MONITORING FORMS
CONTENTS OF APPENDICES
1. SEN Monitoring and Evaluation Action Plan
2. 3 Year Monitoring and Evaluation Checklist
3. Reviewing SEN Policy
4. Individual Education Plans
5. Class/Subject Teacher’s Short Term Planning
6. Additional Hours Teacher’s Short Term Planning
7. Teaching Assistant’s Records
8. Work Sampling For a Group of Pupils
9. Ofsted Observation Criteria – Aide Memoire
10. Observation of Class/Subject Teacher
11. Criteria for Observing Pupil with Additional Hours Teaching Aide Memoire
12. Observation of Pupil with Additional Hours Teaching
13. Criteria for Observing Teaching Assistant Aide Memoire (Support for
Literacy)
14. Criteria for Observing Teaching Assistant Aide Memoire (Support for
Numeracy)
15. Criteria for Observing Teaching Assistant Aide Memoire (Attitudes and
Behaviour)
16. Observation of Teaching Assistant
17. Teaching Staff Interview
18. Teaching Assistant Interview
19. Pupil Questionnaire
20. Pupil Interview
21. Parent/Carer Questionnaire
22. Human Resources
23. Material Resource Audit
24. Accommodation
25. Display
26. Professional Development
27. Evaluation/Action
Appendix 1
SEN MONITORING AND EVALUATION ACTION PLAN
Summer term
Spring term
Autumn Term
Monitoring
arisen from
Focus
Who
Judgement criteria
Strategies
Timescale
Appendix 1
Dates to feedback outcomes of Monitoring and Evaluation:
SMT
Governor
Autumn
Spring
Summer
Year 2
Year 3
Autumn term
Autumn term
Spring term
Spring term
Summer term
Summer term
Year 1
Year 2
Year 3
Autumn
Spring
Summer
Autumn
Spring
Summer
Autumn
Spring
Summer
Other (state)
Staff professional
development
Environment
Accommodation
Material resources
Human resources
Pupil progress
Parent/carer
attitude
Pupil's attitude
TA attitude
Teaching staff
attitude
Quality of AHT
support
Quality of TA
Support
Quality of teaching
Annual reviews
TA records
AHT planning
Class teachers
planning
IEPs
Policy
Appendix 2
3 YEAR MONITORING AND EVALUATION CHECKLIST
Appendix 3
Basic information about the school’s special educational
provision
1. In line with the revised SEN Code of Practice
2. Objectives of the school’s SEN policy
3. Name of the SEN Co-ordinator
4. Arrangements for co-ordinating SEN provision
5. Admission arrangements for children with SEN but without a
statement
6. Any SEN specialism and any special units
7. Facilities for children with SEN
8. Arrangements for informing parents of SEN provision
Information about the school’s policies on identification ,
assessment and provision for all children with SEN.
8. Allocation of resources/organisation of support
9. How children with SEN are identified and their needs
determined and reviewed
10. Access to the curriculum
11. Arrangements for inclusion
12. Criteria for evaluating success of policy
13. Any arrangements for treatment of complaints
Information about the school’s staffing policies and
partnership with bodies beyond the school
14. Arrangements for INSET on SEN
15. Use made of external resources and teachers
16. Role played by parents
17. Role played by pupils
18. Links with other schools, provision for transition
19. Links with health services, education welfare services
and voluntary organisations.
20. Links with health services, education welfare services and
voluntary organisations.
Policy review date:
Clearly
understandable?
Content
The following elements should be included in your schools SEN
Policy in accordance with Education (Special Educational Needs)
(England) Regulations 2001 Annex A
Present?
REVIEWING SEN POLICY
Notes
Appendix 4
MONITORING FORM
INDIVIDUAL EDUCATION PLANS
CONTENT
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Name of pupil
Pupil’s date of birth
Date IEP started
Date IEP to be reviewed
Placement on SEN Code of Practice
Predominant area of need
NC Year Group
Class/form teacher
Outline of pupil’s difficulties
Outline of pupil’s strengths
Contribution of external advice/support
Contribution of parents
Contribution of pupil
Targets – specific and achievable
Success criteria
Teaching strategies
Resources/materials
Duration/frequency of support
Medical/pastoral arrangements
Monitoring arrangements
Contributors to review
Review outcomes (dated)
Exit criteria
PRESENT ON IEP
COMMENTS
Appendix 5
MONITORING FORM
CLASS/SUBJECT TEACHER’S SHORT TERM PLANNING
Sample monitored:________________________________
Lesson Plan
Are the following included in lesson plans?

