Category Archives: EHCPs

Measure what you value not value what you measure – our case studies

Some time ago I blogged on the issue of Measure what you value not value what you measure as it is increasingly a topic of discussion with regards to our pupils with SEND – how do we evidence progress in some of the areas we are so proud of for our learners and celebrate their achievement?

This blog focuses on one of the ways which we are doing this which is through Case Studies. I am blogging now as in recent discussions a few colleagues have asked me for information about how we put together what we are describing as a ‘gold standard’ case study – one which is rigorous and clear in evidencing progress. In the spirit of sharing – here is what we do!

At Camberwell Park School we are keen to evidence holistic pupil progress and have discussed and agreed 9 areas we feel are essential areas of learning for our pupils

i.e.

  • Core Subjects
  • Foundation Subjects
  • Mobility
  • Life skills
  • Personal and Social Development ( PSD)
  • Social, Moral, Spiritual and cultural education ( SMSC)
  • Communication
  • Behaviour
  • Characteristics of Learning

In order to demonstrate progress in these areas we have developed a set of case studies which includes a range of evidence sources.

To ensure the same rigour and high expectations are applied to our case studies as are with all other aspects of assessment, we have discussed and agreed what for us is a ‘GOLD STANDARD’ for putting together a case study:

 

  1. Overview of pupil info: Start by giving a very brief overview of the pupil (e.g. age, ethnicity, pupil premium) and their needs (e.g. SLD, Downs syndrome).
  2. Telling the story : The case study must tell the story from start to finish – clarity on the starting point – how was the child presenting? Needs / goals? How did we meet the needs and what were the outcomes?
  3. Easy to read format: The case study should be clear in presentation – use of headers, imagines, bullet points, bold and italicized writing to ensure all information is accessible and clear to the reader. The school logo should be included at the start and the key area of focus from the 9 areas above should be identified.  Arial font, size 12 should be used.
  4. Include real data: The case study should include real data – quantitative and qualitative. Quotes from others e.g parents / carers / members of the multi-agency team and where ever possible the pupils themselves.
  5. Links to evidence documents: Links to evidence documents e.g. end of year reports, EHCplans, video clips should be used. Word documents can be embedded.
  6. Summary A conclusion to draw the case study to a close – what was the overall impact?

 

I am sadly not able to share any completed case studies due to pupil confidentiality  . What I can tell you is that they now form part of a comprehensive both quantitative and qualitative assessment system in school and they have been successful both in terms of process as well as product – the professional dialogue of colleagues working together to write them has been invaluable as well as the amazing product of the completed case studies which very clearly demonstrate progress in all of the areas detailed above.

Hope this information is useful to colleagues

Thanks for reading

Mary

 

 

 

 

 

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‘Preparation for the next stage of education’ Supporting pupils with SEND in their transition to high school

Whilst we all accept change is a part of life and change can be a good thing, never the less change can be hard. We all find comfort in things which are familiar and have ways that we prepare ourselves for changes ahead of us.

In the context of school life, transition from primary to secondary school is one of the biggest changes and whilst opening up lots of new  and exciting opportunities, can also provoke anxiety for all pupils. For pupils with SEND, this is particularly the case. It is often in our experience a really difficult time for families too as they worry about their little ones making this next big step.

In this blog I write from our own experience @camberwellpark  school in supporting our pupils and their families through the experience in order to make it as positive and successful as possible.

Whilst this blog is focussed on the change from primary to secondary school, managing change is something we support our pupils with throughout their time in school from day to day changes of time – table  / rooms / activities through to changing to new classes at the end of the year. This can include use of visual schedules, now and next cards, social stories, circle time activities – what ever is relevant, appropriate and useful for individual pupils as like us, all of our pupils respond differently and need different levels and methods of support.

With regards to transition to high school, our positive and collaborative  relationship with @NorthRidgeSch  where most of our pupils move on to is integral to making our pupil’s transition successful. The headteacher or other senior colleague from the school attends the annual reviews for all of our year 5 pupils to start to get to know them and to share information about the school with their parents. She also  welcomes families of year 5 pupils to visit the school. We find families value the opportunities to talk to us about their child’s move to high school as over the years we build a relationship of trust and support, as well as talking to staff from the high school so that they can feel reassured and have any questions they have answered directly.

