Ofsted


The questions you will be asked will vary extensively depending on the team, some SENCOs are not asked to meet with inspectors. Below are some questions that have recently been asked to SENCOs on a range of inspections:

Questions September 2019

To evidence the SEN Register
Certain students were selected by the Inspector and I had to provide their SEN Support Plans
I had to give evidence of review meetings and also talk through how information was communicated to staff.
 
During observations staff were asked to evidence from in their planning how they had incorporated the information from the SEN plans and show differentiation in exercise books.

Questions asked July 2019

  • I was questioned about EHCPs, both the one that I am in the middle of writing and one that I am about to review. She wanted to look in detail at the provision that the SEND children were accessing. They also looked at a previous applications and asked about the EHCP that I am appealing – and queried my decision to support mum’s appeal until I was able to explain why.
  • I changed every piece of paperwork and procedure in September when I took over. They commented that this was a drastic approach and I explained the reasoning behind it (as the previous SENDCo left me with a very unorganised and messy system!). She did say that she can see over time that they will support SEND children but at the minute it doesn’t show it to them. 
  • They also wanted to see accumulative data for ALL SEND children throughout the last year to show their progress from their starting points. 
  • The last thing that she wanted to talk through was outcomes. She did not think that some outcomes were as ‘tight and sharp’ as they could be. I did have to explain that they were not my outcomes and they came from an external agency from the statutory advice. So I was asked to think about how I could then be more specific in support plans going forwards. 

Questions 2018 – June 2019

To evidence the SEN Register (they will look for how fluid the register is and how this is captured)

Certain students were selected by the Inspector and I had to provide their SEN Support Plans/EHC Plans

Following a child to see if EHC Plans were being applied in practice

Discussion of EHC Plan spending – how it is spent and the impact on the child

Examination of pen portraits to discuss individual progressions

Follow up of incidents recorded on CPOMS

Asking for a paper trail of a child with SEN Support – how targets translate in classroom practice

What have you changed in provision and practice for children with SEND since last inspection?

Why do you have the children with the highest level of need with the lowest qualified teaching assistants?

Paired observations (inspector with SENCO) to quality assure in school and offsite provision

Case studies on children with complex histories to explain behaviours

Focus on attainment in exit years Y6/Y11

Where would you rate your SEND provision in the school?

Ringing parents of children with EHCPs for a progress update

As a school what do you do to capture voice of children with SEND and how then do you respond to this?

How do you communicate progress to hard to reach parents?

  • Examples of how you track progress for individual and groups of children
  • How support staff record interventions and share their impact
  • Can you talk me through how you use the graduated approach?
  • How you are being supported in your role as SENCO?
  • How would a teacher know which children have SEND?
  • Evidence of review meetings with caregiver and pupil voice
  • Evidence that support needs are communicated to staff
  • Evidence of reasonable adjustments being agreed and applied 
  • During observations staff were asked to evidence from in their planning how they had incorporated the information from the SEN plans and show differentiation in exercise books
  • How SEND budget is spent
  • Gap in attainment between SEND and non-SEND and what is in place to address this with any impact measures
  • How attendance for SEND compares to non-SEND
  • Asking to see the provision map
  • Learning walk to see children with SEND to look at reasonable adjustments
  • Have you done the NASENCO
  • How caregivers are informed about the local offer
  • Examples of referrals to external agencies

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Ofsted Equality Objectives 2018-2020

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