Calvin Henry – Executive Headteacher
James Humphries – Head of School
Neil Smith
SEND and Inclusion Manager
Camden School Improvement Service
Tuesday 3rd March 2015
Dear Calvin and James
Review of SEND provision at Kentish Town School Tuesday 24th February 2015
I am writing to set out the main findings and priority areas for action emerging from the SEND
review.
The Background
This review was commissioned by the school and undertaken by:
o Marion Hunter – the school’s Professional Partner (Camden LA): OFSTED accredited
inspector
o Aileen Thomas - Training and Outreach Manager - Westminster Special Schools: OFSTED
accredited inspector
o Neil Smith – SEND and inclusion manager (Camden)
The approach of the review was collaborative and involved multiple stakeholders including specialist
staff, senior leaders, parents and governors: observations were undertaken jointly and key elements
of SEND provision and outcomes for children with SEND were reviewed and evaluated through
group dialogue and discussion.
The Camden Local Offer Framework provided the structure for the review: considering the extent to
which key aspects of provision are embedded, sustainable and effective in terms of ensuring positive
outcomes for children with SEND.
The school in addition requested an overall judgement on its provision for children with SEND using
OFSTED criteria.
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What we did
The evidence base for this review was wide and comprehensive: We:
o Reviewed a range of documentation including: The Kentish Town local offer and selfevaluation; the SEND policy; Case Studies; the ARB Transition protocol; RAISEonline and
ARBOR outcomes data and the school’s website in terms of content and accessibility
o
Undertook a “book look” evaluating the progress of children with SEND and the quality of
marking and feedback;
o
Spoke to a group of children with SEND about their experience of school and what
supported their learning
o
Spoke to parents of children with SEND about the school’s communication and support
o
Undertook learning walks across the full age range in whole class and small groups, focussing
on children with a variety of needs
o
Observed lunch time activities – considering the extent to which children with SEN were
active, engaged and supported
o
Held a conversation with a member of a specialist SEND service working in the school;
o
Discussed the evidence and judgements presented in Local Offer framework with the SEND
team senior leaders and members of the governor body
o
Provided initial feedback to senior leaders and the SEND team at the end of the day
Main findings
Provision for pupils with SEND in Kentish Town C of E school is outstanding. There is a very high level
of specialist skill and knowledge amongst the SEND team (and beyond) that has a demonstrably
positive impact upon the progress and well-being of children with SEND. These staff continue to
develop their expertise and commit time and energy to develop skill and confidence in their
colleagues including staff new to the school and NQTs.
The progress of children with SEND is carefully monitored across all years through regular pupil
progress meetings – attended by Class Teachers, Teaching Assistants and Senior Leaders. By the time
children with SEND reach the end of Year 6 (2014 data) they are outperforming children with similar
need profiles at national level. For example, the value added performance for pupils with SEND but
without a statement in writing was significantly better than that of a comparable peer group
nationally. The progress of all pupils with SEND in all core subjects is better than the progress of
similar pupils nationally.
Case Studies describe good progress and positive outcomes in important non-academic areas,
including resilience, emotional development, self-esteem, peer-interaction/friendships and
communication – outcomes supported through partnership with specialist services.
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The book review (looking at the work of children with SEND across both key stages) noted good
presentation, coverage and progress in all classes. We noted that in some instances improvement
prompts required more “scaffolding”.
Working in Kentish Town C of E School - in all capacities - is both challenging and highly rewarding.
Staff appointments are made with enormous care to ensure that candidates understand both the
nature of the challenge and the highest expectations for all children established by school leaders.
Kentish Town classrooms are complex and demanding places of learning. One member of staff we
spoke to said, “It is a real pleasure to work here”.
The level of commitment amongst all staff is high and well-sustained. The attention to small detail –
well exemplified in the ASD Resource Base Transition protocol and Pupil Passports – further ensures
that children with SEND make progress and feel safe, valued and respected. Support for children
with SEND is personalised and carefully planned.
The inclusive and positive whole school ethos established by school leaders and reinforced through a
staff code of conduct informs the day to day work of all staff. Display across the school
communicates inclusive values and messages to all children – for example the “Rights Respecting
Tree”.
Parents commented on the personal warmth, support, responsiveness, patience and welcoming
attitudes of staff: they feel well informed and have high levels of confidence and trust in the school.
