluation:

SMT GovernorAutumn

Spring

Summer

Year 2

Autumn term

Spring term

Summer term

Year 3

Autumn term

Spring term

Summer term

Appendix 1

3 YEAR MONITORING AND EVALUATION CHECKLIST

Polic

y

IEPs

Cla

ss te

ache

rs

plan

ning

AH

T pl

anni

ng

TA r

ecor

ds

Ann

ual r

evie

ws

Qua

lity

of te

achi

ng

Qua

lity

of T

A

Supp

ort

Qua

lity

of A

HT

supp

ort

Teac

hing

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titud

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TA a

ttitu

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Pupi

l's a

ttitu

de

Pare

nt/c

arer

at

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e

Pupi

l pro

gres

s

Hum

an re

sour

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Mat

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l res

ourc

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Acc

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odat

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Envi

ronm

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Staf

f pro

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velo

pmen

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Oth

er (s

tate

)

Year 1 Autumn

Spring

Summer

Year 2 Autumn

Spring

Summer

Year 3 Autumn

Spring

Summer

Appendix 2

REVIEWING SEN POLICY

ContentThe following elements should be included in your schools SEN Policy in accordance with Education (Special Educational Needs) (England) Regulations 2001 Annex A

Pres

ent?

Cle

arly

un

ders

tand

able

?

Notes

Basic information about the school’s special educational provision

1. In line with the revised SEN Code of Practice

2. Objectives of the school’s SEN policy

3. Name of the SEN Co-ordinator

4. Arrangements for co-ordinating SEN provision

5. Admission arrangements for children with SEN but without a statement

6. Any SEN specialism and any special units

7. Facilities for children with SEN

8. Arrangements for informing parents of SEN provisionInformation about the school’s policies on identification , assessment and provision for all children with SEN.

8. Allocation of resources/organisation of support9. How children with SEN are identified and their needs

determined and reviewed 10. Access to the curriculum

11. Arrangements for inclusion

12. Criteria for evaluating success of policy

13. Any arrangements for treatment of complaints

Information about the school’s staffing policies and partnership with bodies beyond the school

14. Arrangements for INSET on SEN15. Use made of external resources and teachers

16. Role played by parents

17. Role played by pupils

18. Links with other schools, provision for transition

19. Links with health services, education welfare services and voluntary organisations.

20. Links with health services, education welfare services and voluntary organisations.

Policy review date:

Appendix 3

MONITORING FORMINDIVIDUAL EDUCATION PLANS

CONTENT PRESENT ON IEP COMMENTS Name of pupil Pupil’s date of birth Date IEP started Date IEP to be reviewed Placement on SEN Code of Practice Predominant area of need NC Year Group Class/form teacher Outline of pupil’s difficulties Outline of pupil’s strengths Contribution of external advice/support Contribution of parents Contribution of pupil Targets – specific and achievable Success criteria Teaching strategies Resources/materials Duration/frequency of support Medical/pastoral arrangements Monitoring arrangements Contributors to review Review outcomes (dated) Exit criteria

Appendix 4

MONITORING FORM

CLASS/SUBJECT TEACHER’S SHORT TERM PLANNING

Sample monitored:________________________________

Lesson Plan

Are the following included in lesson plans? 1 2 3 4 5 Comments

Explicit differentiation of learning objective for pupils with learning difficulties in this area

Explicit differentiation of task for pupils with learning difficulties in this area

Organisation of support for pupils with learning difficulties in this area e.g. teaching assistant or teacher focus

Reference to IEP targets/strategies, where appropriate

Use of appropriate materials, including ICT, for pupils with learning difficulties in this area

Appendix 5

MONITORING FORM

ADDITIONAL HOURS TEACHER’S SHORT TERM PLANNING

Sample monitored:

Lesson PlanAre the following included in lesson plans?

