Hertfordshire Schools’ SEND Benchmark 2020

The data below is from the 51% of DSPL3 schools that have submitted their SEND Benchmarking Data by 12th October 2020.

Outcome 1: Providing high quality provision that meets the needs of children and young people with SEND

a  High quality teaching is regularly differentiated, personalised and responsive to the views and experiences of children and young people with SEND.

b  The SENCO, with senior leaders, regularly and carefully reviews the quality of teaching for children and young people with SEND and gives developmental feedback to staff.

c  The culture for learning is responsive to the needs of all children and young people. The inter-relationship between the four broad areas of need is fully understood by teachers and informs practice.

d  Children and young people with SEND and their families are fully included in the life of the school, including extra-curricular activities.

e  Joined-up provision within school, and from services beyond school, meets the particular needs of children and young people with SEND, including those in specific circumstances. It is clearly evidenced and effectively promotes educational achievement

f  A clear consistent, approach to identifying SEN at the earliest point using a range of information which is understood by all, is in place and detailed on the school’s SEN information report.

g  All school staff understand and use the graduated approach, in the form of a four-part cycle through which decisions and actions are made, revisited, refined and revised.

h  Parent/carers are consulted as part of the approach to the identification of SEN

i  Action is taken to remove barriers to learning at the earliest point. Effective SEN provision is put in place.

j  Reasonable adjustments are used effectively to ensure access to the curriculum and learning environment.

k  Parent/carers are consulted about any provision to be put in place to remove barriers to learning and when reasonable adjustments are required.

l  All teachers are involved in provision mapping and management, and use it to monitor and analyse impact of provision on outcomes and progress

m  The SENCO, working with the SLT, and governing body, determines the development of SEND policy and provision

n  The effectiveness of special educational provision is evaluated by the SENCO, working with senior leaders, using a range of information normally available in school.

o  The SENCO, working with senior leaders, plans a comprehensive programme of professional development for all staff working regularly with children and young people with SEND, to ensure enhanced expertise is secure

How DSPL3 supports schools:

Encourages schools  to use  Hertfordshire Targeted Services Offer for SEND.

Encourages schools to use the Assess, Plan, Do, Review materials—see our website for details

DSPL3 offers a range of training in response to needs raised by SENCOssee our website for details

Let’s Talk about Differentiation and Let’s Talk about Inclusion workshops available to all schools—see our website for details

Outcome 2: Improving short and long term outcomes

a  Teachers have a clear understanding of the needs of children and young people with SEND. They use and evaluate distinctive teaching approaches to engage, support and promote good outcomes and progress.

b  All teachers take responsibility and are accountable for the progress and development of children and young people with SEND.

c  Teachers take responsibility for the impact of support from teaching assistants or specialist staff.

d  Outcomes and progress for children and young people  with SEND are monitored and evaluated through a range of effective whole school systems and are clearly understood by children and young people and their families.

e  There is clarity between teachers of how the graduated approach promotes good outcomes and  progress.  Opportunities to make decisions with children and young people and their families are  included.

f  Effective feedback, provided to teachers over time, improves teaching and learning for children and young  people with SEND

g  All teachers have an enhanced understanding of how to reduce anxiety and promote good mental health for children and young people with SEND and there is evidence of impact.

h  There are a range of person-centred approaches in place for listening and responding to the views of children and young people with SEND.

i  Teachers understand the heightened risk of children and young people with SEND in regard to bullying. This knowledge is used effectively to safeguard children and prevent or resolve issues.

How DSPL3 supports schools:

Encourages schools to use the Assess, Plan , Do Review materials—see our website for details

Outcome 3: Communicating sensitively, appropriately and effectively with parents, children and young people with SEND. Engendering trust, confidence, respect and a constructive partnership working

Teachers ensure that children and young people, and their families, participate in decision making and have a sense of co-ownership of desired outcomes

b  A record of the desired outcomes, actions and provision is kept and shared with children and young people with SEND, their families and appropriate school staff.