We noted many examples of highly embedded and effective practice, including:
o
The quality of the “SEND team” and its locus in the school’s leadership structure
o
The management, development and deployment of Teaching Assistants
o
The high standard across the school of “quality first teaching” – ensuring the successful
inclusion of children with complex needs: learning carefully planned, structured and
personalised; unobtrusive prompting and support; well planned and co-ordinated
deployment of (sometimes) several) support staff
o
A flexible enrichment curriculum which is responsive to the particular needs, interests and
talents of pupils such as in music
o
Partnership working with specialist services and therapies
o
The quality of relationships – characterised by responsiveness and flexibility - with
parents/carers that has gained a high level of trust and confidence: this school “goes the
extra mile”
o
Comprehensive Pupil Passports co-written and maintained by the children – required and
essential reading for the whole school community, especially supply teachers and staff new
to the class
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o
The attention to listening to “pupil voice” and the “Reasonable Adjustments” made to
ensure that all children with SEND take a full part in the life of the school, for example, going
on educational visits and journeys and membership of the School Council: well exemplified
in Case Studies
o
Meticulous monitoring of learning, teaching and progress of children with SEND
o
The management of all transitions – including (for children with Autism) between rooms and
areas of the school and between different members of staff
o
The deployment of the Reading Recovery teacher as consultant and trainer for TAs delivering
literacy interventions
o
The inclusively designed outdoor play environment - accessible to all children including
wheel chair users
o
The quality of the learning environment in every classroom – the standard defined in a
check list - with adaptations and specialist resources/technology to meet the needs of
specific members of the class
Points for development
In order to build on its outstanding provision for children with SEND the school should consider
o
o
o
o
Monitoring and ensuring an appropriate degree of engagement during lessons by all class
teachers with pupils with more complex SENDs
Developing further the “critical friend” role of the governing body in relation to SEND
provision and outcomes and more fully representing the role of the governing body on the
school’s website
Further developing the marking of children's work by scaffolding comments to help children
develop independence and encourage them to become accountable for their own learning
Developing the role of specialist services so that their guidance, advice and support reaches
classroom teams more directly
The Local Offer – a brief summary of some of the key elements of the framework
Kentish Town achieves the Camden Local Offer threshold for each of the twelve domains of SEND
provision (aggregated to at least “2” for each domain). The school provides comprehensive evidence
of impact, embededdness and sustainability. There are notable fully embedded strengths in the
areas of:
o
Staff training and development (LO2)
o
Teaching, learning and support (LO6)
o
Curriculum access (LO7)
o
Partnership with parents/carers (LO9)
o
Transitions (LO11)
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o
Safety, personal development and well-being (LO12)
Areas identified for development include:
o
o
o
Personalised planning in line with the new SEND Code of Practice (LO4)
Developing tracking procedures in the light of national changes in assessment (LO5)
Developing person-centred reviews in line with the new SEND Code of Practice (LO5)
Leadership, management and governance (LO1)
Senior staff (including the SENDCO, Grant Jacobson and the Teachers in Charge of the ARB, Miriam
Nadarajah and Marcia Freixeiro), are totally committed to inclusion and this has resulted in
systematic procedures being put in place which promote excellence in SEND provision and put
inclusion at the heart of the school. Self-evaluation is rigorous and this enables the school to plan a
well-focussed programme of improvement.
Strong processes – based on excellent team working and clear leadership – are in place to continue
improving provision and outcomes for children with complex needs. The school rightly recognises
that there is no fixed readily definable end-point in terms of “inclusive” school improvement.
School governors know the school well through regular whole GB meetings and a clear presence in
the school: a governor new to the designated SEND role is receiving induction.
Training, skill and expertise of staff (LO2)
All teaching staff working in the autism resource base either have or are working toward additional
post graduate qualifications to support their practice. Using the knowledge and skills of the Resource
Base (RB) teachers (along with additional professional development) has resulted in whole school
staff having a high level of understanding of all types of SEND. This model of professional
development has resulted in a workforce highly skilled at meeting the needs of pupils with SEND as
teachers are able to direct support staff effectively to increase pupil progress. RB staff also use
Makaton, SCERTS and PECS skilfully and confidently for communication according to the needs of
the child.
Specialist Services (LO2)
The review team were able to speak with the schools Occupational Therapist (OT). The school has
two days of OT support a week due to the high level of need identified. The OT was keen to establish
a model of working where there was more support for teachers through twilight training sessions or
surgeries.
Teaching, Learning and Support - Early Years and Key Stage One (LO6)
Throughout the Early Years behaviour management was outstanding. Both teachers and support
staff showed high levels of skill in managing pupils so that they remained focused on what the
teacher wanted them to do. There were few if any opportunities for any unwanted behaviour as the
children were all engrossed in their well-planned tasks which were developed as a result of ongoing
assessment of pupils.
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In the Oak class (reception) there was a brilliant example of a Teaching Assistant (TA) skilfully
redirecting pupils to an activity. Three boys were outside and running around, after being still on the
carpet at the start of the day. After allowing them to engage in their own running game for a while
she described the activity some of the other children were engaged in building a bridge for The
Three Billy Goats Gruff. The boys were immediately drawn in to the activity and were soon using the
vocabulary of position, “under, over, through” etc. which was the outcome of the task. Effective
questioning from all the adults ensured that children were moved on in their thinking and use of
vocabulary.
A wide range of multi-sensory activities and tasks was provided for the children and they were
encouraged to make independent choices about what they wanted to do. It was clear that all staff
were aware of the need to increase pupil independence especially for those children who had SEND.