Whilst the transition plan follows a general format of a programme of visits  for the pupils in year 6 to their high school during the summer term, it is important for us to consider the individual needs of the pupils and where needed offer additional visits / support or indeed recognise for some pupils the programme of visits may be unhelpful in terms of them managing the change. It is our knowledge of the pupils that enables us to work with them in a way which is most helpful to them. We ensure we staff the visits with staff from our school who know the pupils well and who are best placed to share relevant info with high school staff as well as support the pupils on their visits. The visits are gradually increased in length from a short visit with a drink in the community cafe, extended over a period of weeks to include lunch and eventually full days. This is accompanied by relevant work back at own own school in relation to the change – work on feelings as well as practical aspects of the move to the new school.

Pupil voice is very important to us and whilst through our observations of the pupils and informal conversations with them we felt our transition programme was positive and effective, we wanted to investigate this further so we set about doing a pupil questionnaire – completed during year 6 before the move  to high school and repeated during year 7 after the move.

Here is a case study of one of our pupils

Transfer to High School  :  Case study  

M was a Y6 pupil in Summer 2016 who was transferring to Northridge High School in September 2016.

He had been on 7 visits to his new class/school, starting with a one hour visit/tour of the school and finishing with a full day visit. 

M had been asked during the start of his transition visits,  ( Easter 2016 onward) a few simple questions.  Familiar symbols were used to support M understanding the questions. His answers are in bold below written as they were said.

·         How was your first visit to your new school? ‘I liked it and was excited.’

·         What did you like? ‘I like the radio room they had a real microphone and I like the cafe’

·         What did you not like? ‘ I liked everything’

·         Are you worried about anything?  Why? ‘ I am a little bit nervous it will be hard to know where to get the fruit and milk from’

The answers that M gave were then discussed with him, and strategies put into place to further support his anxieties/transition process.

M was then asked some questions in November 2016 once his move to high school was complete.

·         Have you settled into your new school? ‘Yes’

·         What do you really like about your new school? ‘The “cafe, mugger and the football”’

·         Did you have enough visits to Northridge when you were at Camberwell? ‘Yes’

·         Would you have liked some visits to last longer? ‘No ok’

·         Could Camberwell Park have done anything else to help you move to your new school? ‘ “A nufer day”

The responses from M and the other year 6 pupils have been used for us to continue to shape and develop our transition processes for all of the pupils moving on to high school so that we can confidently feel they are effectively prepared for the next stage of education.

We are discussing how we support our pupils to manage changes of all different sorts on @SENexchange at 8 – 8.30 p.m. on Wednesday 14th June 2017. It would be great if you could join us and share your good practice too

 

 

Measure what you value not value what you measure: Some key messages for SEND

Yesterday was our annual Greater Manchester special school leadership conference and we were really pleased to have Mary Rayner HMI there to speak to us about the implementation of the Common Inspection Framework in the special school context, the implications of national working groups on achievement and evaluation of progress and the Local Area Inspection Framework with regards to schools being part of the local area.

The 50 or so people that attended the conference found Mary’s presentation informative, helpful and reassuring and therefore I felt it would be useful to share the key points she spoke about to a wider audience.

Mary is one of Her Majesty’s Inspectors ( HMI) and is one of Ofsted’s National Leads for SEND. Mary’s substantial leadership experience in the special and mainstream sector gives her immense credibility and her knowledge and experience of the full range of childruen and young people we work with was evident throughout her presentation.

Mary began by emphasising her belief in ‘removal of labels’ such as SLD / PMLD in the sense that geographically these can mean different things to different people. What counts is the individual child, their individual needs and how we can meet them. How could anyone disagree with that?