1 2 3 4 Comments

1. Lesson objectives related to statement/ IEP objectives

2. Lesson objectives showing progress over lesson

3. Tasks incorporating strategies appropriate for meeting the needs of the group

4. Use of appropriate resources/ materials including ICT

5. Appropriate balance of individual and group work

6. Appropriate method of achievement

Appendix 6

MONITORING FORM

TEACHING ASSISTANT’S RECORDS

Records completed by:

Date:

Are the records dated?

Are comments clearly written?

Are comments, wherever possible, positively phrased?

Are comments related to pupil’s progress towards either learning objectives or IEP targets?

Do comments help teachers plan the next steps for the pupil?

Any other comments:

Summary/points for action:

Appendix 7

MONITORING FORM

WORK SAMPLING FOR A GROUP OF PUPILS

1 2 3 4 CommentsTeaching Are there high expectations of the

pupil?

Is the recording technique appropriate? e.g. use of ICT.

Is work well matched to pupils ability?

Is work sensitively marked e.g. limited correction spelling errors?

Does marking include appropriate suggestions for further improvement?

Is the amount of work set appropriate?

Is there evidence of appropriate use of teaching strategies e.g. writing frame?

Is there evidence of additional adult support?

Is there evidence of IEP targets/ strategically being addressed?

Response Does the presentation reflect pupils

effort?

Is the task completed?

Attainment: At what level of attainment is this pupil

working at (level/ NC)?

Is there evidence of information seeking, posing questions, solving problems?

Appendix 8

OFSTED OBSERVATION CRITERIAAIDE MEMOIRE

EVIDENCE

Teaching

Good subject knowledge and understanding in the way subject is discussed and presented

Technically competent in teaching phonics and other basic skills Effective planning, clear objectives set which pupils understand Pupils challenged and inspired Appropriate methods used to enable pupils to work effectively Pupils managed well and insists on high standards of behaviour Time, support staff and other resources, including ICT used effectively Pupils work assessed thoroughly and assessments used to encouraged

pupils to overcome difficulties Homework used effectively

Learning

Pupils: Acquire new knowledge or skills, develop ideas and increase

understanding; Apply intellectual, physical or creative effort in their work; Are productive and work at a good pace; Show interest in their work, are able to sustain concentration and think and

learn for themselves; Understand what they are doing, how well they have done and how they

can improve.

Attainment

Pupils attainment meets or exceeds the levels set by the NC and where applicable, the local agreed syllabus for RE

How well these groups of pupils are performing What pupils know, understand and what they can do How pupils are responding to the educational demands made on them and

whether they are challenged enough What work they have done and to what standard

Attitudes and behaviour

Pupils: Behave well in lessons, are courteous, trustworthy and show respect; Form constructive relationships with one another and with teachers and

other adults; Work in an atmosphere free from oppressive behaviour; Reflect on what they do; Respect each other's differences; Show initiative and are willing to take responsibility.

Appendix 10

Appendix 9

MONITORING FORM

OBSERVATION OF CLASS/SUBJECT TEACHER

Date : NC Year :Time: Subject :Teacher: Focus

Group:Additional Staff:

No at SA: SAP:

Observer: Statements:Context:

Evidence:

CRITERIA FOR OBSERVING A PUPIL WITH

Appendix 11

ADDITIONAL HOURS TEACHING

AIDE MEMOIRE

Context and content of lesson - In class support/withdrawal/no extra supportInclude: description of nature of observation

Summary of lesson content, activities and organisation Number of staff/other adults.

Provision in statement/ annual review

Teaching knowledge of subject? high expectations which challenge knowledge and understanding? planning with clear objectives, taking into account pupils specific needs? methods/organisational strategies match needs? pupil management and discipline? time, learning, resources and support staff well used? assessment is thorough, used to inform planning and feedback provided to

pupil on how to improve? homework used to extend/reinforce class work balance of support/encouragement to be independent? Focus on IEP. targets?

