Aspect 4: Quality of education

Inclusivity and quality of education.

4.1: Curriculum design

Is there evidence that

  • the curriculum is geared towards ambitious outcomes for all and designed to give all children and young people (CYP), particularly the most disadvantaged, the knowledge and cultural capital they need to succeed in life.
  • the curriculum is designed to enable all CYP to develop a range of skills and abilities to prepare them for their life now and in the future, in their community and beyond. It is also designed with the needs of all CYP at its centre.
  • the curriculum is designed to incorporate a variety of ways that engage all CYP, including those operating at a younger developmental age?

Discussion prompts and evidence of impact

  • The link between emotional regulation and readiness to learn is understood by all staff.
  • Social and emotional learning is viewed as pervading all aspects of the curriculum with CYP being given opportunities to learn about the language of emotion and to practise it in a range of opportunities.
  • The curriculum is aspirational. CYP study a full range of subjects for as long as possible.
  • The curriculum is specifically adapted, designed and developed to be ambitious and meet the needs of all CYP. The curriculum is carefully planned and sequenced towards accumulating sufficient knowledge and skills for future learning and employment.
  • Curriculum design is created in response to the needs of the CYP in the school and is fully reflective of the wider community. These needs and characteristics are reflected throughout all aspects of the curriculum.  Members of the wider community are regularly asked to contribute to planning that adds to the richness and diversity of the curriculum and counters stereotypes.
  • The school has a long-term map showing the learning topics, knowledge and progress of skills.
  • Disadvantaged CYP develop the knowledge and ‘cultural capital’ they need to succeed in life. Cultural capital refers to the essential knowledge and skills that a CYP will need to prepare them for their future success.
  • Reading and communication are at the heart of the school’s curriculum because leaders recognise the importance of these skills for wider curriculum access.
  • A whole school approach to developing a needs-based curriculum for Relationships Health and Sex Education (RHSE) (such as WSCC Education for Safeguarding) is clearly evidenced and CYP voice reflects this. Cross curricular links are made so that social and emotional learning is fully reflected across the wider ‘Curriculum’.
  • The organisation of the curriculum ensures CYP are ready to learn. There is a balance of opportunities that combines active learning with more traditional receptive learning, co-operative and individual learning and multi-sensory learning.
  • Preparation for adulthood starts at the earliest opportunity taking a coherently sequenced approach. Planning is personalised and includes travel training, preparation for employment, participation in society, keeping healthy and independent/supported living. Leaders are ambitious for CYP to have the skills and knowledge to lead a good adult life. CYP and parents are fully engaged in this process. For CYP with an Education, Health and Care Plan (EHCP), preparation for adulthood planning is evidenced in the Annual Review process.
  • The school can demonstrate how it works strategically and takes active steps to support those who may have missed opportunities in early life or need additional challenge to propel their progress. CYP are given opportunities to recap and practise previously learnt or missing skills.
  • Individual provision maps or individual learning plans detail adjustments to quality first teaching, or aspects of the curriculum to be followed, which enable CYP to participate fully and achieve alongside their peers.
  • The special educational needs co-ordinator (SENCO) supports class teachers to ensure that ‘Ordinarily Available Inclusive Practice’ is provided in line with the needs of the child.
  • CYP are involved in the choosing, planning and organisation of visits/events/extracurricular activities, linked to their interests and needs. There are opportunities for aspects of the universal curriculum to be co-produced with CYP, community groups, businesses, specialist and other external visitors. This is to improve social skills, self-belief and promote independent learning to ensure that all CYP are ready for the next stage of education, employment or training.

4.2: Quality first teaching

Is there evidence that

  • quality first teaching meets the needs of all children and young people (CYP) with appropriate reasonable adjustments being made for those that need it, for example more able, special educational needs and disabilities (SEND), Pupil Premium, and so on?

Discussion prompts and evidence of impact

  • Schools have a bespoke continued professional development (CPD) programme that supports quality first teaching, this includes the use of the ‘Ordinarily Available Inclusive Practice’ document.
  • Teachers plan and deliver lessons informed by accurate formative assessment that meets the needs of all children. Teaching is skilfully designed to help all CYP know more and remember more over time. Teaching enables CYP to link new knowledge into larger ideas.
  • The effective deployment of staff is planned and evaluated to enhance the learning of all CYP. Staff providing individual support and challenge can describe how this fosters independent learning.
  • There is a flexible approach, informed by on-going assessment, to the organisation of the teaching and learning environment that promotes co-operative learning.
  • All CYP know and can discuss their next steps in learning. Targets are co-produced and shared with parents.
  • As part of its inclusive culture, the school can demonstrate how universal classroom provision enables CYP with these needs to access learning independently, for example Dyslexia Friendly, Autism Aware practices.