Common inspection framework – key messages from Mary

  • The CIF is intended to provide coherence, clarity and comparability – schools judged against the same set of standards

Teaching Learning and Assessment

  • Assessment is now in the right place as assessment SHOULD be informing Teaching and learning
  • As inspectors must take account of learning, Mary challenged us as leaders to really consider what it is we value in our school ( e.g. in special school context independence / self help skills, developing of friendships etc) and if we value these things – how do we measure them / show evidence of progress? We need to decide what is good progress for our learners. Inspectors can only take account of information if it is evidenced and moderated to ensure judgements are consistent. The CIF gives us an opportunity to be able to state what we value as part of our ethos – but we have the responsibility to evidence how it impacts on our pupils.
  • We need to tell our school story very clearly and concisely – e.g. if our cohort of pupils has changed and it has meant we have responded and changed our practice – how? why? impact?
  • There is no requirement for ‘data’ to be in a certain format – it can be in many forms – including where relevant and appropriate video evidence for example. As long as you show and evidence progress in a way that is relevant and appropriate to your school and your pupils – that is fine. Important to also take account of pupils for who may have conditions which mean for them there is regression in skills. Make sure their story is told.
  • Define in your own school what pupil ‘work’ is – what does it look like? where would you find it? where would you look for evidence of progress over time? DVDs? Displays?
  • Most important – school practice MUST reflect school policy! e.g. there is no requirement for particular systems of marking – however – if policy says particular requirement then that is what should be seen.
  • Assessment – doesn’t matter what you call it in your school – how do you know it is right? How do you baseline? Measure? moderate to ensure consistency? – using trusted professionals from other schools is sensible to support the process. Don’t avoid moderation with others in other schools even if using different systems – using them to check your systems are robust
  • Need to ensure breadth / depth / range of evidence – if teaching some curriculum areas within others on the timetable – that is fine but needs to be clear
  • Are you sure that all your teachers have the same high expectations?
  • Who are your groups in school – you can decide  within your own context – how do you define them?
  • Baseline is really important. Age, starting points AND time in school are all important as part of measuring and judging progress. Make sure for your own school you have considered what the judgements are and why
  • This is our opportunity to measure all the things we value and present them in a way that is meaningful  AND informs next steps
  • Assessment is linked to curriculum but doesn’t define it

Personal development, behaviour and welfare

 

  • Think about what is must be like to be a pupil at your school – kneel down – see it from their perspective
  • Ensure you are considering preparation for the next stage of education
  • Only use B code in register for actual teaching when you as a school know what is happening and you are monitoring it as a school
  • Improvement in behaviour? How do you know? What are you measuring?
  • You can consider resilience, self – help and independence in this category

Outcomes

  • No longer rule of 3 years of data
  • Professional judgement is important alongside other information you will provide
  • Rochford review – interim report – tried to fill gaps between P8 and what were National curriculum levels. Rochford review have been considering P levels – recommendations currently with ministers and should be published soon
  • P levels can be just a reporting tool. Many schools also use as an assessment tool but don’t have to.
  • Use networks to create comparative information which can be used to evidence progress
  • Can talk about regression and for some children sustaining  achievement

Leadership and management

  • What you do, why do you do it and what is the impact?
  • What is uncompromising ambition in your school ? Define it for yourselves.
  • Do governors share same passion and understanding? Do they understand pupil groups? Do they challenge and support leadership ?
  • What is the effectiveness of SMSC
  • Is vision and ethos clear on website? What information is on your website and what messages does it send about your school. Remember – inspectors will look at this before coming into your school to consider their ‘lines of enquiry’

With regards to Local Area inspections, Mary was just urging us to play our part in the overall information gathering in relation to SEND when inspectors come into school to look at EHCP plans and talk to various stakeholders about their experience of the process.

What was interesting was that after Mary had spoken, there were very few questions. The reason for this was that everybody had felt that Mary had answered the questions they had wanted to ask during her presentation. I hope sharing this with you has answered some of your questions too.

With my best wishes

Mary Isherwood

 

 

As we prepare for the new school year…………… #PostAPositive

It is inevitable that at the end of August, our thoughts have been increasingly turning to the start of the new school year. indeed some colleagues have already returned.