Pupil's response interest/enthusiasm? works independently to generate ideas/solve problems? shows pride and desire to improve? works collaboratively when required? asks/answers questions, joins in discussions, selects and used appropriate

resources? shows initiative and responsibility? sustains concentration and responds to challenge? respects feelings, values and beliefs of others? perseveres when tasks are difficult? forms constructive relationships with others/adults? applies himself well to tasks? behaves well/courteous/respect for property?

Provision on IEP

Progress gains made in knowledge, understanding skills? progress in lesson? progress over time? progress in relationship to specific needs?

Quality of IEP Inclusion attitude to peers? peer attitude to pupil? inclusion by class/subject teacher? access to class/subject teacher? effect of support staff?

Other significant evidence: e.g. use of IT, development of literacy, numeracy

MONITORING FORM

Appendix 12

OBSERVATION OF PUPIL WITH ADDITIONAL HOURS TEACHING

Context and content of lesson

Provision in statement/ annual review

Teaching

Pupil's response

Provision on IEP

Progress

Quality of IEP Inclusion

Other significant evidence: e.g. use of IT, development of literacy, numeracy.

CRITERIA FOR OBSERVING TEACHING ASSISTANT

Appendix 13

AIDE MEMOIRE (Support for Literacy)

Type of support

Work with individual, small group, keeping pupils on task, reading/explaining instructions, on-going modifying and differentiating materials, using supplementary materials, helping with practical work, supporting literacy, supporting numeracy, other.

Context

Has written planning Has jointly, with drawn up written planning with teacher Knows what he/she is to do before lesson begins Records pupils’ responses Uses on-going assessment to decide next step Does not mask pupil from teacher’s attention Shares responses with teacher to inform future planning Assists with preparation/location of specific materials

Support for pupil organisation/involvement

Assists in distribution of materials Keeps pupils on task Ensures instructions are understood Helps with reading/writing to speed up pupil responses Encourages poorly motivated pupils Uses questions to encourage pupil involvement

General Strategies

Uses appropriate communication aids Gives as little help as necessary Is ready to ‘step in’ at first sign of frustration Ensures/modifies task to be achievable but challenging Uses familiar experiences to support new ideas and concepts Treats pupil as any other child: no allowances because of SEN Gives appropriate praise and encouragement which is well-earned Feeds back to pupil on achievements and difficulties Refers appropriately to teacher Respects confidential nature SEN – sensitivity

Support for Literacy

Appendix 13

Helps with note taking through oral intervention Helps with note taking through written intervention Checks pupil understands notes Helps using spelling/word lists Helps with spelling strategies Reads/clarifies text with pupil Supports group reading and provides questions Helps with ICT Reinforces and explains subject specific terminology Encourages self-correction Checks homework is understood


AIDE MEMOIRE (Support for Numeracy)

Appendix 14

Type of Support


Context

Has written planning Has jointly, drawn up written planning with teacher Knows what he/she is to do before lesson begins Records pupils’ responses Uses on-going assessment to decide next step Does not mask pupil from teacher’s attention Shares responses with teacher to inform future planning Assists with preparation/location of specific materials

Support for pupil organisation/involvement

Assists in distribution of materials Keeps pupils on task Ensures instructions are understood Helps with reading/writing to speed up pupil responses Encourages poorly motivated pupils Uses questions to encourage pupil involvement

General Strategies

Uses appropriate communication aids Gives as little help as necessary Is ready to ‘step in’ at first sign of frustration Ensures/modifies task to be achievable but challenging Uses familiar experiences to support new ideas and concepts Treats pupil as any other child: no allowances because of SEN Gives appropriate praise and encouragement which is well-earned Feeds back to pupil on achievements and difficulties Refers appropriately to teacher Respects confidential nature of SEN - sensitivity

Support for Numeracy

Supports pupil using quickest form of communication, particularly during mental/oral starter eg pointing to number cards

