Looking at SEND in the Education Inspection Framework
The Education Inspection Framework (EIF) places a much stronger emphasis on the importance of supporting SEND learners and making sure they can reach their full potential than previous Ofsted frameworks.
The message from Ofsted is clear: this is a framework that places particular emphasis on and scrutiny of how well SEND learners are supported by their provider.
In the EIF, it is essential for every learning provider to consider the quality of their provision for all learners.
The first step is to promptly identify learning needs, assess on enrolment so that effective support can quickly be put in place. so that effective support can quickly be put in place.
But first of all, what does the Further Education & Skills handbook say?
What’s in the FE & Skills Handbook?
“The quality of provision for learners with high needs and with special educational needs and/or disabilities (SEND), a much broader group than those attracting high-needs funding, will always be considered during the inspection of any type of provision.”
“Before making the final judgement on overall effectiveness, inspectors must evaluate the extent to which the education and training provided meets the needs of all learners. This includes learners with SEND and those who have high needs.”
This means that the quality of your provision will be inspected for every learner, whether they have a learning need or not. And Ofsted clarifies that this applies to every learner with a learning need, not just the ones who are classified as high needs when it comes to funding. To be graded favourably on overall effectiveness, the needs of all learners must be met.
“Inspectors will consider how well leaders and teachers promote high expectations for achievement and progress through the systems they use to monitor and develop the quality of provision for learners, including the most disadvantaged, those with SEND and those with high needs.”
One of the key judgments in the FE & Skills Handbook is Leadership and Management, where inspectors look at
“[…] how leaders, managers and those responsible for governance ensure that the education and training delivered by the provider have a positive impact on all learners, including those with SEND and those who have high needs.”
Inspectors will consider leadership’s role in setting up a curriculum that is suitable for apprenticeships. The handbook details what they look at and what sort of evidence they will need in order to make an evaluation.
“Inspectors will consider how well leaders and managers ensure that the apprenticeship curriculum meets the principles and requirements of an apprenticeship. Evidence will include the extent to which the provider’s staff engage with employers to: monitor and support apprentices, including those with SEND and those who have high needs, to progress quickly, gain new knowledge, skills and behaviours and achieve to their full potential.”
What are the 3 I’s?
Intent
The first of the 3 I’s Ofsted examines is intent. Your intent refers to the “provider’s educational intent.” This assessment seeks to ensure a well-rounded curriculum, which has been carefully considered and crafted to develop “the knowledge, skills and behaviours that learners need in order to take advantage of the opportunities, responsibilities and experiences that prepare them for their next stage in education, training or employment.”
Learning support is repeatedly referenced within the grade descriptors here. For a grade of “Good” or “Outstanding,”, it should be evident to inspectors that “the provider is ambitious for all its learners, including those with SEND and those who have high needs, and this is reflected in the curriculum. The curriculum remains ambitious and is tailored, where necessary, to meet individual needs.”
The curriculum should also be “designed to give learners, particularly the most disadvantaged, the knowledge and skills they need to succeed in life.” There’s an emphasis placed upon the contextual relevance of the planned curriculum, and the need to show how decisions around curriculum were made based on evidence and data gained through initial assessment.
Implementation
Implementation, the second of the 3 I’s that Ofsted assesses, focuses on how the planned curriculum is actively being delivered. Essentially, “how the curriculum is taught at subject, class, lecture or workshop level.”
Once again, we see a clear focus on SEND support, especially about achieving the highest Outstanding grade. To achieve this grading, Ofsted will be looking to establish that “across all parts of the provider, including in subcontracted provision and for learners with SEND and those with high needs, teaching and training are of a high quality.”
There’s a clear expectation for teaching staff to pay attention to the sequence of learning, This expectation includes regular appraisals of necessary learning support and reasonable adjustments to ensure your SEND learners can meet the learning objectives.
Impact
Finally, Ofsted inspectors will be looking to assess the impact of your provision. They’ll be focusing on “what learners have learned, and the skills they have gained and can apply.” Predictably, once again, we see a specific focus upon the need for learning support, to ensure that “disadvantaged learners and learners with SEND acquire the knowledge and skills they need to succeed in life.”
To hit an “Outstanding” grading, providers must demonstrate that “learners consistently achieve highly, particularly the most disadvantaged. Learners with SEND achieve the best possible outcomes.”
The fourth “I”
While Ofsted officially looks at the 3 I’s, we believe there is a fourth one that deserves to be kept in mind: Inclusion.
Since providing adequate support for learners with SEND is mentioned at every stage of the Education Inspection Framework, it is clear that a commitment to inclusion and equality will go a long way towards achieving the highest grades.
At the end of the day, who is responsible for planning, assessing and reviewing support for SEND learners? Is it only the SENCos or does everyone have a part in it? We think the answer is obvious – supporting all learners to succeed needs to be on everyone’s radar. True inclusivity means that supporting SEND and high needs learners is a priority for everyone.
As we often say, inclusive apprenticeships make for Outstanding apprenticeships.
What do the grade descriptors say?
The FE & Skills handbook is very clear on what’s expected for each key theme and grade descriptor. A good place to start is by assessing yourself against each point in the higher grade descriptors with the Education Inspection Framework. Your self-audit results from this exercise will show you your starting point.
We’ve picked out some key grade descriptors to keep in mind when considering your own SEND provision.
Quality of Education – Outstanding grade descriptor
Impact
“Learners consistently achieve highly, particularly the most disadvantaged. Learners with SEND achieve the best possible outcomes.”
“Disadvantaged learners and learners with SEND acquire the knowledge and skills they need to succeed in life.”
Quality of Education – Outstanding grade descriptor
Implementation
“The provider’s implementation of the curriculum is consistently strong. Across all parts of the provider, including in subcontracted provision and for learners with SEND and those with high needs, teaching and training are of a high quality. Training activities contribute well to delivering the curriculum intent.”
Intent
“The provider is ambitious for all its learners, including those with SEND and those who have high needs, and this is reflected in the curriculum. The curriculum remains ambitious and is tailored, where necessary, to meet individual needs.”
Leadership and Management – Good grade descriptor
“Leaders ensure that all learners, including those with SEND and high needs, and disadvantaged learners, get the information, advice, guidance and support to achieve their next steps and progress to positive destinations. Leaders provide the support for staff to make this possible.”
Leadership and Management – Inadequate grade descriptor
“Leaders are not doing enough to tackle a poor quality of education or training. This significantly impairs the progress of learners, including the most disadvantaged, learners with SEND and those who have high needs.”
This all sounds great but if you need some more help to make some of these ideas a reality, we’ve compiled all of our SEND in the Education Inspection Framework resources, on-demand expert events and Q&As for free, in one place.
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