Quality Assuring Your School’s SEND Provision

The Southampton Inclusion Partnership have Specialist Leaders of Education, who are accredited SEND Reviewers, who will work with your school on self-evaluation, in order to form the basis for targeted action planning and future school development and improvement.

We use a comprehensive self-review tool to support the Leadership Team and SENCO/Inclusion Manager in reviewing the strengths of SEND provision and areas for development.

Type Review of an aspect of SEND provision Whole school review of SEND provision
SIP personnel 1 SLE 2 SLEs
School personnel School SENCo and/or member of Senior Leadership Team School Leadership Team
Pre review
  • Completion of SEND Audit by participating school
  • Identification of 1 aspect for review/line of enquiry
  • Telephone consultation
  • Completion of SEND Audit by participating school
  • Identification of 3 aspects for review/lines of enquiry
  • Planning meeting
Outcome
  • Short report identifying strengths, areas for development and recommendations
  • Detailed written report outlining strengths, areas for development and recommendations
  • Co-production of SEND Action Plan with targets, actions and outcomes
Cost Provided on application Provided on application

Examples of aspects/lines of enquiry

Aspects for review Lines of enquiry
Outcomes for pupils with SEND How well do pupils with SEND achieve and attain?
Leadership of SEND How effective is the leadership and management of SEND?
The quality of teaching and learning for pupils with SEND How well does Quality First Teaching support good progress for pupils with SEND?
Working with pupils and parents/carers of pupils with SEND How effective is partnership working and co-production with parents/carers and pupils?
Assessment and Identification How effective is identification and assessment for pupils with SEND?
Monitoring, tracking and evaluation How effective is the cycle of Assess, Plan, Do, Review?
Efficient use of resources for SEND How effective are the deployment and coordination of resources?
Quality of SEND provision How well do interventions support good progress for pupils with SEND?