Appendix 14

Reinforces teaching points during mental oral starter / whole class session

Supports use of practical resources Uses real life contexts to support and reinforce learning Models correct number formation where mistakes are made Supports pupils who have physical difficulties by, for example,

manipulating their fingers to show 4 digits Checks pupil understands written instructions Encourages self-correction Encourages pupils to think what resources are around them they

could use to help them solve mathematical problems eg number grid on the wall

Asks questions to check recall and understanding Helps with ICT Reinforces and explains mathematical vocabulary


AIDE MEMOIRE (Attitudes and Behaviour)Type of support

Appendix 15


Context Has written planning Has jointly drawn up written planning with teacher Knows what he/she is to do before lesson begins Records pupils’ responses Uses on-going assessment to decide next step Does not mask pupil from teachers attention Shares responses with teacher to inform future planning Assists with preparation/location of specific materials

Support for pupil organisation/involvement Assists in distribution of materials Keeps pupils on task Ensures instructions are understood Helps with reading/writing to speed up pupil responses Encourages poorly motivated pupils Uses questions to encourage pupil involvement

General Strategies Uses appropriate communication aids Gives as little help as necessary Is ready to ‘step in’ at first sign of frustration Ensures/modifies task to be achievable but challenging Uses familiar experiences to support new ideas and concepts Treats pupil as any other child: no allowances because of SEN. Gives appropriate praise and encouragement which is well-earned Feeds back to pupil on achievements and difficulties Refers appropriately to teacher Respects confidential nature of SEN – sensitivity

Attitudes and behaviour Notices patterns of behaviour Is a good listener Responds positively to pupils appropriate behaviour Responds to aspects of self-esteem Anticipates problems and redirects to acceptable behaviour Responds calmly and non-threateningly Makes sure rules are understood and followed Implements agreed management strategy where appropriate Encourages pupils to respect each other

MONITORING FORM

OBSERVATION OF TEACHING ASSISTANT

Type of support:

Context:

Support for pupil organisation/involvement:

General strategies:

EBSD/Literacy/Numeracy:

Summary/points for action:

Appendix 16

MONITORING FORM

TEACHING STAFF INTERVIEW

1. Are you confident that you have a variety of strategies to begin to identify the needs of pupils with SEN?

2. Do you have a good understanding of the pupils for whom you are responsible?

3. Do you feel confident in using a range of strategies for supporting pupils with SEN in class?

4. Do you have access to appropriate resources for supporting pupils with SEN?

5. Do you feel confident in using a range of resources, including ICT?

6. Do you feel confident in monitoring the progress of pupils using this information to set targets?

7. Are you familiar with pupils IEP targets?

8. Do you think the targets/strategies on the pupils IEPs are realistic and sufficiently challenging?

9. Do you feel your contribution to the pupil reviews is valued?

Appendix 17

10.Do you feel that your views about general SEN provision within the school are valued?

11.Do you feel that systems for communicating information about pupils with SEN are effective?

12.Do you feel confident in approaching the SENCO for advice and guidance if needed?

13.Do you feel confident you are effectively communicating with parents regarding their children's SEN?

14.Do you feel you are meeting the needs of pupils with SEN?

15.Are there any areas of SEN within the school you would like to change?

16.Are there any areas of SEN in which you would like further advice/ training?

Appendix 17

MONITORING FORM

TEACHING ASSISTANT INTERVIEW

1. How do you see your role when you are working with pupils who have SEN?

2. How does the class teacher communicate information about the lesson to you e.g. objectives, task instruction, outcomes?

3. Are you always confident you know the learning objectives for the pupils you are working with?

4. Do you always feel clear that you know what the teacher expects the pupils to have done by the end of the lesson?

5. How do you feedback to the teacher after the lesson?

6. Are you aware of the difficulties of the pupils you are supporting? How is this information communicated to you?

7. Do you feel confident that you have a variety of strategies to motivate pupils and keep them on task?

8. Do you feel confident you have a range of strategies to help pupils work independently?

9. Do you have access to appropriate resources for supporting pupils with a range of needs?

Appendix 18

10.Do you feel confident in using a range of resources, including ICT?