I was inspired by the post on Staffrm  by @SeanwelshBacc in which he talks about how much he enjoys his job and also takes up the mantle of #PostAPositive ( thanks Sean), so much so, I decided to write my own.

I am in the privileged position of being a headteacher. The best job in the world I would say ( well most days anyway!). Along with that privilege though comes responsibility and accountability neither of which should be taken lightly. The pupils and their needs must always be at the heart of what ever we do as a school so as I have been sat reflecting, preparing and discussing aspects of school improvement on my own, with members of the leadership team and with my Chair of Governors during the summer, I keep coming back to the question ‘So what? What will this mean to the pupils and their families?

A big year for us

There are so many things I could write about – but the purposes of this blog, for me, three things stand out as most significant:

Our new school building

This is a big year for us, for after many years of waiting,we are finally getting a new school building – purpose built for our pupils. What an amazing opportunity it has been to be able to have an input into designing a school for the many hundred pupils who will attend over the coming years. Pupils, staff, parents, members of the multi-agency team and governors all had an input in what they would like to see in the new school and finally the vision is heading towards reality. There is still lots to do this term as the building is still under construction and is as yet unfurnished. We get the keys to our new school in December 2015 and open to pupils in our new school building on 11th January 2016. How exciting!

It is of course exciting, but I am concious of how difficult such a huge change can be for our pupils, their families and staff, (particularly as we are moving to a new site approximately 2 miles away). To this end, our whole school topic this term is going to be ‘Buildings’ and ‘Change’ with all subjects where ever possible and as appropriate being taught through these themes e.g. in Science focussing on materials and their properties and Life and Living Processes to enable the children to think alot about buildings and their construction and around the environment of our new school. ‘Change’ will enable us to do lots of work on the Social and Emotional Aspects of Learning relating to the move. Visits to the new school site are organised this term for staff and where possible pupils and coffee mornings and for everyone there are regular updates on my weekly headteacher blog and on our school twitter account  @CamberwellPark

Our vision for the next 5 years

I am proud that our school has been judged Outstanding twice by Ofsted.It is important however, that we continue to review all of our policies, procedures and school practice to ensure that we continue to offer the best possible provision for our pupils. The move to the new school, the facilities it will provide and the new community where we will settle gives us an important renewed backdrop and impetus for this conversation. To this end, the governors and leadership team have together begun to consider the school’s vision for the next 5 years – what are our next steps. We have been asking ourselves some very important questions which are:

In 5 years time…

  • What will the children be saying about being a pupil at Camberwell Park School
  • What will the parents of children who attend be saying about the school?
  • What will staff be saying about working at the school?
  • What will other schools who we work with be saying about us?
  • What will people who live in the local community be saying?

Work to advance our initial discussions will continue into this year involving all stakeholders – a shared vision we all believe in and with the commitment and support that I know is there we can together make it happen!

Our partnerships and work with other schools ( Challenge and Support)

We have a number of networks  with other schools which we are really grateful for and I believe add mutual value to all of the schools involved. I wrote about our MC2SP ( Manchester Challenge to Support Partnership) in a blog for NCTL in January 2015. In addition working as an LLE and as part of a teaching school alliance enables us to develop our knowledge and skills by reflecting on our own practice in the context of other schools. During this year though I am really excited that we are part of a pilot project of 12 special schools working with Jessica Nash and the SSAT_SEN @SSAT_SEN on a programme of peer challenge and support using an external adviser working with us across the schools. I have been involved in shaping the programme which is very much about school improvement and support and definitely not about ‘Mocksted’ . Building capacity in my own leadership team it is two of my assistant heads and not me who will be involved in the programme, although I am looking forward to joining them on the launch day on September 10th.

So many things……

There really are so many things I could write about as we enter into this new school year and I have not mentioned – so many things we are working on within school as a result of our own priorities together with those brought about externally such as our continued work on assessment after levels, particularly for our pupils working above P8 and our continued work on implementing the SEND reforms and making the process as child and family centred as possible.

What am I most looking forward to?

