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Action Plan Evaluation 2015

 

AIM 1: To increase the extent to which disabled pupils can participate in the school curriculum

Short Term

 

Targets Strategies Timescale Responsibilities Success Criteria
Liaise with feeder providers to review potential new students Identify the appropriate strategies and access relevant support as part of the admission process On-going throughout the year  HT / DT / SENCo Relevant procedures / equipment / strategies in place ahead of PAM for new students
Review all statutory policies to ensure that they reflect inclusive practice and procedure  Comply with the Equality Act 2010  On-going

HT / DT / SENCo

Teaching & Care Teams

All policies clearly reflect inclusive practice & procedure
Establish close liaison with parents & carers Ensure collaboration and sharing between school and families On-going   HT / DT / SENCo
Teaching & Care Teams
Clear collaborative working approach

Establish close liaison with outside agencies for pupils with on-going health needs

 Ensure collaboration between all key staff  On-going  HT / DT / SENCo
Teaching & Care Teams
Clear collaborative working approach
Ensure full access to the curriculum for all children Employment of specialist advisory services; CPD for staff; fully differentiated curriculum; range of support staff including ATAs & GTAs; multimedia activities to support curriculum areas; use of interactive ICT equipment; specific equipment sourced from occupational therapy where appropriate (e.g. sensory regulation aids) On-going

HT / DT / SENCo

Teaching & Care Teams

Advice taken and strategies evident in classroom practice

 

All pupils supported and accessing the school curriculum

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Medium Term

 

 

 

Targets Strategies Timescale Responsibilities Success Criteria
Review and evaluate attainment of all pupils

Teacher & Key worker meetings

Updating of Pupil Placement documents, IEPs, Annual Review meetings, EHCPs and Records of Achievement

Scrutiny of assessment system

Regular liaison with parents & carers / outside agencies (e.g. CSC for LAC pupils)

On-going throughout the year

HT / DT / SENCo

Teaching & Care Teams

Progress made towards IEP targets

Provision mapping showing clear steps and progress made

Monitor attainment of Pupil Premium, Gifted & Talented and low ability pupils

G&T booster groups and activities

Intervention programmes to support low ability pupils in Literacy & Numeracy

On-going

HT / DT / SENCo

Teaching Team

All pupils make proportionate progress

Promote the involvement of all pupils in classroom activities

Take into account the  variety of learning styles when teaching

Within the Curriculum, the school aims to provide full access to all aspects of the curriculum by providing (where appropriate):

  • Screen magnifier software for the visually impaired
  • Features to aid disabled users in using a keyboard

Giving alternatives to enable pupils to participate successfully in lesson

On-going Whole school approach

Variety of learning styles and multi-sensory activities evident in lesson planning an in the classrooms

Ensuring that the needs of all disabled pupils, parents and staff are represented within the school

Ensure the school ‘Local Offer’ fully reflects the policies, procedures and standard practice of the school

Comply with the Government request in September 2014 that every school outlines their ‘local offer’ on their school website On-going

HT / DT / SENCo

Teaching & Care Teams
All stakeholders are fully informed about the school’s ‘local offer’ and it is regularly updated

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Long Term

 

 

 

Targets Strategies Timescale Responsibilities Success Criteria

Evaluate and review the ‘short’ and ‘medium’ term targets on an annual basis

See strategies for ‘short’ and ‘medium’ term targets Annually

HT / DT / SMT

Governors
All children making ‘good’ progress
Deliver findings to the Governing Body ‘Resources’ and ‘School Improvement’ sub-committee meetings to receive regular updates and annual evaluations of ‘Accessibility Plan’

Annually Termly

Governors Meetings

 

HT / DT / SMT

Governors
Governors fully informed about SEN provision and progress
         
         

 

 

 

 

 

 

 

 

 

 

AIM 2: To improve the physical environment of the school to increase the extent to which disabled pupils can take advantages of education and associated services

Short Term

 

Targets Strategies Timescale Responsibilities Success Criteria
Improve physical environment of school environment

The school will take account the needs of pupils, staff and visitors with physical difficulties and sensory impairments when planning / undertaking future improvements & refurbishments of the site / premises (e.g improved access lighting, colour schemes and more accessible facilities / fittings)

On-going

HT / DT / SMT

Enabling needs to be met where possible
Ensure visually stimulating environment for all children

Colourful, informative and creative displays used to establish purposeful learning environments, taking into account the needs of pupils (e.g. spaces around the interactive white boards)

On-going All staff Positive learning environment established and maintained
Ensuring all with a disability are able to be involved

Create access plans for all students as part of the IEP process;

Undertake confidential survey of staff & governors to ascertain access needs and make sure they are met throughout the school;

Liaise closely with all stakeholders to ensure that their access needs are met in all instances (e.g. use of the green gate, Annual Reviews held in classrooms, etc.

