SEN School Self-Evaluation Toolkit
1. The characteristics of your school
Refer to your school SEF for information relevant to SEN/LDD. Include any appropriate information in the box.
2. The views of learners, parents/carers and other stakeholders
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Self-Review Statements
Learners with SEN/LDD are
involved in discussing and
evaluating provision to support
their personal development
and well-being
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Learners with SEN/LDD are
involved in discussing and
evaluating provision to support
their learning and achievement
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Learners with SEN/LDD are
actively involved in their
IEPs/Annual Reviews and their
contributions are recorded
Evidence to Support Statements
Areas for Development/Comment
 Record of child’s contribution to statement/Annual Reviews
 IEP Reviews showing record of pupil comments
 Evidence of pupils’ views on the provision they are receiving e.g. pupil
questionnaire / surveys
 Discussions with small groups of pupils or individuals
 Records of pupils’ views / wishes regarding preparation for transfer and
the transfer itself
 Disability Equality Scheme demonstrating involvement of pupils with
disabilities
Other:
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2
3
Judgements
1. Outstanding – in place and working well; little need for further development
2. Good – in place but inconsistently applied in school
3. Satisfactory – in place but not working well; need for review and further development
4. Inadequate – not in place or significant need for development
4
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SEN School Self-Evaluation Toolkit
Self-Review Statements
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Parents/carers are consulted
about their child’s SEN / LDD
and all possible efforts are
made to involve them fully as
partners in the learning
process
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Parents understand the
purpose of the additional
provision and support that is
being made to meet identified
needs
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The views of the LA and
external agencies, on the
provision made for individuals
and groups, are sought and
listened to
SIP and SEN subject
development plan targets
show evidence of stakeholder
consultation
Evidence to Support Statements
Areas for Development/Comment
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Records of meetings and reviews
Evidence of parents comments on IEP reviews
Reply slips from reports / annual reviews
Results of parent/carer questionnaires
Analysis of questionnaires communicated to parents
Information on SEN disseminated to parents e.g. newsletters, school
profile
 Parent room available for regular support meetings / information
discussions
 IEPs include information on how parents might help at home,
 % attendance at reviews, parents’ evenings, meetings
 Access to information about support agencies e.g. Parent Partnership
 Parent workshops
 Complaints procedure for parents to address SEN / LDD issues which
is clear, with easy access to a key person if there are problems
Other:
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4
Service level agreements
Planning meetings
Annual Review reports
Support Services reports , referred to and followed up
Other:
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2
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4
SEN Subject Development Plan
SIP
Findings from questionnaires, meetings, consultations etc.
Disability Equality Scheme demonstrating involvement of
stakeholders with disabilities
Other:
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2
3
Judgements
1. Outstanding – in place and working well; little need for further development
2. Good – in place but inconsistently applied in school
3. Satisfactory – in place but not working well; need for review and further development
4. Inadequate – not in place or significant need for development
4
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SEN School Self-Evaluation Toolkit
3. Achievement and Standards
How good are achievement and standards for pupils identified with SEN and those in the lowest achieving 20%?
3.1
Knowing about standards
Self-Review Statements
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There is a comprehensive monitoring and
assessment system in place which
incorporates accurate early identification,
and assessment, of SEN pupils in order to
determine achievement
The school uses a range of diagnostic tools
and the expertise of outside agencies to
identify and review the specific needs of
pupils
Rates of progress and standards achieved
by pupils with SEN are analysed according
to their prior attainment and their capabilities
Evidence to Support Statements
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Areas for Development/Comment
School’s assessment policy details assessment and
screening used throughout the key stages
Specialist assessment/screening materials used and
available
Triggers for intervention at School Action, School Action
Plus are clearly defined.