Tuesday – seeing the staff team again – hopefully refreshed – everyone pleased to see each other and a renewed enthusiasm to being Passionate, Respectful, Organised, Understanding and Dedicated to the school – professional behaviours we are all signed up to as a staff team.

Wednesday – We welcome 18 new pupils!! Such a big day for them starting school! Seeing all of our other pupils after the holiday too –  how they have grown, new hair cuts, new shoes – lots of smiles! Spending time going round school on Wednesday – privilege is the only appropriate word.

Last word

I am not for one minute imagining the year won’t be without it’s challenges – I am under no illusion that it will be tough at times – but just these few notes I hope will give a flavour about how the really proud headteacher who is sat here writing this blog feels – what a year ahead – how could I not be excited? – BRING IT ON!

#SENreforms: One year on – a special school perspective

The revised Code of Practice for children and young people with Special Educational Needs and Disability has now been statutory for a full academic year. On the publication of the Final Impact research report from the pathfinder Local Authorities I wanted to record the story of Camberwell Park School .

There was a general consensus that the statutory assessment process for children with special educational needs needed to change – an over bureaucratic and excessively lengthy process in which often the child and their needs was a by-product (that was my experience of it).  All of the  messages about the new Code of Practice in which we move away from Statements of Special Educational Needs towards Education, Health and Care Plans -The philosophy of  a more child / family centred process right from 0 – 25 years which is responsive to local need and has all agencies working together for a fully co-ordinated approach – what’s not to love?

Whilst I fully acknowledge it is not yet a perfect system – far from it – despite the challenges we have faced, our overall experience and the feedback we have had from the families, has been of a much more positive way of working – the children, their needs and their outcomes are now much more at the forefront. Let me tell you our successes, challenges and next steps…………………..

As a Manchester headteacher I was pleased that the Local Authority took a proactive approach. They had been a pathfinder for the reforms for young people with SEN from 16 – 25, but also established a multi-agency working party during summer 2014 to prepare for implementation of the reforms the following September.I was pleased to be invited to represent the special school sector in this group. During this term we also wished to be proactive as a school – training key staff in person centred planning and identifying a small cohort of families for us to pilot the revised annual review process. Where ever possible we already included our pupils in annual reviews and they prepared their own report prior to the meetings using symbol communication where needed. We set about updating our pupil booklet however in line with person centred planning tools and requirements for what was then the draft Code of Practice as well as establishing a parent voice booklet.

As a special school, all of our children have already had a statement of special educational needs so our year has been one of conversions of statements to Education, Health, Care Plans. We embarked on an ambitious programme to complete conversions for all of our 93 children in one year!

Our key successes

  • The annual review meetings in the new person centred format have been fantastic! They are very child centred and we have had much more open, honest and informative discussions enabling us to establish meaningful and relevant outcomes for the children and their families. The feedback we have received from parents / carers have included these comments in the most recent parent / carer questionnaire:

‘I think the way the new EHCP have been conducted was a lovely change. Having everyone to contribute was effective and positive.’

‘School meetings have always been informative. The teachers have always wanted to know my thoughts and feelings on subjects that have been discussed.’

  • As already mentioned, pupil voice has always been important but we have worked hard on developing further the tools the children have to express their views  and they continue to amaze us with their ability  to express their likes, dislikes, aspirations for the future and what others can do to help them using their pupil views booklet as a framework. Parents / carers too we have found have valued the family views booklet to help them prepare for discussions in the reviews
  • We grappled with how we relate the outcomes set in the annual reviews / EHCP match to our existing Individual Education Plan programme in which personalised targets focussed on ‘barriers to learning’ are established. The timing of the two things were not marrying therefore the process was not co-ordinated enough. We needed to find a way of setting targets following annual reviews and making sure we follow up  on progress each term including parents / carers and other agencies. We have now established a programme of holding all annual reviews in the autumn term following which all pupils have personalised ‘My Learning Targets’ set using EHCP / annual review outcomes. These are then updated each term including feedback / discussion from parents / carers at parent’s evening and information from other agencies where appropriate and then updated / amended as necessary.
  • We are have worked closely with the high school which most of our pupils move to in terms of the transition reviews to ensure that the move from primary to high school is as smooth as possible for both the child and their family. We have recently included gaining pupil views on their transition programme into our questionnaires to see how prepared the pupils feel for their next stage of education and to inform any changes we might want / need to make to the process.
  • We have worked hard on the SEN Information report on our website – consulting with parents / carers on what they wanted included and trying to make it  as user friendly, informative, relevant and meaningful as possible

Our main challenges

Whilst the results of the changes have been mainly positive, I cannot pretend the year has been without it’s challenges – some of which we have resolved and some are work in progress!