The multi-sensory approach to the curriculum was carried through to Year One where the class were
on a carousel of activities to provide a stimulus for writing. It was impossible to pick out the two
pupils in the class who were attached to the autism resource base as they were fully integrated. It
was also difficult to see which members of staff were teaching staff and those who were in a support
role; this was the result of outstanding classroom management by the teacher who was using the
additional adults extremely effectively leading to outstanding learning for the children.
Other features of successful inclusive teaching and learning were:
o
o
o
TA modelling writing and supporting independent work
TAs challenging children then encouraging interaction with their peers: “I’ll leave you now to
get on”
Pacy interactive small group teaching - with children highly engaged and responsive
Teaching, Learning and Support - Autism Resource Base (LO6)
It was possible to observe part of a One to One session with a boy from the autism resource base
and the lead teacher for the base. The high level of skill and knowledge on the part of the teacher
enabled her to provide a sequence of activities built around the boy’s special interest in jigsaw
puzzles, which were also used as a reward activity. There was clear progress in the session with the
pupil using picture information exchange more willingly and confidently as the session went on.
Teaching, Learning and Support – Key Stage Two (LO6)
The high quality of teaching was very clear during the learning walk. The inclusive nature of the
school is very strong and transparent partnerships impact on all learners. Children can articulate
clearly the aims of the lesson and the majority of those questioned told us that they, “feel
challenged”. Quality first teaching is the guiding principle of the school and this is evidenced by:
o
Lessons which are carefully planned for differentiation
o
Teachers’ effective use data
o
Teaching and support staff’s detailed knowledge of children
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o
A culture of reflectiveness about their own practice - ensuring that all children get
appropriate support and challenge
o
High quality questioning which challenges and develops learning at appropriate levels
o
Effective deployment of additional adults - these adults are very skilful at supporting
individual children while developing their independence and securing good learning and
progress
o
High quality of learning behaviour
o
Well planned and resourced independent work
o
High quality of learning environments which support independent learning
o
A consistently high quality of Assessment for Learning which impacts on children’s
confidence and which develops understanding and thus progress: children questioned
are reflective about learning and are obviously supported by the established processes.
For example, teachers’ use of “Lolly Sticks” ensures that questioning is carefully targeted
appropriate
Teaching, Learning and Support - Reading Recovery (LO6)
Reading Recovery is an intervention highly valued by the school and data shows that not
only is it effective but the gains made by pupils undertaking the intervention are maintained
once the intervention is finished. This is not necessarily the case in many other schools
where the cost/benefit of the intervention is called into question as the initial gains made by
pupils are not maintained.
Observation of a One to One Reading Recovery (RR) session and discussion with the teacher
running the session revealed that strategies to support reading are available to a wider
group of Kentish Town children of than would be available just using the “classic” Reading
Recovery model. A multi-sensory approach was included and this, along with the RR teacher
providing training for other members of staff have ensured that pupils maintain their
reading gains once the One to One support has finished. Flexibility was also key: “If it
doesn’t work – change it”!
Accessibility and special resources – outdoor play (LO8)
There is an outstanding play environment which is well maintained and sustainable. It is laid out in
zoned areas which children understand and respect. There are also activities planned and laid out to
develop other skills.
TAs support children with SEND, allowing them to work and play independently- while remaining
close by in case of need. They talk with children and encourage language development, play and
interaction. They play with children, acting as a model of co-operation and interaction.
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Children are very purposefully engaged – it was impossible to recognise SEND children unless in a
wheel chair because they all work together.
Partnership with parents/carers (LO9)
All the parents who were spoken to were entirely positive about their child’s/children’s experience
at the school and the progress they were making with their learning.
One parent whose child is now in Year 4 described how well parental concerns at the inception of
the specialist autism unit (The Autism Resource Base, ARB) were dealt with by the school. She now
feels that having the pupils with autism from the unit included in the mainstream classroom is a
benefit to her daughter as she now understands that not everyone learns in the same way.
Parents feel that the school “pushes” their children – appropriately – to achieve to their potential.
Another parent commented on the high level of skill and understanding teachers have of all kinds of
SEND and as a consequence her dyslexic son is making good progress.
The school supports parents to help their child with learning, for example, providing guidance on
reading with their child at home, resources such as visual timetables and social stories to support
sleep and transitions (between activities at home) and running the popular “parent gym”!
Staff turn-over can cause some anxieties though parents understand why this happens and that it is
beyond the school’s control.
Listening to pupil voice (LO10)
Children with SEND all felt safe and were happy at school and knew what to do if they were bullied.
One child said, “bullies ruin lives”. All children told us that they have good friends in the school.
Throughout the conversation the words “challenge” “learning” and “fun” were repeated by the
children: “You have to persevere with learning”! “Teachers always help you if you get stuck but they
don’t give you the answer they just give you hints”. They understood the idea of developing
independent learning skills.
They had a good understanding of the school’s marking policy and were also able to articulate the
things which stopped them learning such as the teacher stopping the lesson to go on to the next
thing before they had finished; children shouting out the answers and people talking to distract.
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