Examples of how analysis of whole school/year
assessments (e.g. baseline/end of foundation stage
profile in primary, Cognitive Ability Tests in secondary) is
used to trigger more specialist assessments
IEPs from previous setting in individual records
A plan for / programme of pre-school liaison and sharing
of information
Other:
Pupils with SEN have their progress
reviewed in line with whole school
assessment procedures
1
2
Judgements
1. Outstanding – in place and working well; little need for further development
2. Good – in place but inconsistently applied in school
3. Satisfactory – in place but not working well; need for review and further development
4. Inadequate – not in place or significant need for development
3
4
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SEN School Self-Evaluation Toolkit
3.2
Tracking achievement
Self-Review Statements
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An analysis of attainment and progress
of students with SEN and the lowest
attaining 20% uses externally validated
information to make comparisons and
judgements
Information on pupils with SEN is
regularly updated and distributed to
appropriate staff
Data on exclusions, behaviour incidents
and attendance is monitored to identify
any potential trends relating to SEN
The school also recognises other
indicators in order to celebrate pupil
achievement
Outcomes for pupils with identified SEN
/ attainment in the lowest 20% are
above / below / equal (delete as
appropriate) to national data for similar
schools
Evidence to Support Statements
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Areas for Development/Comment
Evidence of analysis of whole school / year group
assessment data
Evidence of analysis of the achievement of pupils with SEN
e.g. Variations between groups of learners, subjects, courses,
key stages – identified by SLT / SMT and disseminated
Identified trends over time
Comparison with other schools
Attendance records
Progress tracking, including P scales as appropriate
IEP reviews, including those with outside agencies
Behaviour tracking, including event logs
Entry and exit assessments on interventions
Pupils with SEN achieve projected targets
Data as presented to staff and governors e.g. RAISE online
The school knows how well learners with SEN achieve
through regular assessment
Performance data
RAISE online data
Other:
1
2
Judgements
1. Outstanding – in place and working well; little need for further development
2. Good – in place but inconsistently applied in school
3. Satisfactory – in place but not working well; need for review and further development
4. Inadequate – not in place or significant need for development
3
4
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SEN School Self-Evaluation Toolkit
3.3
Reviewing targets
Self-Review Statements
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The school has effective systems for
personalising learning and setting
challenging targets for pupils with SEN
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Individual Education Plans / individual
targets are focused on the identified
needs of the pupil and reflect that which
is additional and different beyond the
normal differentiation expected of class
teachers
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All staff have easy access to pupils IEPs.
Teachers and other staff take due regard
of pupils IEPs / targets; this is reflected in
lesson planning and other activities
within the school
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The school has a culture whereby pupils,
including those with SEN, are actively
encouraged to take ownership of their
targets
Evidence to Support Statements
Areas for Development/Comment
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All pupils know about and are able to talk about their targets
Targets are shared explicitly with pupils in a multi-sensory
way e.g. orally in lessons, visually as posters, individual
passports
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Targets are set for specific areas of need e.g. dyslexia, social
development
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For those who are working below level 1 of the National
Curriculum, individual assessments on the ‘P’ scales are
made
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Targets for pupils at School Action Plus or Statemented
reflect advice given by Outside Agencies and / or
recommendations made in the Statement or Annual review
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An analysis of IEP outcomes is used to monitor effectiveness
of IEP targets / IEP reviews
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Assessment processes underpin intervention programmes
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Pupil tracking and progress data
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Audit of a sample of pupil records
Other:
1
2
Judgements
1. Outstanding – in place and working well; little need for further development
2. Good – in place but inconsistently applied in school
3. Satisfactory – in place but not working well; need for review and further development
4. Inadequate – not in place or significant need for development
3
4
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SEN School Self-Evaluation Toolkit
4. Personal development and well being
How effective is provision for personal development and well-being?
Self-Review Statements
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The school monitors the effectiveness of
policies that support the personal
development and well being of pupils,
including those with SEN / LDD and
disabilities. They are demonstrably
successful
Attendance and exclusion rates for
vulnerable groups demonstrate the
success of the school’s provision
Evidence to Support Statements
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Areas for Development/Comment
Whole school policies which include references to pupils with
SEN / LDD and disabilities e.g.
