For Mother Eve

[elainem]

Hi Mother Eve,

 

I was very interested in this comment you mentioned in Blue Jean Genie's post about proposed statement.

 

There's a recent Ofsted report that says that children who are seen by the ASD service and where activities are modelled for the staff do better than those where the ASD service just supply advice to the staff.

 

If you get chance can you tell me where I might find this?

 

Thanks Elainex

[phasmid]

It might be from this:

 

Special educational needs and disability: towards inclusive schools (2004) London. HMI

 

 

The section:Features of Effective Practice on Page 23 is interesting It bullet-points items from Ofsted?s 2003 report, Special educational needs in the mainstream. You can get it via the details below, or download it as a pdf from the Ofsted site.

 

Document reference number: HMI 2276

To obtain an additional copy, contact:

Ofsted Publications Centre

Telephone: 07002 637833

Fax: 07002 693274

Email: freepublications@ofsted.gov.uk

Website: www.ofsted.gov.uk

 

Hope that helps.

 

If it isn't from either of those mentioned above, I'd also like to know what report it is from as well please.

[UltraMum]

Hi - been on holiday so sorry for the delay in replying:

 

The report is Inclusion: the impact of LEA support and outreach services from Ofsted - it is available here

 

Key findings

 

Support and outreach services promoted inclusion and improved the life chances of many vulnerable pupils.

 

In the most effective support services, all staff were thoroughly committed to inclusion and it pervaded all aspects of their work.

 

Support service staff were particularly valued where they brought knowledge and skills usually unavailable in a mainstream school. Specialist teachers were most effective when they demonstrated effective strategies for others to observe.

 

Other outreach and support service staff provided important information and a thorough understanding of particular special needs or disabilities, making a major contribution to pupils? progress.

 

Help was not always available when and where it was needed. Services in some LEAs overlapped, resulting in unnecessary tensions between agencies and inefficient use of resources.

 

Insecure funding arrangements made long-term planning difficult for many services.

 

The delegation of funding for support services had a negative effect on the provision for some pupils with SEN. It diminished the capacity of many LEAs to monitor the progress of pupils with SEN and reduced the range and quantity of specialist staff available to provide advice and support.

 

The best services worked in partnership with LEA school improvement services to analyse data and target their resources where the standards achieved by pupils with SEN were too low.

 

In general, LEAs did not measure the impact of support services on pupils? progress and attainment and they lacked agreed standards against which the performance of staff and the service as a whole could be evaluated. Information was seldom gathered about the progress pupils made after support ceased.

[phasmid]

Thanks for the link. That will be vey useful background material for my research paper.

[elainem]

thank you for posting that, I though it might be helpful for the stage we are at - awaiting our proposed statement.

 

Elaine