May 2020 School-Home Provision

A collaborative Approach to Distance Learning for Students of Determination

Audit of the Handbook

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How to use this Audit:

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Print a copy. If you have already completed the activity tick/check the May 2020 column.
If you haven’t then add it to your Action Plan / To Do List Share your good work with
your Inclusion Support Team and file for next years Inspection as evidence.

Introduction

May 2020 Added to

Status Action Plan

1. Has the school considered using opportunities within

the home to enhance learning experiences

2. Has the school imposed new external curricula

frameworks (it should not have)

3. Has the school ensured that the parents feel supported.

Do you have evidence?

4. Has the school checked with parents of SDs that they

are not excessively burdened and that stress/anxiety is
reduced as much as possible.

5. Has there been good collaboration between parents,

students and the inclusion team?

6. Where appropriate, have parents been supported to

understand that repeatedly practising skills in a range
of situations reinforces their learning.

7. Where appropriate, have parents been coached to

support independence and understanding within their
children’s learning and that these are important
indicators.

8. Has the school supported the home to provide daily

activities that require attention, communication, enquiry
and initiation?

9. Has the school enabled opportunity for students to

engage with applying knowledge i.e. process of making
a cake has greater value than the taste/appearance?

Created by Louise Dawson Page 1 of 5

Reviewing Roles

Classroom Teacher = CT May 2020 Added to

Learning Support Assistant = LSA Status Action Plan
Head of Incluison = HoI

1. CT Has the CT made daily and direct contact with the

student/parents to ensure connections are maintained.

2. CT Are tasks connected to assessments in school,

attainment levels, strengths & challenges

3. CT Are common learning themes and topics connected

to the students provision and promote opportunity to
work alongside peers?

4. CT Are social connections with peers maintained.

5. LSA Is the student’s daily schedule of learning activities

communicated and supported

6. LSA Does the school enable access to resources,

information or support for the parent

7. LSA Does the school enable the submission of

evidence of progress and achievement.

8. LSA Does the LSA provie feedback to the CT and HoI

9. HoI Does the HoI guide the teacher in the design,

adjustment and delivery of the learning

10. HoI Does the HoI provide advice and support to the
parent in order for them to be successful

11. HoI Does the HoI supervise and guide the LSAs

12. HoI Does the HoI Adjust the targets and strategies in
IEPs

13. HoI Does the HoI review the student’s progress in

achieving the IEP goals

14. HoI Does the HoI liaise with and work alongside other
specialists, such as SALT, to further enhance learning
programmes

15. Parent Does the familyrequire and receive direct and

dedicated support.

Created by Louise Dawson Page 2 of 5

Provision Development Process

May 2020 Added to

Status Action Plan

Following discussions have included the Team, family

and student (where appropriate)

1. Is there shared understanding about about routines

2. Is there shared understanding about engagement in

routines

3. Is there shared understanding about what interaction

and communication ‘looks like’ at the moment

4. Is there shared understanding about what the student

can do independently

5. Is there shared understanding about when and where

the student needs help

6. Is there shared understanding about the times adults

are available to support learning and what times to
avoid

7. Are learning opportunities embedded into daily routines

8. Are these opportunities connected to targets and IEPs

9. Have subsequent and regular meetings been

held/planned to review

10. Are struggles and solutions identified and refined

11. Are successes celebrated

Setting Goals and Targets

May 2020 Added to

Status Action Plan

1. Do the relevant students have IEPs in place

2. Do the IEPs target the removal of the most significant

personalised barriers

3. Is information about the student used to support next

steps

4. Are goals linked to life skills as well as academics

Created by Louise Dawson Page 3 of 5

Constructing Curriculum Plans

May 2020 Added to

Status Action Plan

1. Where required have you adapted Curriculum Plans to

personalise planning

2. Are students progress measures considered to ensure

access and engagement

3. Have you identified priorities

4. Have you identified outcomes

5. Have you agreed ways for capturing evidence of

performance and outcomes

6. Have you found ways to track progress in accordance

with suitable assessment scales

7. Have you incorporated different learning experiences

8. Are the students experiences broad and balanced

9. Do you use combinations of:

● Online engagement with teachers/peers
● Physical and emotional wellbeing activities
● Activities incorporating English, Math, Science
● Practical tasks incl. communication/collaboration
● Application of tasks across contexts

Selecting Strategies

Do you incorporate the following strategies: May 2020 Added to

Status Action Plan

1. Recorded demonstrations of activities

2. Use of technology, applications, online access

3. Personalised videos appropriate to needs

4. Guidance on embedding therapeutic approaches

5. Choices

6. Live and shared activities

7. Daily feedback

Created by Louise Dawson Page 4 of 5

Promoting participation and progress

Do you incorporate the following strategies to support May 2020 Added to

scaffolding and differentiation: Status Action Plan

1. Adult prompts

2. Visual timetables

3. Reward systems

4. Behaviour support plans

5. Additional services such as counselling or therapy

Providing Support for Parents

May 2020 Added to

Status Action Plan

1. Have you signposted parents to support networks

2. Have you supplied parents with learning plans,

timetables, resources and activity guidelines

3. Have you provided methods for parents to directly and

quickly access support

4. Have you connected with the parent and children to

monitor well being and provide ongoing support

-- Good Job --

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Created by Louise Dawson Page 5 of 5