Anti-bullying
Health and safety
Risk assessment
Equal Opportunities
Behaviour / Discipline
Pastoral support plans / Personal Education Plans (PEPS)
Evidence of monitoring by head / SMT / governor
Class / pupil questionnaires
‘Positive playtime’ procedures
Evidence of staff training e.g. behaviour management
Pupils with SEN, for whom risk assessment is needed, are
identified
Annual health and safety report
Risk assessment form on file for individual pupils as
necessary and for specific activities away from school
involving these pupils
Attendance and exclusion data
Other:
1
2
Judgements
1. Outstanding – in place and working well; little need for further development
2. Good – in place but inconsistently applied in school
3. Satisfactory – in place but not working well; need for review and further development
4. Inadequate – not in place or significant need for development
3
4
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SEN School Self-Evaluation Toolkit
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The school offers adequate small group
provision to ensure that additional social
and personal needs of individuals can be
met
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The school offers adequate 1 : 1
provision to ensure that additional social
and personal needs of individuals can be
met
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Social Targets included on IEPs
Circle of friends / buddying
Counselling sessions
Evidence of social skills’ training e.g. Social stories. circle
times, communication and language small group work
 Programmes informed by advice from outside agencies
 Life skills programmes
 Opportunities to talk to school nurse
Other:
1
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There is an identified area within the
school for use as a quiet area / time out
2
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4
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Social targets included on IEPs
Mentoring systems
Circle of friends / buddying
Counselling sessions
Evidence of social skills’ training e.g. Social stories. circle
times, communication and language small group work
 Programmes informed by advice from outside agencies
 Life skills programmes
 Opportunities to talk to school nurse
Other:
1
2
 Time out established
 Quiet area available / timetabled
Other:
1
2
Judgements
1. Outstanding – in place and working well; little need for further development
2. Good – in place but inconsistently applied in school
3. Satisfactory – in place but not working well; need for review and further development
4. Inadequate – not in place or significant need for development
3
4
3
4
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SEN School Self-Evaluation Toolkit
5. Quality of provision and access
What is the quality of the provision you make?
Self-Review Statements
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Teachers’ planning shows that
differentiated learning objectives have
been identified for pupils with SEN in
accordance with their needs
There is evidence of differentiated
activities which are matched to pupils’
abilities and learning styles
There is evidence of variety in pupil
grouping, matching the type of
grouping to the particular demands of
the task and to the learning needs of
the pupils
Systems are in place to monitor the
quality of teaching
The school has an appropriate range of
short-term, small group interventions in
place
Interventions in place are proven to be
effective and pupils make the best
possible progress
There are clear entry and exit criteria
for interventions
Evidence to Support Statements
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Areas for Development/Comment
Lesson plans / records
Lesson plans indicate access strategies as well as
reference to teaching / learning styles
Pupil tracking and progress data
Classroom observations
Analysis of pupil needs
Provision map or IEPs will show specialist resources and
interventions available
Specialist resources / programmes observed in use
Sampling of work
Other:
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2
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4
 Lesson plans / records
 Timetables
 Pupil tracking and progress data
 Before and after assessments for interventions
 Observation of small group sessions
 Provision maps
 Entry and exit criteria for interventions
Other:
1
2
Judgements
1. Outstanding – in place and working well; little need for further development
2. Good – in place but inconsistently applied in school
3. Satisfactory – in place but not working well; need for review and further development
4. Inadequate – not in place or significant need for development
3
4
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SEN School Self-Evaluation Toolkit
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An annual audit of the needs of pupils
informs the development of a provision
map which subsequently supports the
deployment of resources for SEN
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A range of additional provision for
individual pupils is available and
reflects identified need
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Pupils’ additional needs and progress
are reviewed at frequent intervals,
generally 2-3 times a year, and
changes to provision made as required
 Analysis of pupil needs
 Provision map
 IEPs show specialist resources and interventions available
 Resources inventory contains specialist resources
 Specialist resources / programmes observed in use
 Sampling of work
 Observation of 1-1 sessions
 Evidence that external specialists advice is implemented
Other:
1
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Reasonable steps are taken to ensure
pupils with SEN / LDD are involved in a
full range of school activities and their
achievement recognised
There are effective systems in place for
induction and transition
3
4
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Records of school trips, clubs, performances, photos, etc
show that pupils with SEN are involved
 Records of achievement / progress files, planners, pupil
records include a record of certificates and awards achieved
by pupils with SEN
 Risk assessments / IEPs show planning for activities
 Childcare/breakfast clubs/after-school provision / holiday
schemes take the needs of pupils with SEN into account
Other:
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4
 Structured induction programmes in place