There are arrangements to meet with parent/carers at least three times each year, allowing sufficient time to explore the views of children and young people with SEND and their families and to plan effectively. Discussions are led by a teacher with good knowledge and understanding of the pupil and who is aware of their needs and attainment.

d  There are effective opportunities to capture and explore the level of parental  confidence about the  school’s provision and practice for children and   young people with SEND. These are understood and used by teachers across the school.

How DSPL3 supports schools:

Encourage schools to use the tools available in Section 3 of The Hertfordshire SEND Toolkit—click here

Outcome 4: Managing resources for SEN through a transparent approach that is fair, meets the needs of children and young people with SEND and achieves best value for money

a  Leaders and governors regularly review how expertise and resources are used to improve outcomes and progress for children and young people with SEND and improve the quality of whole-school provision.

b  Provision management is used to evaluate the impact of provision on outcomes and progress. Provision management contributes to school improvement by identifying particular patterns of need and potential areas of development for teaching staff.

c  The school’s delegated budget and other resources are used efficiently and effectively to promote good outcomes and progress

How DSPL3 supports schools:

Encourages schools  to use the tools available in Section  4 of The Hertfordshire SEND Toolkit—click here

Outcome 5:  Working proactively and collaboratively to improve provision

a  There is evidence of proactive and collaborative working practices with professionals from education, health, social care and voluntary services for children and young people with SEND.

b  Systems for transitions within school, between schools and in preparation for adulthood are secure. Relevant adjustments, person-centred approaches and collaboration between children and young people and their families is clearly evident.

c  The SEN information report is published on the website, updated annually and made increasingly accessible to children and young people and their families through well-embedded co-production. Teachers are aware of its content.

How DSPL3 supports schools:

Annual audit of school websites to check that SEN Information Reports are compliant.

SEND Information Report workshop planned for Spring 2021 for SENCo, SEND Governor and parent representative to attend together. SEND Benchmarking workshop planned for September 2021 for SENCo, SEND Governor and parent representative to attend together.

Many thanks to the SENCOs at the following schools that submitted their data: 

Bayford Church of England Voluntary Controlled Primary School, Fawbert and Barnard Infants’ School, Hertingfordbury Cowper Primary School, High Wych Church of England Primary School, Hillmead Primary School, Hunsdon Junior Mixed and Infant School, Jenyns First School and Nursery, Kingshill Infant School, Little Munden Church of England Voluntary Controlled Primary School , Manor Fields Primary School, Millfield First and Nursery School, Mill Mead Primary School , Northgate Primary School, Ralph Sadleir School, Reedings Junior School, Richard Whittington Primary School, Roger De Clare First CofE School, Sacred Heart Catholic Primary School , Spellbrook CofE Primary School, St Andrew’s CofE Primary School and Nursery  (MH), St Andrew’s Church of England Voluntary Controlled Primary School (SA), St Catherine’s Church of England Primary School, St John the Baptist Voluntary Aided Church of England Primary School, St Joseph’s Catholic Primary School, St Joseph’s Catholic Primary School, St Mary’s Catholic School, St Michael’s Church of England Primary School, St Thomas of Canterbury Roman Catholic Primary School, Stapleford Primary School, Tewin Cowper Church of England Voluntary Aided Primary School, Thorn Grove Primary School, Wareside Church of England Primary School, Watton-at-Stone Primary and Nursery School , Widford School.


Hertfordshire Schools’ SEND Benchmark 2019

The data below is from the 71% of DSPL3 schools that submitted their SEND Benchmarking Data.  In each of the following sections the key aspects of exemplary practice  across the area are green and emerging areas are red.

Outcome 1: Providing high quality provision that meets the needs of children and young people with SEND

a  High quality teaching is regularly differentiated, personalised and responsive to the views and experiences of children and young people with SEND.

b  The SENCO, with senior leaders, regularly and carefully reviews the quality of teaching for children and young people with SEND and gives developmental feedback to staff.

c  The culture for learning is responsive to the needs of all children and young people. The inter-relationship between the four broad areas of need is fully understood by teachers and informs practice.

d  Children and young people with SEND and their families are fully included in the life of the school, including extra-curricular activities.

e  Joined-up provision within school, and from services beyond school, meets the particular needs of children and young people with SEND, including those in specific circumstances. It is clearly evidenced and effectively promotes educational achievement

f  A clear consistent, approach to identifying SEN at the earliest point using a range of information which is understood by all, is in place and detailed on the school’s SEN information report.

