St Giles Church of England Primary School is situated in Willenhall, Walsall in the West Midlands. The school has an excellent track record of providing provision for pupils with Special Educational Needs (SEN) that, in line with the SEND Code of Practice (2015), is additional to and/or different from that received by pupils without SEN. This additional intervention results in pupils make progress from their unique staring point. For this to happen the school invests in offering pupils a high quality graduated response with a heavy emphasis on early identification and intervention.
As part of joint routine and strategic quality assurance work between St Giles and Cadmus Inclusive of the graduated response pupils’ Assess, Plan, Do, Review documentation was scrutinised. The following was identified:
- Intervention and quality first teaching strategies were carefully and appropriately matched to identified need,
- The ‘do’ section often placed a strong and appropriate focus on quality first teaching to keep children in the classroom learning,
- Class teachers were taking ownership of the graduated response and were supported by the SENCo to do so,
- Targets were appropriate but not always consistently SMART,
- The Assess, Plan, Do, Review format was not user friendly for all staff resulting in some repetition of content,
- A great deal of support was in place for each individual pupil but this sometimes meant that there was a lot of content in the documents which made them somewhat overwhelming,
- Coproduction with pupils and their parents/carers was taking place but needed further evidencing,
- All documents were up to date and regular review was taking place.
Running throughout the academic year:
Working in partnership with the school, the following was put in place to further develop the quality and impact of Assess, Plan, Do, Review (APDR) documents:
- An INSET session for all teaching staff covering:
- The ingredients of an effective APDR,
- Evidencing that pupils are meeting their targets,
- Demonstrating the impact of APDR on classroom learning,
- Further developing coproduction.
- 1:1 support was offered from Cadmus Inclusive for all teaching staff in the form of an ‘APDR Clinic’ to:
- Review a selection of APDR from each class,
- Jointly problem solve issues that individual teachers were experiencing,
- Model and share best practice.
- The sharing of completed APDR exemplar documents with all teaching staff.
- Informal discussions with staff during school visits to offer specific advice regarding targets and provision for individual pupils,
- The APDR format was reviewed and developed to limit opportunities for repetition of content and include evidence of pupil and parent/carer voice,
- Further joint quality assurance work to review impact of all initiatives.
Summer term quality assurance evidenced:
- All targets were carefully matched to the pupil’s identified needs and took account of their unique starting point,
- The ‘Plan’ and ‘Do’ sections related directly to the specified target,
- There was evidence of the ‘Review’ section informing the next cycle,
- Parents/carers and pupils were consulted,
- There was no repetition of content,
- The majority of pupils were meeting their targets. Where this was not the case targets were appropriately modified and additional advice sought,
- Outside agency advice was taken account of.
To further embed the new approach a further ‘APDR Clinic’ will be held.