Explicit differentiation of learning objective for
pupils with learning difficulties in this area

Explicit differentiation of task for pupils with
learning difficulties in this area

Organisation of support for pupils with
learning difficulties in this area e.g. teaching
assistant or teacher focus

Reference to IEP targets/strategies, where
appropriate

Use of appropriate materials, including ICT, for
pupils with learning difficulties in this area
1
2
3
4
5
Comments
Appendix 6
MONITORING FORM
ADDITIONAL HOURS TEACHER’S SHORT TERM PLANNING
Sample monitored:
Lesson Plan
Are the following included in lesson plans?
1. Lesson objectives related to
statement/ IEP objectives
2. Lesson objectives showing progress
over lesson
3. Tasks incorporating strategies
appropriate for meeting the needs of
the group
4. Use of appropriate resources/
materials including ICT
5. Appropriate balance of individual
and group work
6. Appropriate method of achievement
1
2
3
4
Comments
Appendix 7
MONITORING FORM
TEACHING ASSISTANT’S RECORDS
Records completed by:
Date:
Are the records dated?
Are comments clearly written?
Are comments, wherever possible, positively phrased?
Are comments related to pupil’s progress towards either
learning objectives or IEP targets?
Do comments help teachers plan the next steps for the
pupil?
Any other comments:
Summary/points for action:
Appendix 8
MONITORING FORM
WORK SAMPLING FOR A GROUP OF PUPILS
1
Teaching
 Are there high expectations of the
pupil?

Is the recording technique appropriate?
e.g. use of ICT.

Is work well matched to pupils ability?
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Is work sensitively marked e.g. limited
correction spelling errors?
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Does marking include appropriate
suggestions for further improvement?
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Is the amount of work set appropriate?

Is there evidence of appropriate use of
teaching strategies e.g. writing frame?

Is there evidence of additional adult
support?
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Is there evidence of IEP targets/
strategically being addressed?
Response
 Does the presentation reflect pupils
effort?

Is the task completed?
Attainment:
 At what level of attainment is this pupil
working at (level/ NC)?