g  All school staff understand and use the graduated approach, in the form of a four-part cycle through which decisions and actions are made, revisited, refined and revised.

h  Parent/carers are consulted as part of the approach to the identification of SEN

i  Action is taken to remove barriers to learning at the earliest point. Effective SEN provision is put in place.

j  Reasonable adjustments are used effectively to ensure access to the curriculum and learning environment.

k  Parent/carers are consulted about any provision to be put in place to remove barriers to learning and when reasonable adjustments are required.

l  All teachers are involved in provision mapping and management, and use it to monitor and analyse impact of provision on outcomes and progress

m  The SENCO, working with the SLT, and governing body, determines the development of SEND policy and provision

n  The effectiveness of special educational provision is evaluated by the SENCO, working with senior leaders, using a range of information normally available in school.

o  The SENCO, working with senior leaders, plans a comprehensive programme of professional development for all staff working regularly with children and young people with SEND, to ensure enhanced expertise is secure

How DSPL3 supports schools:

Provision mapping and management workshop planned for  Spring 2020.

Encourages schools  to use  Hertfordshire Targeted Services Offer for SEND.

Encourages schools to use the Assess, Plan, Do, Review materials—see our website for details

DSPL3 offers a range of training in response to needs raised by SENCOssee our website for details

Let’s Talk about Differentiation and Let’s Talk about Inclusion workshops available to all schools—see our website for details

 

Outcome 2: Improving short and long term outcomes

a  Teachers have a clear understanding of the needs of children and young people with SEND. They use and evaluate distinctive teaching approaches to engage, support and promote good outcomes and progress.

b  All teachers take responsibility and are accountable for the progress and development of children and young people with SEND.

c  Teachers take responsibility for the impact of support from teaching assistants or specialist staff.

d  Outcomes and progress for children and young people  with SEND are monitored and evaluated through a range of effective whole school systems and are clearly understood by children and young people and their families.

e  There is clarity between teachers of how the graduated approach promotes good outcomes and  progress.  Opportunities to make decisions with children and young people and their families are  included.

f  Effective feedback, provided to teachers over time, improves teaching and learning for children and young  people with SEND

g  All teachers have an enhanced understanding of how to reduce anxiety and promote good mental health for children and young people with SEND and there is evidence of impact.

h  There are a range of person-centred approaches in place for listening and responding to the views of children and young people with SEND.

i  Teachers understand the heightened risk of children and young people with SEND in regard to bullying. This knowledge is used effectively to safeguard children and prevent or resolve issues.

How DSPL3 supports schools:

Provision mapping and management workshop planned for Spring 2020.

Encourages schools to use the Assess, Plan , Do Review materials—see our website for details

 

Outcome 3: Communicating sensitively, appropriately and effectively with parents, children and young people with SEND. Engendering trust, confidence, respect and a constructive partnership working

Teachers ensure that children and young people, and their families, participate in decision making and have a sense of co-ownership of desired outcomes

b  A record of the desired outcomes, actions and provision is kept and shared with children and young people with SEND, their families and appropriate school staff.

c  There are arrangements to meet with parent/carers at least three times each year, allowing sufficient time to explore the views of children and young people with SEND and their families and to plan effectively. Discussions are led by a teacher with good knowledge and understanding of the pupil and who is aware of their needs and attainment.

d  There are effective opportunities to capture and explore the level of parental  confidence about the  school’s provision and practice for children and   young people with SEND. These are understood and used by teachers across the school.

