Reflecting on Practice and Quality Assurance
In Doncaster we expect all practitioners to work in a reflective way. This is an important process to ensure effective practice for children and young people with Special Educational Needs and Disabilities. This page provides information and resources for reflective working and quality assurance measures relating to Special Educational Needs and Disabilities.
On this page, you can find:
Local Authority Quality Assurance
Within the local authority provision and plans for children and young people with Special Educational Needs and Disabilities are consistently quality assured by multi-agency teams to ensure consistency and high quality provision, support and documentation.
School Improvement Advisers for Inclusion and SEND
Role
Aims
- To ork with schools to effectively implement the local Graduated Approach.
- To support schools to use the CPD and resources available to meet SEND/vulnerable learners access appropriate provision and achieve appropriate yet aspirational outcomes.
- To ensure schools use notional funding and their allocated high needs funding and to ensure efficient and effective impacts including achievement (Support and Challenge Standards and Effectiveness).
- Promote effective and joined up transition policy in schools to enable successful key phase transitions for our vulnerable children and young people
- To coordinate, support and monitor projects to develop inclusive practice in schools to show quantified improvements (e.g. PINS).
- To develop a differentiated model of peer review and support for Whole School SEND with the LA.
Process
- Inclusion Enhancement Review Process Steps-1
- Download (192KB - PDF)
Contact Details
Initial point of contact for settings should be with their locality adviser.
Each adviser has specific specialisms and areas of expertise therefore specific pieces of work may be signposted to a different locality officer dependent on the needs of the setting.
Further Reading
ERA Cycle
The ERA cycle (Jasper, 2013) is one of the most simple models of reflection and contains only three stages:
- Experience
- Reflection
- Action
The cycle shows that we will start with an experience, either something we have been through before or something completely new to us. This experience can be positive or negative and may be related to our work or something else. Once something has been experienced we will start to reflect on what happened. This will allow us to think through the experience, examine our feelings about what happened and decide on the next steps. This leads to the final element of the cycle - taking an action. What we do as a result of an experience will be different depending on the individual. This action will result in another experience and the cycle will continue.
Gibbs' Reflective Cycle
Gibbs' Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences. It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn’t go well. It covers 6 stages:
- Description of the experience
- Feelings and thoughts about the experience
- Evaluation of the experience, both good and bad
- Analysis to make sense of the situation
- Conclusion about what you learned and what you could have done differently
- Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate
The What Model
This is a reflective model by Rolfe et al. (2001) which explore 3 simple questions:
1. What...?
2. So what...?
3. Now what...?
ReflectiveModelRolfe.pdf (cumbria.ac.uk)
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