Is there evidence of information
seeking, posing questions, solving
problems?
2
3
4
Comments
Appendix 9
OFSTED OBSERVATION CRITERIA
AIDE MEMOIRE
EVIDENCE
Teaching
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Good subject knowledge and understanding in the way subject is
discussed and presented
Technically competent in teaching phonics and other basic skills
Effective planning, clear objectives set which pupils understand
Pupils challenged and inspired
Appropriate methods used to enable pupils to work effectively
Pupils managed well and insists on high standards of behaviour
Time, support staff and other resources, including ICT used effectively
Pupils work assessed thoroughly and assessments used to encouraged
pupils to overcome difficulties
Homework used effectively
Learning
Pupils:
 Acquire new knowledge or skills, develop ideas and increase
understanding;
 Apply intellectual, physical or creative effort in their work;
 Are productive and work at a good pace;
 Show interest in their work, are able to sustain concentration and think and
learn for themselves;
 Understand what they are doing, how well they have done and how they
can improve.
Attainment
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Pupils attainment meets or exceeds the levels set by the NC and where
applicable, the local agreed syllabus for RE
How well these groups of pupils are performing
What pupils know, understand and what they can do
How pupils are responding to the educational demands made on them and
whether they are challenged enough
What work they have done and to what standard
Attitudes and behaviour
Pupils:
 Behave well in lessons, are courteous, trustworthy and show respect;
 Form constructive relationships with one another and with teachers and
other adults;
 Work in an atmosphere free from oppressive behaviour;
 Reflect on what they do;
 Respect each other's differences;
 Show initiative and are willing to take responsibility.
Appendix 10
MONITORING FORM
OBSERVATION OF CLASS/SUBJECT TEACHER
Date :
Time:
Teacher:
Additional
Staff:
Observer:
Context:
Evidence:
NC Year :
Subject :
Focus
Group:
No at SA:
SAP:
Statements:
Appendix 11
CRITERIA FOR OBSERVING A PUPIL WITH
ADDITIONAL HOURS TEACHING
AIDE MEMOIRE
Context and content of lesson - In class support/withdrawal/no extra support
Include: description of nature of observation
Summary of lesson content, activities and organisation
Number of staff/other adults.
Provision in
statement/
annual review
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Provision on IEP
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Quality of IEP
Teaching
knowledge of subject?
high expectations which challenge knowledge and understanding?
planning with clear objectives, taking into account pupils specific needs?
methods/organisational strategies match needs?
pupil management and discipline?
time, learning, resources and support staff well used?
assessment is thorough, used to inform planning and feedback provided to
pupil on how to improve?
homework used to extend/reinforce class work
balance of support/encouragement to be independent?
Focus on IEP. targets?
Pupil's response
interest/enthusiasm?
works independently to generate ideas/solve problems?
shows pride and desire to improve?
works collaboratively when required?
asks/answers questions, joins in discussions, selects and used appropriate
resources?
shows initiative and responsibility?
sustains concentration and responds to challenge?
respects feelings, values and beliefs of others?
perseveres when tasks are difficult?
forms constructive relationships with others/adults?
applies himself well to tasks?
behaves well/courteous/respect for property?
Progress
 gains made in knowledge, understanding skills?
 progress in lesson?
 progress over time?
 progress in relationship to specific needs?
Inclusion
 attitude to peers?
 peer attitude to pupil?
 inclusion by class/subject teacher?
 access to class/subject teacher?
 effect of support staff?
Other significant evidence: e.g. use of IT, development of literacy, numeracy
Appendix 12
MONITORING FORM
OBSERVATION OF PUPIL WITH ADDITIONAL HOURS
TEACHING
Context and content of lesson
Provision in
statement/
annual review
Teaching
Pupil's response
Provision on
IEP
Progress
Quality of IEP
Inclusion
Other significant evidence: e.g. use of IT, development
of literacy, numeracy.
Appendix 13
CRITERIA FOR OBSERVING TEACHING ASSISTANT
AIDE MEMOIRE (Support for Literacy)
Type of support
Work with individual, small group, keeping pupils on task, reading/explaining
instructions, on-going modifying and differentiating materials, using
supplementary materials, helping with practical work, supporting literacy,
supporting numeracy, other.
Context
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Has written planning
Has jointly, with drawn up written planning with teacher
Knows what he/she is to do before lesson begins
Records pupils’ responses
Uses on-going assessment to decide next step
Does not mask pupil from teacher’s attention
Shares responses with teacher to inform future planning
Assists with preparation/location of specific materials
Support for pupil organisation/involvement
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Assists in distribution of materials
Keeps pupils on task
Ensures instructions are understood
Helps with reading/writing to speed up pupil responses
Encourages poorly motivated pupils
Uses questions to encourage pupil involvement
General Strategies
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Uses appropriate communication aids
Gives as little help as necessary
Is ready to ‘step in’ at first sign of frustration
Ensures/modifies task to be achievable but challenging
Uses familiar experiences to support new ideas and concepts
Treats pupil as any other child: no allowances because of SEN
Gives appropriate praise and encouragement which is well-earned
Feeds back to pupil on achievements and difficulties
Refers appropriately to teacher
Respects confidential nature SEN – sensitivity
Appendix 13
Support for Literacy
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Helps with note taking through oral intervention
