Comments on SEND from OFSTED inspections on schools that Julie has worked with:

MONTAGU ACADEMY

May 2017

‘Pupils who have special educational needs and/or disabilities are well supported and, as a result, make strong progress towards the targets and objectives in their individual plans.’
‘Some middle leaders are highly effective. For example, the school’s provision for pupils who have special educational needs and/or disabilities is well led and, as a result, special educational needs funding is used effectively. Pupils’ needs are identified and assessed in a timely and accurate way and specialist teaching and support are well coordinated and effective. Many pupils, therefore, make strong progress towards the objectives in their support plans and education, health and care plans.’
‘Governors keep a close eye on the school’s use of additional funding, including special educational needs funding. Governors challenge senior leaders about the impact of this funding, for example on the outcomes achieved by disadvantaged pupils and those who have special educational needs and/or disabilities.’
‘The special educational needs coordinator works closely and effectively with early years, key stage 1 and key stage 2 teachers. As a result, pupils’ needs are identified and assessed well and pupils who have special educational needs and/or disabilities receive well-targeted and effective specialist teaching and support. Teachers identify a clear role for teaching assistants, who generally support pupils who need additional help well.’
‘Pupils who have special educational needs and/or disabilities are making strong progress towards the targets and objectives in their support plans and education, health and care plans. Assessment information shows that many are making accelerated progress in reading, writing and mathematics as a result of the high-quality support they receive.’
‘Additional funding is used effectively to provide the high-quality extra support some children need. As a result, the outcomes achieved by disadvantaged children and those who have special educational needs and/or disabilities have improved.’

HEMSWORTH ARTS AND COMMUNITY ACADEMY

June 2017

‘Teaching assistants support pupils who have special educational needs and/or disabilities well.’
‘Leaders have used funding for pupils who have special educational needs and/or disabilities effectively. Both the identification and the support of these pupils are robust and ensure that they make appropriate progress.’
‘Pupils who have special educational needs and/or disabilities receive effective support. Teaching assistants benefit from the training they receive and make a good contribution to pupils' learning. They support pupils with a range of needs and have the knowledge and skills to respond to pupils' questions well. They intervene promptly when pupils struggle to understand their work.’

WILLOW ACADMEY

June 2017

‘The leadership of the provision for pupils who have special educational needs and/or disabilities is increasingly effective. The special educational needs lead and her team have worked meticulously to identify these pupils’ needs and then develop clear, robust and humane systems to track their
progress. Effectively supported, they have worked carefully to support and advise the whole staff to ensure that these pupils receive increasingly skilled support in the classroom.’

 

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