How DSPL3 supports schools:

Encourage schools to use the tools available in Section 3 of The Hertfordshire SEND Toolkit—click here

 

Outcome 4: Managing resources for SEN through a transparent approach that is fair, meets the needs of children and young people with SEND and achieves best value for money

a  Leaders and governors regularly review how expertise and resources are used to improve outcomes and progress for children and young people with SEND and improve the quality of whole-school provision.

b  Provision management is used to evaluate the impact of provision on outcomes and progress. Provision management contributes to school improvement by identifying particular patterns of need and potential areas of development for teaching staff.

c  The school’s delegated budget and other resources are used efficiently and effectively to promote good outcomes and progress

How DSPL3 supports schools:

Encourages schools  to use the tools available in Section  4 of The Hertfordshire SEND Toolkit—click here

 

Outcome 5:  Working proactively and collaboratively to improve provision

a  There is evidence of proactive and collaborative working practices with professionals from education, health, social care and voluntary services for children and young people with SEND.

b  Systems for transitions within school, between schools and in preparation for adulthood are secure. Relevant adjustments, person-centred approaches and collaboration between children and young people and their families is clearly evident.

c  The SEN information report is published on the website, updated annually and made increasingly accessible to children and young people and their families through well-embedded co-production. Teachers are aware of its content.

How DSPL3 supports schools:

Annual audit of school websites to check that SEN Information Reports are compliant.

SEND Information Report workshop planned for July 2020 for SENCo, SEND Governor and parent representative to attend together.SEND Benchmarking workshop planned for September 2020 for SENCo, SEND Governor and parent representative to attend together.

Many thanks to the following schools that  have submitted their data so far in 2019/20: Abel Smith, All Saints, Ardeley St Lawrence, Bayford,  Bengeo, Birchwood, Bishop Stortford High, Christ Church, Fawbert and Barnard, Furneux Pelham, Hertford St Andrew, Hertingfordbury Cowper, Herts and Essex, High Wych, Hillmead, Hockerill, Hollybush, Hormead, Hunsdon, Jenyns, Kingshill, Little Hadham, Little Munden, Mandeville,  Manor Fields, Millfield, Mill Mead, Morgans, Northgate, Presdales, Priors Wood, Ralph Sadleir, Reedings, Richard Hale, Roger de Clare, Simon Balle, Spellbrook,  St Andrew’s (MH), St Andrew’s (SA), St John the Baptist, St Joseph’s (BS), St Joseph’s (H), St Mary’s (BS),  St Michael’s, Summercroft, Tewin Cowper, The Sele School, Thorley Hill, Thundridge, Tonwell St Mary’s, Watton at Stone, Wheatcroft and Widford.


From data gathered so far, we will be considering how we can strategically support more schools to move to expected or exemplary in the following areas:

Outcome 1:   Providing high quality provision that meets the needs of children and young people with SEND 

Aspect l:  All teachers are involved in provision mapping and management, and use it to monitor and analyse impact of provision on outcomes and progress.

Outcome 2: Improving short and long term outcomes for children and young people with SEND 

Aspect e: A fully embedded graduated approach demonstrating active participation of teachers, children and young people and their families leads to good progress and outcomes.

Outcome 3: Communicating sensitively, appropriately and effectively with parents, children and young people with SEND. Engendering trust, confidence, respect and a constructive partnership working.                                                                                                                                                                                                                                                                                          

Aspect d: There are effective opportunities to capture and explore the level of parental confidence about the school’s provision and practice for children and  young people with SEND. These are understood and used by teachers across the school

Outcome 4:  Managing resources for SEN through a transparent approach that is fair, meets the needs of children and young people with SEND and achieves best value for money    

Aspect b: Provision management is used to evaluate the impact of provision on outcomes and progress. Provision management contributes to school improvement by identifying particular patterns of need and potential areas of development for teaching staff.

Outcome 5: Working proactively and collaboratively to improve provision

Aspect c:  The SEN information report is published on the website, updated annually and made increasingly accessible to children and young people and their families through well-embedded co-production. Teachers are aware of its content.

What have we done in response:

From September 2019 – DSPL3 Amwell View Outreach offer a Let’s Talk about Inclusion training workshop to help teachers understand their responsibilities around planning for children with SEND. (1:l)

October 2019 – DSPL3 Manager carried out an audit of school websites to check SEN INformation Reports were complaint with Code of Practice.  Emailed schools whose report was not up to date. (5:c)


Hertfordshire Schools’ SEND Benchmark & Planning Tool Update

Hertfordshire’s preferred framework for discussion about policy and provision for children and young people with SEND is the Benchmark & Planning Tool. This approach takes in to account national guidance reflected through Hertfordshire’s SEND Strategy. Introduced in 2017, schools should have been using this self-evaluation tool annually to reflect on their own practice and plan next steps.