Helps with note taking through written intervention
Checks pupil understands notes
Helps using spelling/word lists
Helps with spelling strategies
Reads/clarifies text with pupil
Supports group reading and provides questions
Helps with ICT
Reinforces and explains subject specific terminology
Encourages self-correction
Checks homework is understood
Appendix 14
CRITERIA FOR OBSERVING TEACHING ASSISTANT
AIDE MEMOIRE (Support for Numeracy)
Type of Support
Work with individual, small group, keeping pupils on task, reading/explaining
instructions, on-going modifying and differentiating materials, using
supplementary materials, helping with practical work, supporting literacy,
supporting numeracy, other.
Context
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Has written planning
Has jointly, drawn up written planning with teacher
Knows what he/she is to do before lesson begins
Records pupils’ responses
Uses on-going assessment to decide next step
Does not mask pupil from teacher’s attention
Shares responses with teacher to inform future planning
Assists with preparation/location of specific materials
Support for pupil organisation/involvement
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Assists in distribution of materials
Keeps pupils on task
Ensures instructions are understood
Helps with reading/writing to speed up pupil responses
Encourages poorly motivated pupils
Uses questions to encourage pupil involvement
General Strategies
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Uses appropriate communication aids
Gives as little help as necessary
Is ready to ‘step in’ at first sign of frustration
Ensures/modifies task to be achievable but challenging
Uses familiar experiences to support new ideas and concepts
Treats pupil as any other child: no allowances because of SEN
Gives appropriate praise and encouragement which is well-earned
Feeds back to pupil on achievements and difficulties
Refers appropriately to teacher
Respects confidential nature of SEN - sensitivity
Appendix 14
Support for Numeracy
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Supports pupil using quickest form of communication, particularly
during mental/oral starter eg pointing to number cards
Reinforces teaching points during mental oral starter / whole class
session
Supports use of practical resources
Uses real life contexts to support and reinforce learning
Models correct number formation where mistakes are made
Supports pupils who have physical difficulties by, for example,
manipulating their fingers to show 4 digits
Checks pupil understands written instructions
Encourages self-correction
Encourages pupils to think what resources are around them they
could use to help them solve mathematical problems eg number
grid on the wall
Asks questions to check recall and understanding
Helps with ICT
Reinforces and explains mathematical vocabulary
Appendix 15
CRITERIA FOR OBSERVING TEACHING ASSISTANT
AIDE MEMOIRE (Attitudes and Behaviour)
Type of support
Work with individual, small group, keeping pupils on task, reading/explaining
instructions, on-going modifying and differentiating materials, using
supplementary materials, helping with practical work, supporting literacy,
supporting numeracy, other.
Context
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Has written planning
Has jointly drawn up written planning with teacher
Knows what he/she is to do before lesson begins
Records pupils’ responses
Uses on-going assessment to decide next step
Does not mask pupil from teachers attention
Shares responses with teacher to inform future planning
Assists with preparation/location of specific materials
Support for pupil organisation/involvement
 Assists in distribution of materials
 Keeps pupils on task
 Ensures instructions are understood
 Helps with reading/writing to speed up pupil responses
 Encourages poorly motivated pupils
 Uses questions to encourage pupil involvement
General Strategies
 Uses appropriate communication aids
 Gives as little help as necessary
 Is ready to ‘step in’ at first sign of frustration
 Ensures/modifies task to be achievable but challenging
 Uses familiar experiences to support new ideas and concepts
 Treats pupil as any other child: no allowances because of SEN.
 Gives appropriate praise and encouragement which is well-earned
 Feeds back to pupil on achievements and difficulties
 Refers appropriately to teacher
 Respects confidential nature of SEN – sensitivity
Attitudes and behaviour
 Notices patterns of behaviour
 Is a good listener
 Responds positively to pupils appropriate behaviour
 Responds to aspects of self-esteem
 Anticipates problems and redirects to acceptable behaviour
 Responds calmly and non-threateningly
 Makes sure rules are understood and followed
 Implements agreed management strategy where appropriate
 Encourages pupils to respect each other
Appendix 16
MONITORING FORM
OBSERVATION OF TEACHING ASSISTANT
Type of support:
Context:
Support for pupil organisation/involvement:
General strategies:
EBSD/Literacy/Numeracy:
Summary/points for action:
Appendix 17
MONITORING FORM
TEACHING STAFF INTERVIEW
1. Are you confident that you have a variety of strategies to begin to
identify the needs of pupils with SEN?
2. Do you have a good understanding of the pupils for whom you are
responsible?
3. Do you feel confident in using a range of strategies for supporting
pupils with SEN in class?
4. Do you have access to appropriate resources for supporting pupils
with SEN?
5. Do you feel confident in using a range of resources, including ICT?
6. Do you feel confident in monitoring the progress of pupils using this
information to set targets?
7. Are you familiar with pupils IEP targets?
8. Do you think the targets/strategies on the pupils IEPs are realistic
and sufficiently challenging?
9. Do you feel your contribution to the pupil reviews is valued?
Appendix 17
10. Do you feel that your views about general SEN provision within the
school are valued?
11. Do you feel that systems for communicating information about pupils
with SEN are effective?
12. Do you feel confident in approaching the SENCO for advice and
guidance if needed?
13. Do you feel confident you are effectively communicating with parents
