SEND


How can Ofsted inspections provide an opportunity for SEND schools?


MARK RICHARDSON, Executive Headteacher at Evolve Academy, believes that while there can be tensions between Ofsted’s framework and the goals of SEN schools, there are positive ways to bridge these gaps.


SEND sufficiency is a national issue and the majority of schools (mainstream and special) are continuing to see a rise in pupil needs and a reduction in resources. The road to securing the right level and type of support, in a suitable provision tailored with the right combination of adaptations and resources, can feel like an uphill struggle on many fronts for parents and carers who suspect their children may have special needs.


I was heartened to hear that Ofsted will be moving on from the old single-word assessment grades. This will be particularly important for the families of SEND children, who may find it hard to know from an often-oversimplified representation – captured within a maximum of two days of observation – whether a school can provide the support required to meet the needs of their children.


As yet, it is unclear how much changes to the system will benefit or take into consideration the specific contexts of SEND education. But I believe we can ensure success by clearly communicating how our tailored, holistic approach benefits our students, by providing varied evidence, and by preparing inspectors with the necessary context to understand the school’s unique environment.


Here are some of the ways Ethos Academy Trust schools turn our unique features into opportunities:


• Convey the context of your school: My main aim has always been to really impress upon the inspection team what the school is, so they can appreciate both our successes and challenges. During the initial call with inspectors, get your context across. For example: How do you commission places? What areas of need do you cater for? What is your relationship with the Local Authority and community?


• Start with your ‘Why?’. It is important to balance your ‘why’ against the demands of the Ofsted Framework. Each SEND school is bespoke to the needs and context of its pupils and location. The softer elements of SEND education might not always be measurable, but be unapologetic for doing what is right for that young person and their needs as described in their EHCP.


• Prepare and empower your team: SEN schools normally have a smaller leadership structure. Giving responsibility – and confidence – by ensuring all teachers and support staff are leading in their own areas and have a consistent message to deliver, is great CPD for staff.


• Show holistic progress: In SEN schools, progress is often non-linear and is not always comparable with mainstream metrics. Holistic progress can establish an individual’s barriers to learning, and then help set them personalised targets across attendance, social and emotional progress, and academics.


• Emphasise emotional and social development: SEN schools often emphasise emotional regulation, social interaction, and independent living skills. Inspectors look for evidence of progress in these areas, as they are essential for the long-term success of SEN students – and if early signs are true, this will become even more important with the new reporting system.


• Think outside the book: Pupils’ work can be demonstrated in many ways, not just via the traditional exercise book. There will be countless examples of excellent progress and engagement across a number of methods; for example, practical work, oral work, progress made on trips evidenced by pupils and vocational outcomes.


• Involve the whole school community: Stakeholders, carers, parents and pupils are often an untapped source of support during Ofsted visits. Some carers and parents may need support in completing the Carer/Parent surveys; pupils often have a raft of positivity to show about their school experiences, so show them off to inspectors.


• Embrace busy days: During inspection, there can be a tendency to shy away from highlighting busy times of the day, which are inevitable in SEN provisions. Remember that inspectors are keen to see that dysregulation is dealt with effectively, so be open about pupils’ presentation linked to their needs and how they are supported in times of anxiety.


• Show ‘soft’ data around therapeutic outcomes: Measuring progress against a baseline on joining can be effective, by capturing pupil voices. Attendance is an example where pupils may not always have metrics in line with national statistics, but the narrative and case studies around individual stories can be powerful.


For more information about Ethos Academy Trust visit www.eat.uk.com October 2024 www.education-today.co.uk 21


Sound solutions – using white noise


in the classroom EMMA SANDERSON, Managing


Director of Options Autism, a specialist provider of education for neurodivergent pupils and those with complex needs, discusses whether the new guidelines on access to noise-mitigating equipment in examinations, should be extended to the classroom for neurodiverse students and those with social, emotional and mental health needs (SEMH).


With the new access arrangements from the Joint Council for Qualifications (JCQ) allowing students to listen to white noise or music during exams, should schools also consider whether similar allowances should also be made in the classroom?


The new JCQ adaptations to exams for students with additional needs and disabilities, learning difficulties and social, emotional, and mental health (SEMH) challenges, resulted from a surge in requests for change following the upheaval caused by the COVID-19 pandemic. Under the updated guidelines, schools can now request adjustments for students with ‘substantial impairments’ to use noise-mitigating tools like white noise or music during exams. This new measure expands on existing access arrangements, such as supervised rest breaks and extra time, and addresses the needs of neurodivergent students or those with conditions like tinnitus or misophonia.


Research has shown that noise can be particularly disruptive for students with sensory sensitivities, including many neurodivergent individuals such as those with autism or ADHD. These students often experience decreased sound tolerance, which can impact their concentration and overall well-being. Noise-cancelling headphones, white noise, and music, have been proven effective in helping these students stay calm and focused in various settings, from classrooms to public transportation. Studies have found that students using these tools are better able to participate in classroom activities and reduce sensory overload.


So should we be using white noise to help enhance focus in the classroom? Introducing these tools into everyday classroom environments does pose some challenges. · Concerns have been raised about potential stigmatization for students who use headphones and the possibility of missing important verbal instructions. · Students using personal devices could offset any additional costs to schools needing to purchase the necessary equipment when budgets are under pressure, however, this also brings with it the logistical difficulties of monitoring playlists or content. · Additionally, with the current trend of an increasing number of schools restricting mobile phone use, some students being allowed to access their phones and stream music could present an added hurdle. Despite these obstacles, the benefits of flexible, personalized sensory support strategies for students with additional needs are clear, and ongoing discussions about how to implement these solutions in classrooms will continue to shape the future of inclusive education.


For further information please visit www.outcomesfirstgroup.co.uk


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