  • Each of the annual reviews are taking much more time – on average one and a half hours, plus all the preparation time and putting together paper work afterwards. Not for one minute am I complaining about giving what is essential and valued time to the children and their families and as has been said, the meetings are one of the biggest successes, however, we feel that the meetings are important enough to ensure it is always a member of the senior management team which leads them, therefore, logistically it has placed a much bigger challenge on our time – not insurmountable but has needed lots of adjustments of roles / responsibilities and timetabling
  • The administration is a nightmare! We haven’t  got this one fully sorted yet and I would be delighted to know if anyone out there has cracked this? We are paying for additional admin time to minute the meetings, however, the meeting format does not lend itself well to direct minuting and doesn’t match directly to the paperwork required by the LA so is requiring a lot of additional time for us proof reading and amending after the meetings have finished
  • Multi- agency involvement continues to be a challenge – one of the central themes of the reforms is that it is a ‘health and care’ plan in addition to education. We have had lots of support from other agencies in trying to find ways forward and for the most part we are now getting multi-agency reports to be included in meetings. There are two key reasons for this challenge – one is that multi-agency team members are much less available than they were due to cut backs in services so often are not able to allocate the time to attend meetings. In addition, when are families are so complex and have many agencies involved, it is difficult to schedule meetings when everyone is available, even well in advance. Working with our multi agency teams we have had some improved success for the forthcoming year identifying the priorities for each child and who it is most essential to attend e.g. nurse, speech and lang therapist, with others contributing a report  – but as the discussion is so valuable at the meetings, in an ideal world they would all be there!

So our next steps……………

I think the honest answer is that it all continues to be work in progress!

Our programme of annual reviews for 2015 / 2016 is already in place and all members of multi-agency teams have had the dates. We will continue to be Passionate about ensuring our pupils achieve the best outcomes possible, be Respectful of all of the individual needs of the pupils and their families, be Organised in making sure everyone has the information they need to contribute, be Understanding of individual circumstances and how we can best support and be Dedicated in ensuring we are the best we can be. Camberwell Park continues to be a school to be PROUD of

Supporting meaningful ‘pupil voice’ for children and young people with #SEN

When @Cherrylkd and I discussed establishing @SENexchange, we were very concious of how broad an area SEN is and we wanted to ensure that it is relevant to the whole SEN community. For this reason we invited our @SENexchange folllowers to suggest possible areas for discussion which we collated into a blog http://wp.me/p5Qdrj-1q. At this time, I added a discussion topic of my own: Pupil voice

Pupil voice is something I am very passionate about and something we have done alot of work on in my own school @Camberwell Park camberwellpark.manchester.dbprimary.com. If our pupils are at the heart of our school , then for me, pupil voice must be an integral part of the school ethos. For us, this starts with being a Unicef Rights Respecting School and ensuring appropriate access for the children to all articles within the UNCRC http://www.unicef.org.uk/Documents/Publication-pdfs/UNCRC_summary.pdf. Indeed Article 23 of the UNCRC spells out our responsibility to ensure children with a disability play an active role in their community, for me having a voice is an important part of this and as @MaryMyatt reminded us in a recent tweet to @SENexchange, it should also be considered as part of ‘British Values’ and SMSC in the school.

As the pupils in my own school have a range of learning needs ranging from more moderate learning difficulties, right through to profound and multiple learning difficulties, sharing their views is not always quite so easy and I believe it is up to us to find a way of supporting and enabling their voice to be heard not just within the school but beyond the school.