regarding their children's SEN?
14. Do you feel you are meeting the needs of pupils with SEN?
15. Are there any areas of SEN within the school you would like to
change?
16. Are there any areas of SEN in which you would like further advice/
training?
Appendix 18
MONITORING FORM
TEACHING ASSISTANT INTERVIEW
1. How do you see your role when you are working with pupils who
have SEN?
2. How does the class teacher communicate information about the
lesson to you e.g. objectives, task instruction, outcomes?
3. Are you always confident you know the learning objectives for the
pupils you are working with?
4. Do you always feel clear that you know what the teacher expects the
pupils to have done by the end of the lesson?
5. How do you feedback to the teacher after the lesson?
6. Are you aware of the difficulties of the pupils you are supporting?
How is this information communicated to you?
7. Do you feel confident that you have a variety of strategies to motivate
pupils and keep them on task?
8. Do you feel confident you have a range of strategies to help pupils
work independently?
9. Do you have access to appropriate resources for supporting pupils
with a range of needs?
Appendix 18
10. Do you feel confident in using a range of resources, including ICT?
11. Do you know/ have access to pupils IEP targets?
12. Are you involved in reviewing pupil's IEPs? In what ways? Do you
feel your contribution is valued?
13. Do you feel that your views about general SEN provision within the
school are valued?
14. Do you feel confident in approaching teaching staff if you are unsure
of what you are being asked to do or if you have concerns regarding
a particular pupil?
15. Do you feel you have made a difference in helping the pupils you
support to make progress in their learning?
16. Are there any areas of your work related to SEN that you would like
to change?
17. Are there any areas of SEN in which you would like further
advice/training?
Appendix 19
MONITORING FORM
PUPIL QUESTIONNAIRE
1. I like coming to school
Please tick ()
Yes
Don't
No
Know
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2. I work as hard as I can
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3. The work I do in lessons is interesting
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4. I feel confident joining in during discussions
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5. I feel good about myself
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6. I like having extra help in class
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7. I know I can ask for help when I need it
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8. When the teacher gives me extra help I find my work
easier
9. When another adult gives me extra help I find my work
easier
10. When my friend gives me extra help I find my work
easier
11. I prefer to work in a small group away from the class
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12. I know the targets on my IEP
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13. I work hard to reach my targets
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14. My teacher(s) praise(s) me when I do my school work
well
15. I feel I am getting better at my work
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16. I find my work easier now than I did before
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17. I feel confident in doing my homework
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18. I belong to a school club(s)
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19. People outside of school have been in to talk to me
about my work
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Appendix 20
MONITORING FORM
PUPIL INTERVIEW
1.
What do you like/not like doing at school? Why?
2.
Do you work harder in some lessons than others and what
helps/stops you working hard?
3.
Which lessons do you find most/least interesting? Why?
4.
Which lesson do you feel most/least confident in? Why?
5.
What are you good at in school?
6.
What do you find difficult at school?
7.
Do you like having extra help in class and in which lessons?
8
Who do you ask for help and why do you ask them in particular?
What kind of help do they give you?
9.
Do you prefer working by yourself or with other pupils?
Who do you like working with and why?
10.
Where do you prefer to work - In class or out of class? Why?
Appendix 20
11.
Were you involved in setting the targets on your IEP and do you
know what they are?
12.
Do you know what you need to do to achieve your targets?
13.
How do you know when you have done a piece of work well?
14.
What do you think you are getting better at? How do you know?
15.
What homework are you given?
Do you find your homework easy or difficult? Who helps you?
16.
Which school clubs do you belong to?
Are there any clubs you would like to join but feel you can't? If so,
Why?
Appendix 21
MONITORING FORM
PARENT/CARER QUESTIONNAIRE
Name: …………………………………………………………………………………
Name of child: ………………………………………………………………………..
Please tick ()
Yes
Partly
No
1. The school has a clear understanding of my child's
needs
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2. The school keeps me informed about my child's
progress
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3. I know what my child is currently learning
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3. Teachers give me advice and tasks to help my child at
home
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4. Teachers give me advice and tasks to help my child at
home
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5. Teachers listen to my concerns
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6. I am pleased with the progress my child is making
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7. My child is happy at school
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8. My child has friends at school
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9.
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10. I know how support staff help
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11. I am happy with the help my child receives

