Additional Support for Learning

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Additional Support for Learning

• SELF EVALUATION
• November/December 2006

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Self Evaluation-Authority

• Key questions for authorities
• 1.How effective are the education authoritys
  vision, leadership and strategic management of
  provision for pupils with Additional Support
  Needs?
• 2.How well does the ed. authority communicate
  with and consult its schools, pupils, their
  parents/carers, establishments, relevant council
  services, NHS and voluntary agencies about the
  provision being made for pupils with additional
  support needs?

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Self Evaluation-Authority

• 3.How effective is the education authoritys
  operational management of its provision for
  pupils with additional support needs?
• 4. How well does the ed.authority work with other
  key council services, NHS, further and higher
  educational establishments, and voluntary
  agencies in ensuring that pupils with Additional
  support needs and their parents/carers receive
  integrated and high quality support?

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Self evaluation-Authority

• 5. To what extent does the Ed Authority ensure
  that each of its schools is clear about its role
  and has the capacity to ensure that pupils with
  additional support needs receive high quality
  education which allows them to achieve their
  potential?

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Self evaluation-Authority

• 6.How good is the Ed. Authoritys programme of
  staff review and development in ensuring that
  centrally employed and school staff are skilled
  in making provision for pupils with Additional
  Support Needs and in working with staff in other
  services and agencies?

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Self Evaluation-Authority

• 7.How well does the Ed Authority monitor and
  evaluate the impact of its policies and provision
  on the progress and achievements of pupils with
  additional support needs, and ensure continuing
  improvement?

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Self Evaluation-Schools

• Key Questions
• 1. How good is the school at ensuring that pupils
  with Additional Support Needs participate fully
  in its life and work?
• QIs
• Aims and Policy making
• Climate and relationships
• Equality and fairness
• Placement of pupils with Additional support Needs
• Structure of the curriculum

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Self Evaluation-Schools

• 2.How good is the learning, teaching and
  achievement of pupils with additional support
  needs?
• QIs
• The teaching process
• Expectations and promoting achievement
• Meeting pupils needs
• Pupils learning experiences
• Overall quality of attainment

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Self Evaluation-Schools

• 3. How well are pupils with Additional Support
  Needs supported?
• QIs
• Pastoral care
• Personal and Social Development
• Monitoring progress and achievement.

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Self Evaluation-Schools

• 4. How good is the environment for learning for
  pupils with additional support needs.
• QIs
• Accommodation and facilities
• Organisation and use of resources and space
• Effectiveness and deployment of staff

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Self Evaluation-Schools

• 5. How well is provision for pupils with
  Additional Support Needs led and managed and its
  impact evaluated.
• QIs
• Leadership
• Staff review and development
• Self evaluation

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Self Evaluation-Schools

• Useful resources
• SISE-Self Improvement through Self Evaluation
• Professional review and development
• Learning and Teaching Policy Toolkit
• Assessment is for Learning projects
• Better Behaviour Better Learning
• Highland excellence in Leadership Project(HELP)
• HGIOS Supplementary Guide-Inclusion and Equality
  Part 2
• Evaluating education for pupils with Additional
  Support Needs in mainstream schools-(2004)-to be
  updated following HMIe reports of Authorities
  implementation of ASL Act.
• www.hmie.gov.uk
• Support for Learning website