 Enhanced transition processes established
Other:
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2
Judgements
1. Outstanding – in place and working well; little need for further development
2. Good – in place but inconsistently applied in school
3. Satisfactory – in place but not working well; need for review and further development
4. Inadequate – not in place or significant need for development
3
4
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SEN School Self-Evaluation Toolkit
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All adults working in the school
understand individual pupil’s SEN and
disabilities and how to respond to them
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Class SEN files / individual pupil SEN file
SEN reference material / SEN guidelines available to all staff
Procedures are in place for informing supply staff about
pupils, e.g. TA alert, ‘passport’
 TAs working with specific pupils are aware of the contents of
their IEPs and aims of the Statement (where applicable)
 Appropriate arrangements for access to relevant information
relating to individuals
 Opportunities for information sharing about individual pupils
 Visitors to the school where relevant are made aware of
individual needs as appropriate
Other:
1
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Teaching Assistants make a positive
contribution to pupil progress. They:
-have good relationships with
pupils;
- are involved in planning,
monitoring and review
- promote pupil independence
- understand pupils’ SEN
- have access to appropriate
training
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Records / minutes of meetings between teacher and TA
Annotated plans / schemes of work showing role of TA
Record of TA team meetings, minutes etc
Record of TAs being involved in review process
TA’s records, monitoring sheets, checklists, observations,
contact book are available
 Observations of lessons inform professional development
Other:
1
2
Judgements
1. Outstanding – in place and working well; little need for further development
2. Good – in place but inconsistently applied in school
3. Satisfactory – in place but not working well; need for review and further development
4. Inadequate – not in place or significant need for development
3
4
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SEN School Self-Evaluation Toolkit
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There is a programme of staff
development which increases staff
skills and confidence in including pupils
with a range of needs
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Audit of training needs
CPD programme links analysis of pupil needs to staff training
provided
Other:
1
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The school evaluates the impact which
the provision has made on standards
achieved and pupil well being. The
school uses this evidence to inform
future planning
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Provision maps regularly reviewed
IEP reviews
Evidence of discussions with pupils
SIP
Other:
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2
Judgements
1. Outstanding – in place and working well; little need for further development
2. Good – in place but inconsistently applied in school
3. Satisfactory – in place but not working well; need for review and further development
4. Inadequate – not in place or significant need for development
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SEN School Self-Evaluation Toolkit
6
Leadership and management
How effective is leadership and management of SEN?
Self-Review Statements
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The governing body and senior
management fully accept their
responsibilities for pupils with SEN /
LDD, including supporting and
challenging the SENCo
Evidence to Support Statements
Areas for Development/Comment
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Minutes of Governing Body meetings show SEN /LDD issues
are discussed regularly
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Governors’ minutes, circulation list of SEN meeting minutes
etc. show there is a system in place for communicating
information regarding provision and practice to the governing
body
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SENCos written reports, detailing school developments in
SEN, available to governors
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School’s budget plan shows appropriate finances to meet
identified SEN and Disability priorities
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A named governor or sub group of the governing body is
responsible for SEN / LDD
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The governing body meet with the SENCo to support and
challenge, eg asking about pupil progress, monitoring time
allocation for SENCo role
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Minutes of meetings
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Visit reports by governors
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Regular meetings between SEN Governor and SENCo
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Identified governor(s) are able to discuss current SEN
provision and are aware of the priorities within the SEN action
plan
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School Development plans includes SEN / Inclusion
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Staff meeting minutes reflect consideration of SEN
Other:
1
2
Judgements
1. Outstanding – in place and working well; little need for further development
2. Good – in place but inconsistently applied in school
3. Satisfactory – in place but not working well; need for review and further development
4. Inadequate – not in place or significant need for development
3
4
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SEN School Self-Evaluation Toolkit
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The school complies with all its
statutory responsibilities regarding SEN
/ LDD and ensures that all pupils have
access to a broad and balanced
curriculum, including the national
curriculum
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SEN / LDD and the needs of
underachieving groups are included in
the School Improvement Plan (SIP)
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School profile
School Improvement Plan
An Accessibility Plan clearly addressing the 3 strands, i.e.