With immediate effect to be constantly reviewed All staff Enabling needs to be met where possible
Ensure that the medical needs of all pupils are met fully within the capability of the school Conduct parent / carer interviews as part of the pre-admission process; liaise with external stakeholders; identify staff training needs and establish individual protocols where needed With immediate effect to be constantly reviewed Whole school team

Ensure that disabled parents/carers are not discriminated against and are encouraged to take interest and be involved in their child’s educational experience

 

Medium Term

 

 

 

Targets Strategies Timescale Responsibilities Success Criteria
Improve community links

Continue to build strong links with schools in North Yorkshire and the wider community;

Establish a positive partnership with the PRU in Scarborough

SENCo to attend regional networking opportunities to gain access to services available to the school
On-going

HT / DH

All Staff

Improved awareness of disabilities / the wider community of North Yorkshire and the wider community

 

Improved community cohesion

Develop strong partnership links with the new PREVENT partnership stakeholders

Establish a positive partnership with our PREVENT link worker

Attend relevant meetings to gain access to services / information available to the school

On-going

HT / DH / SENCo / HOC

All Staff

Improved awareness of the support available for school, students, parents and carers

Update:

Staff continue to attend networking opportunities to build stronger links with all stakeholders, which is supported by the introduction of the ‘Placement Support’ officer role created in the Summer Term 2015. Although the role is in its infancy, it has already enabled us to work closer with feeder schools to facilitate the transfer of key information about our learners more promptly, which will continue to improve as relationships become more established. Key staff (e.g. SENCo, Learning Manager & Deputy Headteacher) have continued to work in partnership with the Pupil Referral Unit in Scarborough since the Summer Term 2015 to establish a positive working partnership in most areas.

The PREVENTION team partnership is new to the County, however we have already taken steps to develop a positive working partnership with our link workers and key staff have attended all relevant meetings so far this academic year.

 

Long Term

 

Targets Strategies Timescale Responsibilities Success Criteria
Continue to develop outdoor spaces and facilities

Look for appropriate funding opportunities;

Review, update and evaluate the annual cycle of ‘Premises maintenance’ schedule 

On-going

Whole school approach

HT / Site Manager

Inclusive child-friendly environment established and maintained
Ensure driveway, roads and paths around the school are as safe as possible Ensure that the ‘Premises maintenance’ schedule is used by all staff to highlight areas of development or repair On-going HT / Site Manager / SMT No accidents
Gain new accreditation of NYCC Healthy Schools award Work towards Healthy Schools and Eco school targets 2015-16

SMT

Whole school approach

Achievement of awards

Update:

Refurbishment of the meeting rooms has been completed during the Autumn Term 2015 and the annual schedule of ‘premises maintenance’ is well established. Further improvements to the astro turf / sports field have been identified for this academic year, to support the delivery of the physical education curriculum for all learners.

 

 

 

 

 

 

 

 

 

 

 

 

 

Aim 3: To improve the delivery of information to disabled pupils and parents

Short Term

 

Targets Strategies Timescale Responsibilities Success Criteria
Ensure that all children have access to the full curriculum

Regular parental / carer communication;

Individualised multi-sensory teaching strategies used where appropriate (e.g. Lego therapy)

On-going

HT / DT / SENCo

Teaching & Care Teams

All children fully engaged in the school curriculum
Enable improved access to written information for pupils, parents / carers and external stakeholders

Raising awareness of font size and page layouts to support pupils and parents / carers with visual impairments (e.g Website Accessibility Policy);

Auditing signage around the school to ensure that it is accessible to all;

On-going

SENCo / SMT

Teaching Team

Site Manager

Access to written information improved for all
To ensure that all parents & carers agreed a method of communication with school Incorporate within the school Pre-Admission meeting any agreed methods of communication between staff and parent/career (e.g. mobile phone, email, etc) On-going

HT/ DH

Teaching & Care Teams

Effective communication between school and home

Update:

Regular training has been provided by the SENCo regarding resources and strategies for all learners to ensure they can fully access the curriculum, including sensory regulation resources & training for all staff. A positive working partnership has been established with the ‘Speech & Language Communication Needs’ team and a 6 month project has been planned for this academic year (2015-16) which will include the screening of all learners / staff to identify specific needs and appropriate training needs for our staff team.

 

Medium Term

 

Targets Strategies Timescale Responsibilities Success Criteria
Review every child’s records to ensure school’s awareness of any change in disabilities

Placement Plans updated by key workers on a 6 weekly cycle;

Medicine records updated by key workers on a 6 weekly cycle;

Annual reviews / IEP meetings / EHCPs all updated regularly as per the whole school calendar

On-going

HT / SENCo / SMT

Teaching & Care Teams 
All staff fully aware of the disabilities of all pupils
Establish a 6 weekly cycle of ‘Internal Quality Assurance’ audits for each of the residential units Internal Quality Assurance Audit conducted by Head of Care for each unit. Audits to be recorded and records maintained to feedback to Governors throughout the academic year On-going HoC / LRCOs

Continual contact / communication between school and parent & carers to ensure that school records (e.g. placement plans) fully reflect the needs of all of our students

Update:

All targets are currently being met within the given time frames. The re-organisation of the school timetable in 2014-15 has enabled us to establish key sessions throughout the year for keyworkers and tutors to meet regularly to ensure that all school records are fully up-to-date, which has been extremely successful.

 

  

Long Term

 

Targets Strategies Timescale Responsibilities Success Criteria
School record systems to be reviewed and improved, where appropriate Review, evaluate and update current record keeping systems On-going HT / SMT
All Staff

Effective communication of information about disabilities throughout the school

 

 

       

Update:

This is an on-going cycle of ‘review, evaluate & improve’, which is taking place across the school and will continue to do so where appropriate.