11.Do you know/ have access to pupils IEP targets?

12.Are you involved in reviewing pupil's IEPs? In what ways? Do you feel your contribution is valued?

13.Do you feel that your views about general SEN provision within the school are valued?

14.Do you feel confident in approaching teaching staff if you are unsure of what you are being asked to do or if you have concerns regarding a particular pupil?

15.Do you feel you have made a difference in helping the pupils you support to make progress in their learning?

16.Are there any areas of your work related to SEN that you would like to change?

17.Are there any areas of SEN in which you would like further advice/training?

Appendix 18

MONITORING FORM

PUPIL QUESTIONNAIRE

Please tick ()Yes Don't

KnowNo

1. I like coming to school

2. I work as hard as I can

3. The work I do in lessons is interesting

4. I feel confident joining in during discussions

5. I feel good about myself

6. I like having extra help in class

7. I know I can ask for help when I need it

8. When the teacher gives me extra help I find my work easier

9. When another adult gives me extra help I find my work easier

10.When my friend gives me extra help I find my work easier

11. I prefer to work in a small group away from the class

12. I know the targets on my IEP

13. I work hard to reach my targets

14.My teacher(s) praise(s) me when I do my school work well

15. I feel I am getting better at my work

16. I find my work easier now than I did before

17. I feel confident in doing my homework

18. I belong to a school club(s)

19.People outside of school have been in to talk to me about my work

Appendix 19

MONITORING FORM

PUPIL INTERVIEW

1. What do you like/not like doing at school? Why?

2. Do you work harder in some lessons than others and what helps/stops you working hard?

3. Which lessons do you find most/least interesting? Why?

4. Which lesson do you feel most/least confident in? Why?

5. What are you good at in school?

6. What do you find difficult at school?

7. Do you like having extra help in class and in which lessons?

8 Who do you ask for help and why do you ask them in particular? What kind of help do they give you?

9. Do you prefer working by yourself or with other pupils? Who do you like working with and why?

10. Where do you prefer to work - In class or out of class? Why?

Appendix 20

11. Were you involved in setting the targets on your IEP and do you know what they are?

12. Do you know what you need to do to achieve your targets?

13. How do you know when you have done a piece of work well?

14. What do you think you are getting better at? How do you know?

15. What homework are you given?Do you find your homework easy or difficult? Who helps you?

16. Which school clubs do you belong to?Are there any clubs you would like to join but feel you can't? If so, Why?

Appendix 20

MONITORING FORM

PARENT/CARER QUESTIONNAIRE

Name: …………………………………………………………………………………

Name of child: ………………………………………………………………………..

Please tick ()Yes Partly No

1. The school has a clear understanding of my child's needs

2. The school keeps me informed about my child's progress

3. I know what my child is currently learning

3. Teachers give me advice and tasks to help my child at home

4. Teachers give me advice and tasks to help my child at home

5. Teachers listen to my concerns

6. I am pleased with the progress my child is making

7. My child is happy at school

8. My child has friends at school

9. I know the staff who support my child

10. I know how support staff help

11. I am happy with the help my child receives

12. I am involved in drawing up my child's Individual Education Plan (IEP)

13. I receive a copy of the IEP

14. The IEP is explained to me

15. I am involved in reviewing my children's needs

Overall, what the school does for my child is:

Excellent

Appendix 21

Appendix 21

Very Good Good Satisfactory Unsatisfactory Poor Unacceptable

Any other comments:

MONITORING FORM

Appendix 22

HUMAN RESOURCESName of pupil______________________________ Date_______________________

Class/ year group _______

Placement on SEN register (SA /SAP) __________________________________________

Area of predominant need ___________________________________________________

Number of additional teaching hours allocated by LEA to this pupil through a statement________

Number of additional ancillary hours allocated by LEA to this pupil through a statement________

Is the pupil regularly taught/ supported by staff from Central Support Agencies YES