access to the environment, the curriculum and information
 Disability Equality Scheme in place (Dec 06 – secondary
schools, Dec 07 – primary schools)
 An up-to-date SEN policy, reflecting the Code of Practice,
that is reviewed annually and ratified by governors
 Statements which are reviewed annually
 School prospectus which includes a statement describing the
school’s SEN policy and SEN provision
 School has identified those pupils with SEN and disabilities
for whom risk assessment is needed
 Risk assessment forms on file for individual pupils as
necessary
 Clear complaints procedure for parents to address SEN and
disability issues, with easy access to a key person if there are
problems.
Other:
1
2
Judgements
1. Outstanding – in place and working well; little need for further development
2. Good – in place but inconsistently applied in school
3. Satisfactory – in place but not working well; need for review and further development
4. Inadequate – not in place or significant need for development
3
4
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SEN School Self-Evaluation Toolkit
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The head teacher / SMT demonstrate
effective line management of the
SENCo and learning support team
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SENCo job description exists
SENCo job description identifies line manager
The SENCo has access to training
Record of regular meetings between Head / SMT
including SENCo discussing training needs and
Professional Development reviews
Head teacher and / or SMT consult the SENCo when
making decisions relating to SEN and disability issues
(including financial issues)
Performance management policy for TAs in place
Record of TA induction programme / mentoring
Professional development record of TAs
Guidelines for new TAs in the school
Agendas, minutes, records of team meetings
TAs job description (reviewed annually)
Time is allocated for learning support team meetings
Confidential interviews with TAs
Provision mapping and / or timetables demonstrate
appropriate TA allocation to pupil needs
The SENCo has adequate non-contact time and
administrative support to fulfil his / her role as set out in
the Code of Practice
Administrative Assistants’ job description, where
appropriate, includes dedicated time to support SENCo
The school regularly reviews the SENCo’s workload to
ensure that it is manageable.
Other:
1
2
Judgements
1. Outstanding – in place and working well; little need for further development
2. Good – in place but inconsistently applied in school
3. Satisfactory – in place but not working well; need for review and further development
4. Inadequate – not in place or significant need for development
3
4
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SEN School Self-Evaluation Toolkit

The SENCo demonstrates clear and
effective leadership and management
skills including :
-managing resources effectively and
efficiently
-demonstrating a good knowledge of
teaching and learning of all pupils,
especially those with SEN and
disabilities
- monitoring the quality of teaching of
pupils with SEN / LDD
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SENCO’s professional portfolio
Reports from visiting advisers / OFSTED reports / other
external evaluation
SENCo accesses training as required
SENCo diaries / timetables demonstrate effective personal
time management
SEN Action plan
Clear provision mapping
Resource inventory / catalogue
SEN spending reflects priorities identified in Development
Plans / Action plans
Easily accessible, well presented and up to date resources
SEN resources observed in use throughout the school
Records of lesson observations and / or monitoring
Evidence of pupil progress
Records of successful INSET delivered by SENCo
Staff report that they are well briefed on strategies to meet
pupils’ special needs
Staff report that the SENCo is able to direct other staff to
sources of support and advice
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Other:
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3
4
Who did you involve in this review?
Governor(s)
Headteacher
Parents
TAs
Teachers
Pupils
MTAs
LA representatives
Judgements
1. Outstanding – in place and working well; little need for further development
2. Good – in place but inconsistently applied in school
3. Satisfactory – in place but not working well; need for review and further development
4. Inadequate – not in place or significant need for development
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