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12. I am involved in drawing up my child's Individual
Education Plan (IEP)
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13. I receive a copy of the IEP

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14. The IEP is explained to me

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15. I am involved in reviewing my children's needs

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I know the staff who support my child
Appendix 21
Overall, what the school does for my child is:
Excellent
Very Good
Good
Satisfactory
Unsatisfactory
Poor
Unacceptable
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Any other comments:
Appendix 22
MONITORING FORM
HUMAN RESOURCES
Name of pupil______________________________
Date_______________________
Class/ year group _______
Placement on SEN register (SA /SAP) __________________________________________
Area of predominant need ___________________________________________________
Number of additional teaching hours allocated by LEA to this pupil through a statement
________
Number of additional ancillary hours allocated by LEA to this pupil through a statement
________
Is the pupil regularly taught/ supported by staff from Central Support Agencies
If yes:
YES
NO


Name of service
Numbers of hours
__________________________________
_______________
Number of additional school funded teaching hours provided for this pupil per week
_______
Number of additional, school funded ancillary support hours provided for this pupil per
week
_______
Total number of additional teaching and ancillary support per week, including both LEA
and school funded
_______
How is the time deployed?
In class support 1:1
In class support in a small group
Withdrawal 1:1
Withdrawal in a small group
Smaller class grouping
Preparation of materials
Other
Teacher
_____
_____
_____
_____
______
_____
_____
Ancillary
_____
_____
_____
_____
_____
_____
_____
Evidence of pupils progress/ attainment during period pupil has been supported (including
assessment data, IEP target reviews etc):
Appendix 22
HUMAN RESOURCES (CONTINUED)
1. Is the pupil receiving an equal amount of support to other pupils of a similar
need, level and age?
2. Is there a relatively appropriate balance between teaching support and
ancillary support?
3. Is the balance of in class and withdrawal support for this pupil appropriate?
4. Is there a balance of 1:1 and small group support?
5. Where the pupil has a statement, is there an appropriate balance of support
across priority areas, as indicated in the statement?
6. Has the pupil made adequate progress over the time he/she has been
supported?
7. Has progress been made in particular areas in which the pupil has been
supported?
8. Overall, how effective has the support been in helping the pupil to make
progress?
Appendix 23
MONITORING FORM
MATERIAL RESOURCE AUDIT
Subject/Aspect:
Date:
 Is there an appropriate range of resources to support learning in this
subject (including ICT)?

Are the resources of a suitable quality?

Are they appropriate to levels of maturation?

Are staff aware of resources available? Do they know how to use the
resources appropriately?

Are they accessible for staff and pupils?

How well are they used?

Are they maintained properly?

Summary/points for action
Appendix 24
MONITORING FORM
ACCOMMODATION
Area __________________________________________
JUDGEMENT CRITERIA
Is there easy access into the area for pupils with
physical or visual difficulties?
Is there sufficient space for pupils with physical or
visual difficulties to move about within the area with
ease?
Are resources located for ease of access for pupils
with physical or visual difficulties?
Are seating arrangements appropriate for individual
pupil's needs?
Is the furniture of a sufficient size to afford comfort
and ease of use for individual pupils?
Is the furniture of a good quality?
Are there accessible and appropriate toileting and
changing facilities for pupils with mobility difficulties
or toileting needs?
Is the area appropriately heated?
Is there a sufficient level of lighting for pupils with
visual impairments?
Are there adaptations to reduce excessive noise
pollution for pupils with hearing impairments?
Is the general decor of a satisfactory standard?
Completed by________________________________
COMMENTS
Appendix 25
MONITORING FORM
DISPLAY
Date:
Focus:
 Is the work of SEN Pupils included in displays?
If so,
 Is this consistent across all areas of the curriculum?

Are pupils with SEN aware their work is 'on display'? How do they
feel about this?

Is there evidence of ICT use by SEN pupils on display?

Do displays promote positive images of disability?

Are there displays celebrating success that include pupils with SEN?

Are displays which are used for supporting pupils learning
appropriate? e.g. word lists/information displays?

Do displays designed to promote motivation and interest, and
stimulate thinking take into account the needs of pupils with SEN e.g.
3d/sensory element?

Summary/points of action
Appendix 26
MONITORING FORM
PROFESSIONAL DEVELOPMENT

How are the professional development needs related to SEN
identified and prioritised?

Are all staff receiving training?

How is professional development budgeted for?

Are there SEN induction procedures for new members of staff?

Is individual professional development cascaded to other members
of staff, where appropriate?

Does the professional development plan take into account national
and local priorities?

Where appropriate, are targets related to professional development in
SEN included within staff performance management targets?

Have future SEN professional development needs arisen from
monitoring the professional development plan? If so, what are they?
Issue for SEN
Action Plan
Issue for future
monitoring
Issue for
attention in the
short term
Appendix 27
EVALUATION
ACTION
N
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


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