4.3: Improving provision and outcomes for all

Is there evidence that

  • data is effectively used to inform future planning and improving outcomes for all CYP
  • assessments are used to identify needs and appropriate intervention groups and the effectiveness of these interventions is reviewed and adjusted according to outcomes
  • the school is mindful about the time spent out of the classroom and promotes inclusion within class as much as possible
  • CYP who are not making expected rates of progress or engaging in the full range of provision are targeted so that they make accelerated progress?

Discussion prompts and evidence of impact

  • Systems are in place for regularly assessing progress of CYP in key aspects of learning and engagement and personal development.  The school identifies CYP who are at risk of underachieving and implements plans to rapidly and effectively address this. CYP assessment includes reflection of teaching and leads to modification of learning activities.
  • There is a clear system and up to date record of attainment and progress for all groups within the school. There is evidence of data being analysed in relation to key groups and actions being identified and taken. Data, alongside other monitoring, is used to identify the areas for improvement and to set targets and milestones to evaluate the impact of the actions within the School Improvement Plan. Leaders’ analysis of assessment is used proficiently to inform curriculum design and delivery.
  • There is evidence of teacher assessments being used to contribute to target setting for all disadvantaged groups for example Personal Learning Plan (PLP), Pastoral Support Plan (PSP), Personal Education Plans (PEP). The impact of these plans is routinely evaluated, informed by the outcomes of other monitoring activities.
  • The school collects additional assessment data that measures progress holistically. This could include assessments such as The Boxall Profile Assessment, Social Use of Language Programme, Thrive, social communication and interaction checklists or resilience frameworks. Information from these assessments is used to inform curriculum design and teaching.
  • Evidence of detailed analysis of groups across the school population is undertaken, including overlapping groups such as SEND, those with additional needs and at risk of disadvantage – this leads to tailored actions to effectively support all CYP.
  • The school has systems for monitoring teaching and learning and the impact of the curriculum, including teachers’ planning, CYP’s work and attitudes to learning within certain lessons. This monitoring includes regular focus on the progress being made by CYP. The systems are transparent and are understood by staff who value the feedback this provides.
  • The school has developed systems to enable CYP to provide feedback on their learning and the extent to which their lessons help them to learn.
  • CYP have an age or developmentally appropriate understanding of the process of assessment and ultimately of their needs and also feel that they are being supported to overcome barriers to learning or achievement.
  • Additional support within classrooms is used flexibly and is focused on facilitating independent learning.
  • Regular and frequent - at least termly - CYP progress meetings enable the school to quickly provide additional support for those who are in danger of underachieving.
  • All CYP know their learning targets and personal development targets.
  • CYP and parents have regular opportunities to meet with and provide feedback to the governing body and senior leadership team on aspects of the school’s policy and provision, for example through a parent forum, or CYP representatives.

4.4: Meeting needs of individuals

Is there evidence that

  • the school shows evidence of preparing for the inclusion of a wide range of individual children and young people
  • CYP who are experiencing barriers to learning and participation are viewed as individuals with different interests, knowledge and skills
  • the school outlines the arrangements for and identifies and assesses CYP in order to provide additional and different provision to meet individual needs?

