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Action Plan Evaluation 2016

 

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 Team

Ed Psych

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 lessons
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

Updates: 

The role of the Placement Support Officer continues to be invaluable in developing positive, cohesive relationships with parents, carers and multi-agencies working to support all of our learners in a number of areas, including attendance, health, etc. During the Summer Term 2016 we managed to secure the services of Dr Hopkirk, on a regular basis, to provide input into the medical aspects of the Education, Health & Care Plans, which will continue throughout 2016-17.  During the Summer Term 2016, we introduced the visual screening project in school, in partnership with Specsavers opticians, which uses specific software to indicate whether a learner needs to visit their optician for more detailed eye tests. Although the screening software will not provide a diagnosis relating to vision issues, it does provide enough information to encourage parents / carers to make necessary optician appointments for their child, which has led to vision issues being identified earlier.

Low literacy levels continue to impact on learner progress despite all of the interventions currently in place across the school, so for 2016-17 we have introduced a daily reading slot 20 mins for every learner, as part of the whole school Accelerated Reader programme. In addition to the regular reading slots, the software programme tracks progress in literacy levels, using scaled scores, which measure tiny increments and helps to inform our bespoke intervention packages for identified learners. This work to complements our ‘Drop Everything & Read’ sessions (aimed at promoting a love of reading) and the English programme of daily spellings, punctuation & grammar programmes, handwriting practice and targeted ‘1 to 1’ literacy intervention sessions, which all continue to take place. Additional ‘Literacy’ training has been undertaken by some of the teaching assistants, who have led a series of workshops for their teaching team colleagues, aimed at providing strategies, techniques and ideas of how staff can continue to support literacy progress across all subject areas – this work will continue throughout 2016-17.

 

Aim 2: To improve the physical environment of the school to increase the extent to which disabled pupils can take advantage 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 through membership to the Scarborough Teaching Alliance

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, this has been facilitated by our membership of the Scarborough Teaching Alliance, which is open to all staff at Brompton Hall School. The various workshops and meetings which have taken place throughout 2015-16 have enabled our staff to discuss strategies, ideas and changes to the national curriculum in all subject areas, as well as providing the opportunity to address whole school issues (e.g. the PREVENT Agenda and preparing for Ofsted). The Deputy Headteacher continues to attend the Leadership Improvement Group (LiG) meetings, focusing on addressing whole school issues (e.g. assessment without levels), through the sharing of good practice with other local schools.

The ‘Placement Support’ officer role continues to enable us to effectively work closer with feeder schools to facilitate the transfer of key information about our learners more promptly and support our learners in their transition to Brompton Hall School. 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.

New for 2016-17 is access to ‘Support Planners’, as part of the Support Planner service in Preparing for Adulthood provided by North Yorkshire. The learners we refer to this new service are provided with information, support, advocacy at meetings (if required) and monitor the delivery of preparing for adulthood outcomes within Education, Health & Care plans. The service provides support for the learner and their family up to the age of 25 years old, but more crucially will provide the specific transition support out learners require to be successful when moving from Brompton Hall to college, training or work. Already several Year 11 learners have been referred to the service as part of their transition support programme during 2016-17.

 

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:

Updates to the sports field during 2015-16 have included the development of a new long jump area, to support the delivery of the athletics elements of the physical education curriculum, for all learners. Rosedale Unit have had the addition of Hobbit Houses and a reading circle added to their garden, as part of their enriched curriculum, to encourage reading time and imaginative play with the Junior pupils.

The School has achieved the Bronze, Silver and Gold ‘Green Tree Awards’ by the Woodland Trust for completing environmental projects throughout the academic year and encouraging learners in their learning. We are continuing to work towards the ‘Healthy Schools’ targets during 2016-17.

Redecoration of the Key Stage 2 classrooms and Humanities classroom have taken place, with the re-design of the Design Technology workshop scheduled for 2016-17.

 

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 continued to be provided by the SENCo, for all new staff, regarding resources and strategies for all learners to ensure they can fully access the curriculum, including sensory regulation resources & training for all staff.

The positive working partnership established with the ‘Speech & Language Communication Needs (SLCN)’ team during 2015-16, led to the screening of all learners / staff to identify specific needs and appropriate training needs for our staff team. This initial work was followed up with observations by the SLCNs team across all areas of the school, including classrooms, meal times and unit activities which informed additional staff workshops focusing on a range of appropriate strategies for staff to use to support all pupils. In 2016-17, SLCN team have allocated the time of one day a week to be in school, working with targeted learners on supported programmes to address their specific needs.

 

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:

The format of both the Placement Plans and Risk Assessments have been updated, to reflect only the most current information available on each pupil, with historical versions being archived. This change has meant that Pre-Admission meeting information is easily to collate and share with the staff teams, which ensures a smoother transition into school for new starters. Staff have fed back that the new format makes it easier to keep the documents up-to-date and risk assessments are much more cohesive in their content.

The introduction of an additional Curriculum Support post, has provided the additional administration support to ensure that update deadlines are being met, minutes of Individual Education Plans, Education, Health & Care Plan meetings and Looked After Children Reviews ensure that relevant information is shared more efficiency with staff and new staff are supported throughout the annual review process.

 

 

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

 

Continual review and improvement cycle

HT / SMT 

All Staff

 

Effective communication of information about disabilities throughout the school

Update:

As a result of the on-going cycle of ‘review, evaluate & improve’ during 2015-16, we have developed a new secure sharepoint school site in partnership with North Yorkshire Schools ICT service, where all of the information relating to the school is in the process of being uploaded to our bespoke site. Staff are now able to access key information remotely and all information is more easily found. At October 2016 half term break, all information should have been moved onto the new sharepoint site and our current ‘common’ drive in school will only contain learner portfolios. Throughout 2016-17, historical files will be moved online, removing the need for a physical archive area within school. All staff have received training on the new sharepoint site and staff feedback has been extremely positive so far.