Audience: Inclusion Lead, SENCO, Senior Leaders, HLTA & TAs
Cost: £100+VAT per school (bring as many team members as you wish.)
Programme: The new Ofsted Inspection Framework presents fresh challenges to SENCOs and Inclusion leads. This session responds to this challenge by offering clear insight into the questions inspectors ask, the evidence they review and the areas they explore in depth.
Drawing on lived experience of the new inspection process, this session equips leaders with an understanding of what to expect and how they can confidently articulate strategy, provision and demonstrable impact for disadvantaged pupils and those with SEND.
- Pre-Inspection Preparation: The key information that proved most valuable to have prepared in advance, including how documentation, pupil information and strategic overviews were organised and presented.
- Inspection Case Sampling: How case sample pupils were selected, what documentation was requested and how inspectors cross referenced SEN support plans with classroom practice.
- Day 1 – Evidence-Based SEND Provision: How inspectors triangulated discussions, learning walks and documentation. What they looked for in classrooms, how learning walks were conducted alongside the SENCO and the depth of knowledge expected from subject and middle leaders regarding disadvantaged pupils and those with SEND.
- Day 2 – Intensified Focus on Specific Disadvantaged Groups: How the inspection shifted towards a more in depth look at one disadvantaged group, including scrutiny of funding decisions, attendance and behaviour data, classroom provision and how tailored strategies differed from other disadvantaged groups
Catherine Reynolds is a SENCO with 18 years’ experience. She is the Inclusion Lead and Assistant Headteacher at a two-form entry primary school. She works closely with staff, families and external agencies, leading inclusion and shaping whole-school strategy, including during the new OFSTED inspection process. Catherine is a dedicated advocate for children with SEND, driven by a belief that every child should be fully included, thrive, and achieve.