Discussion prompts and evidence of impact

  • Staff can describe how policies are adapted to meet the different needs of CYP. For example, reasonable adjustments are made for applying sanctions or different lunchtime arrangements for some CYP.
  • The school tracks the language acquisition of CYP, including English proficiency of English as an additional language (EAL) students in order to effectively support their further acquisition of English.
  • The school makes excellent use of the graduated approach and there is a clear audit trail for the use of the ‘assess, plan, do, review’ cycle to secure progress.
  • CYP and their families are consistently and effectively involved in every stage of the ‘assess ‘plan, do, review’ cycle (graduated approach) and understand why an intervention is being used, how the curriculum has been adapted, and the impact this has made. For CYP with an Education, Health and Care Plan (EHCP), this is also captured as part of the Annual Review cycle.
  • Regular reviews with CYP with special education needs and disabilities (SEND), additional needs and those at risk of disadvantage show they are really being listened to and acted upon, their needs are being met and significant progress is being made. The setting obtains information to support this directly from the parent and CYP on their strengths, interests, needs and emotional well-being.
  • Where CYP are at risk of permanent exclusion there is evidence that their voice and views are listened to and acted upon, for example case studies.
  • Individual provision maps, or similar alternatives, have been developed in consultation with CYP and parents and clearly identify a wide range of strategies to support independent learning. These plans have a sharp focus on evaluating the impact of provision and support.
  • Provision and planning are in place to promote the progress of more able students (those working above national expectations) and considers any factors which may place them at a disadvantage.
  • Appropriate additional support is targeted at certain children/young people within lessons from well-trained, confident staff, taking account of any advice from other agencies, for example:
    • Ethnic Minority and Travellers Achievement Service (EMTAS)
    • Educational Psychology Service (EPS)
    • Learning Behaviour Advisory Team (LBAT)
    • Autism and Social Communication Team (ASCT)
    • Early Help
  • School involves outside agencies to further support children/young people and parents and know what is implemented and where appropriate, are part of the review.
  • Communications regularly signpost parents to the Local Offer for relevant information, support and advice and use it to access additional support and services.
  • The special educational needs co-ordinator (SENCO) meets with all relevant staff each term to review their provision for SEND children. The SENCO is available by appointment to meet with staff and parents to discuss a CYPs SEND or possible SEND.
  • The school proactively identifies cohorts or individual child/young person who could benefit from a programme of alternative provision which takes place in or out of school. The provision is designed to ensure clear outcomes are planned and evaluated for impact with seamless reintegration.

4.5: Parental engagement

Is there evidence that

  • parent carers understand how their child is doing, what their child or young person (CYP) needs to do and what they can do to provide support?

Discussion prompts and evidence of impact

  • Parents are invited to attend school events.  For example, parents evening, performances, curriculum and social occasions such as quiz nights. Parents from all backgrounds are asked what events would be comfortable and engaging for them. 
  • The school offers workshops to develop parents’ understanding of different concepts and elements of school life and advises them of how they can further support their CYP at home.
  • Annual reports are provided to parents to share key data and information about their CYP. Staff check that parents understand the information that is presented in the reports and are given the opportunity to discuss it with their CYP’s teacher.
  • Parents’ evenings and meetings are effectively scaffolded so that parents understand their role and the type of questions that would be helpful to raise. Additional support is considered for parent carers who might be apprehensive about attending (e.g. those with anxiety, from Gypsy Roma and Traveller (GRT) backgrounds, those who may have had a poor school experience themselves) or for whom English is an Additional Language (EAL).
  • Online and digital methods for parent engagement is effective and well supported, with due consideration given to those with limited literacy or limited digital access.
  • Homework/home learning is linked to the different curriculum/topic areas in each year group and clearly differentiated so that it is accessible to all CYP. Parents and CYP are engaged with homework, see its benefits and the impact it has on learning. The school supports CYP to complete home learning.
  • Where there is evidence that parental engagement is low, the school proactively addresses the barriers and seeks to build positive relationships.

4.6: Extra-curricular activities

Is there evidence that

  • high quality extra-curricular activities are used to enhance learning opportunities for all?

Discussion prompts and evidence of impact

  • Most extra-curricular opportunities are free at source.
  • There is additional support provided which caters for children and young people (CYP) with special educational needs and disabilities (SEND), additional needs and those from disadvantaged group, such as those with social communication difficulties. E.g. structured lunch clubs.
  • Clubs and activities reflect the diversity of CYP in the school including those with additional needs.
  • A well-planned range of rich extra-curricular experiences effectively contributes to all CYP’s personal development.
  • Some clubs and activities are designed around the interests of an individual CYP to support the development of their peer group with shared interests. CYP are encouraged to develop their own talents and interests and are encouraged to share these with their peers so they become the experts, thus boosting their self-esteem. CYP appreciate the offer and make good use of these opportunities.
  • Engagement data in extra-curricular activity of CYP with SEND, additional needs and those at risk of disadvantage is known and shows increasing participation rates.