A couple of years ago, as a school we appointed a person with a ‘teaching and learning responsibility’ (TLR) to look at how we support pupil voice in their own learning and how we meaningfully implement it across school. What emerged was our 7 stages of pupil voice (video clips and other resources held in the school exemplify each of the stages):

Stage 1- Adult to notice child’s reaction to activity/ experience and give the child the language to describe this

Stage 2- Child to eye-point to demonstrate choice

Stage 3- Child to reach towards or touch object/ symbol/ switch to indicate choice

Stage 4- Child to independently indicate choice by grasping and moving object/ using voice/ signing

Stage 5- Child to say what they have done well or need to try harder with

Stage 6- Child to say what they could do next time to improve

Stage 7- Child to comment on their peer’s achievements

These 7 stages are mainly about children being involved in their learning and their involvement in setting the priority targets for learning and having child friendly Individual Education Plans is part of this too. Pupil self-evaluation of their own learning is now embedded into all classrooms.

Over the last few years in the school, we have developed pupil involvement in whole school self evaluation and school improvement and how we hear the voice of our pupils in a range of ways including developing the running of the school council to ensure pupils have opportunities to discuss a wider range of whole school issues and involving pupils on our learning walks around school to hear their views on aspects such as displays, behaviour and safety, total communication etc, Our pupils are now also regularly involved in recruitment of new staff. The school council have written their own person pupil person specification which goes out with information / application packs. Where appropriate pupils are involved in interview panels asking questions relating to their person specification.

It is also important to me to consider how the views of our pupils are represented beyond our school. I appreciated a tweet from @anameescapesme when the discussion topic regarding pupil voice was first tweeted on @senexchange reminding us about the challenges of LAs listening to the views of our children and young people. At Camberwell Park, the pupils have always been involved in their annual reviews of their Statement of Special Educational Needs, and we have ensured this continues with the change over to Education, Health, Care Plans ( EHCPs). Our pupil voice booklet http://tinyurl.com/np5vjfw  is prepared by the pupils supported by one of the classroom staff prior to the review and the pupil attends their review to share their views with others. Their views are included in the minutes booklet is attached and forms part of the appendices in the EHCPs.

Another important area we have been exploring and developing in terms of pupil voice is that of safeguarding. Our children and young people with learning difficulties are very vulnerable. Giving our pupils the vocabulary and enabling them to have a voice about what is safe, not safe, tell us when they are worried, scared, upset, being bullied etc is really important. Our frustration at how the views and experience of our pupils are disregarded when there have been allegations of abuse has led us as a school to look at how we can support our pupil voice in this area too.

Our ‘pupil voice’ work is by no means a finished product and we are concious of how in our best endeavours to allow pupils a choice, for our some of less able or more complex children the choices we give them are often guided and limited by those which we offer. We would of course use our knowledge of the children and information about the children by others that know them even better than us such as their parents in the choices we have available. We continue to explore however, how we can make pupil voice more meaningful with the bank of strategies we have available. In addition to total communication strategies of signing and symbols, the range of AAC ( Augmentative and alternative communication) products open up new possibilities for us: Ipads,  E-tran frames http://www.communicationmatters.org.uk/page/e-tran-frames  use of PODD ( Pragmatic Organisation Dynamic Display) Communication Books:http://www.inclusive.co.uk/podd-p6023 and more recently exploration of how we can use Talking mats http://www.talkingmats.com/ are just a few examples. Use of P4C ( Philosophy for Children) throughout the school has also very mjuch supported the ability of our pupils to express their views on a range of important topics.

To end where I started this blog – Pupil voice is an area I am very passionate about and keen to discuss with others – I know there is alot we can ‘exchange’ and learn from each other in this area so really hope that people will join with us on @SENexchange at 7.30 p.m. on Wed 29th April to chat further. My blog only represents my views and the experience of Camberwell Park School. Would be so good to hear from the experience of others  – both mainstream and special and from parents / carers too about how they would like to work with schools to get the views of their child considered.

Our children and young people deserve to be heard  – it is our job to ensure they are!

Thank you