DSPL3 introduced a Survey Monkey form that SENCOs could submit their school’s summary data on,  so that DSPL3 has an overall picture of strengths and areas for development in our schools that helps  to plan future training and support. This was then rolled out to all DSPL areas.  Herts for Learning now collect the Survey Monkey data from every DSPL area. The analysis is  shared with Hertfordshire’s SEND Executive Board to support the decisions they make in relation to the SEND Strategy and provides evidence for the next Ofsted Local Area SEND Review.

Hertfordshire expects all schools to complete the self evaluation and submit the new data on our online Survey Monkey form by the end of September. The information will contribute to a local and countywide understanding of strengths and areas for development. The SEND code of practice states schools must co-operate with the local authority in reviewing the provision that is available locally and in developing the Local Offer.

We have arranged a workshop session at Wodson Park from 9.00 -12.00 on Wednesday 19th September.  SENCOs will need to bring a fully charged laptop that can access the internet (free WIFI code at Wodson) and either a blank Benchmarking document or  their existing document.  In either case they need to be on your computer and editable.

Schools signed up so far (as at 11th July 2019):

Furneux Pelham School, Hertford Heath Primary,  Mill Mead Primary School, Reedings Junior School,  St Michael’s Church of England Primary, Simon Balle All-through School and Thorley Hill Primary

From data gathered so far, we will be considering how we can strategically support more schools to move to expected or exemplary in the following areas:

Outcome 1:   Providing high quality provision that meets the needs of children and young people with SEND 

Aspect g: The four-part cycle of the graduated approach demonstrates strong collaboration through which decisions and actions are made, revisited, refined and revised.

Outcome 2: Improving short and long term outcomes for children and young people with SEND 

Aspect e: A fully embedded graduated approach demonstrating active participation of teachers, children and young people and their families leads to good progress and outcomes.

Outcome 3: Communicating sensitively, appropriately and effectively with parents, children and young people with SEND. Engendering trust, confidence, respect and a constructive partnership working.                                                                                                                                                                                                                                                                                          

Aspect d: The opportunities to capture and explore the level of parental confidence about the school’s provision and practice for children and young people with SEND are consistently applied across the school and gathered, analysed and used to inform developments in practice

Outcome 4:  Managing resources for SEN through a transparent approach that is fair, meets the needs of children and young people with SEND and achieves best value for money    

Aspect b: Provision management systematically and consistently demonstrates the impact of provision on outcomes and progress. Provision management is central to school improvement and value for money principles are in place.

Outcome 5: Working proactively and collaboratively to improve provision

Aspect c:  The SEN information report is published on the website, updated annually and made increasingly accessible to children and young people and their families through well-embedded co-production. All staff are knowledgeable about its content and this is reflected in consistent practices across the school


Charts below show the DSPL3 data received by 15th January 2019


Many thanks to the following schools that  submitted their data in 2017/18.

All Saints Primary School & Nursery, Anstey, Ardeley St Lawrence C of E School & Nursery, Bayford, Christ Church C of E Primary and Nursery School, Edwinstree, Hertford St Andrew, Hertingfordbury Cowper, Herts and Essex, Hillmead Primary School, Hockerill Anglo European College, Hunsdon JMI, Jenyns First School & Nursery, Kingshill Infant School, Layston, Leventhorpe, Little Hadham Primary School, Little Munden, Mandeville, Manor Fields, Mill Mead Primary School, Northgate Primary School, Priors Wood Primary School, Richard Whittington, Roger de Clare, Sacred Heart Catholic School, Simon Balle All-through School, Spellbrook Primary School, St Andrew’s CE Primary School (MH), St Joseph’s (H), St Mary’s Catholic (BS),  St Michael’s Church of England Primary School, Stapleford Primary,  Summercroft, The Bishop’s Stortford High School, The Fawbert and Barnard Infants School, The Sele School, Thorley Hill Primary, Thorn Grove, Tonwell St Mary’s, Tower Primary, Wareside, Wheatcroft Primary School and Windhill21.