APDR – Review

• Pupil, parent and staff voice feedback on progress using Person Centred review and planning tools.
• Repeating the baseline assessment, you conducted before putting in place an intervention, is a good way to measure what progress has been made.
• The Boxall profile can be repeated at intervals (before or after an intervention) or 2/3 times a year. Boxall Profile Online®
• Targeted measured evaluation (TME) of SMART (Specific, Measurable, Achievable, Realistic and Time bound) targets should be reviewed.
• Tracking attendance levels (per term and per academic year)
• Progress against academic targets
• Attendance data improvement (per term and per academic year).

It is important to ensure that you look at the data collected in the review stage carefully.

Asking yourself questions such as:

• has there been an improvement in the child’s social, emotional and mental health observed generally around the school?
• Does the data support this view?
• If the data has not shown a positive change, why hasn’t the support helped?
• Does the intervention need to change or be re-delivered?

Having a reflective conversation regarding the data with a colleague will help to ensure an informed decision on how to move forward is made.

It’s anticipated that most young people will make the expected progress.

A small number of pupils may not make the expected academic progress despite the “Assess, Plan, Do, Review” cycle.

In this event schools or parents / carers may consider requesting a statutory assessment.

The education, health and care needs-based assessment will help determine whether an EHCP is required. The EHCP is a legal document that enables provision to be made by schools. This provision is in addition to and different from what is ordinarily available in a mainstream setting and more than the ‘reasonable adjustments’ required by every school for disabled children under the equalities act.

The EHCP replaces the previous legal document which was known as a statement of special educational needs and the learning difficulties assessment (LDA). The EHCP is for children and young people aged 0-25 years with the most complex needs.

A traditional Nurture group is one where the pupils and young people attend 4-5 times per week for at least 12 weeks. The Nurture group is facilitated by two Nurture staff; the pupils are selected for this group using the Boxall profile assessment tool, along with the school’s background knowledge of the child/young person’s life.

Closer partnership working between parents and carers may be needed at a targeted level compared to that which occurs at a universal level. TAC meetings are central to the process including services stepping in and out from the team depending on progress and pupil need. This collaboration should encourage parties to meet to consider the needs of the child or young person. Conversations will centre around questions such as, how does this differ? How is it similar? Do they share concerns? How can each party support progress?

These can be useful tools to consider for creative problem-solving.