NO

If yes: Name of service

__________________________________

Numbers of hours

_______________

Number of additional school funded teaching hours provided for this pupil per week_______

Number of additional, school funded ancillary support hours provided for this pupil per week _______

Total number of additional teaching and ancillary support per week, including both LEA and school funded _______

How is the time deployed?Teacher Ancillary

In class support 1:1 _____ _____In class support in a small group _____ _____Withdrawal 1:1 _____ _____Withdrawal in a small group _____ _____Smaller class grouping ______ _____Preparation of materials _____ _____Other _____ _____

HUMAN RESOURCES (CONTINUED)

1. Is the pupil receiving an equal amount of support to other pupils of a similar

Evidence of pupils progress/ attainment during period pupil has been supported (including assessment data, IEP target reviews etc):

Appendix 22

need, level and age?

2. Is there a relatively appropriate balance between teaching support and ancillary support?

3. Is the balance of in class and withdrawal support for this pupil appropriate?

4. Is there a balance of 1:1 and small group support?

5. Where the pupil has a statement, is there an appropriate balance of support across priority areas, as indicated in the statement?

6. Has the pupil made adequate progress over the time he/she has been supported?

7. Has progress been made in particular areas in which the pupil has been supported?

8. Overall, how effective has the support been in helping the pupil to make progress?

MONITORING FORM

Appendix 23

MATERIAL RESOURCE AUDIT

Subject/Aspect:Date: Is there an appropriate range of resources to support learning in this

subject (including ICT)?

Are the resources of a suitable quality?

Are they appropriate to levels of maturation?

Are staff aware of resources available? Do they know how to use the resources appropriately?

Are they accessible for staff and pupils?

How well are they used?

Are they maintained properly?

Summary/points for action

MONITORING FORM

ACCOMMODATION

Area __________________________________________ Completed by________________________________

JUDGEMENT CRITERIA COMMENTSIs there easy access into the area for pupils with physical or visual difficulties? Is there sufficient space for pupils with physical or visual difficulties to move about within the area with ease?Are resources located for ease of access for pupils with physical or visual difficulties?Are seating arrangements appropriate for individual pupil's needs?Is the furniture of a sufficient size to afford comfort and ease of use for individual pupils?Is the furniture of a good quality?Are there accessible and appropriate toileting and changing facilities for pupils with mobility difficulties or toileting needs?Is the area appropriately heated?Is there a sufficient level of lighting for pupils with visual impairments?Are there adaptations to reduce excessive noise pollution for pupils with hearing impairments?Is the general decor of a satisfactory standard?

Appendix 24

MONITORING FORM

DISPLAY

Date:Focus: Is the work of SEN Pupils included in displays?

If so, Is this consistent across all areas of the curriculum?

Are pupils with SEN aware their work is 'on display'? How do they feel about this?

Is there evidence of ICT use by SEN pupils on display?

Do displays promote positive images of disability?

Are there displays celebrating success that include pupils with SEN?

Are displays which are used for supporting pupils learning appropriate? e.g. word lists/information displays?

Do displays designed to promote motivation and interest, and stimulate thinking take into account the needs of pupils with SEN e.g. 3d/sensory element?

Summary/points of action

Appendix 25

MONITORING FORM

PROFESSIONAL DEVELOPMENT

How are the professional development needs related to SEN identified and prioritised?

Are all staff receiving training?

How is professional development budgeted for?

Are there SEN induction procedures for new members of staff?

Is individual professional development cascaded to other members of staff, where appropriate?

Does the professional development plan take into account national and local priorities?

Where appropriate, are targets related to professional development in SEN included within staff performance management targets?

Have future SEN professional development needs arisen from monitoring the professional development plan? If so, what are they?

Appendix 26

EVALUATION

ACTIONN

Issu

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in th

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shor

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Issu

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r SE

N

Act

ion

Pla

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Issu

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ure

mon

itorin

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Appendix 27

Monitoring Forms

Documents

Transcript of Monitoring Forms