ADHD FRIENDLY SCHOOLS SELF-AUDIT DOCUMENT · ADHD FRIENDLY SCHOOLS SELF-AUDIT DOCUMENT ... “ADHD is a chronic condition marked by persistent ... There is evidence within workbooks

ADHD Friendly Schools Quality Mark – Self-Audit Document © ADHD Foundation October 2016

ADHD FRIENDLY SCHOOLS

SELF-AUDIT DOCUMENT

Name of School/College:

Name of Contact:

Please use this document to establish where you are now and identify what you need to do next. This information will form the basis of your

assessment

“ADHD is a chronic condition marked by persistent inattention, hyperactivity and sometimes impulsivity. This will result in an inability to sit

still, trouble paying attention and focussing on tasks and acting without thinking. This will have a negative impact on executive functioning

and will require support in the learning environment.”

Disclaimer: The ADHD Foundation are not responsible for the academic attainment achieved by individuals or the education provided by

individual schools/colleges as a result of achieving the ADHD Friendly Schools accreditation.


Learning and

Teaching

Environment &

Support

Behaviour Leading

Parent Engagement

& External

Partnerships


Leadership and Management

Criteria IDENTIFY DEVELOPING EMBEDDED ADVANCING 1.1 School Development Plan – There is clear evidence and targets

that address all of the ADHD Friendly Schools criteria. There will be involvement from all stakeholders:

Staff (including a designated lead)

Parents

Pupils

Governors (including an SEND link governor) These targets will filter through to individual subject and pastoral plans and evaluated through SLT, SMT and Governors meetings.

1.2 Whole School Policies – Policies have been designed to meet the needs of all pupils with an ADHD diagnosis or who are presenting characteristics. Particular reference will be found in:

Learning and Teaching

Behaviour Leading

SEND and Inclusion

Assessment and Monitoring

Enrichment and Reward

Pupil Premium

Parental Engagement and Partnerships

Attendance and Exclusions

1.3 Staff Training/CPD – All staff have experienced up to date and relevant training in Understanding and Managing ADHD and there is on-going evidence of this in their planning of lessons, curriculum structure, pastoral programmes and social times (Break/Lunch).

AFS 1


1.4 Data Management – Continued monitoring of data to ensure

progress over time for pupils with ADHD or presenting characteristics. Focus should be:

The numbers of pupils in this group

Additional support which is put in place and what the impact is of this. Key indicators being attainment, reward points, behaviour incidents, exclusions and attendance

Number and impact of those requiring external support or an alternative curriculum

Engagement of parents in the progress of their child to include meetings and parent training

IDENTIFY DEVELOPING

EMBEDDED ADVANCING

1.5 Resources – Clear evidence that resources have been allocated effectively to implement all targets within ADHD Friendly Schools criteria. There are measurable outcomes.

1.6 Peer & External Support – Staff work together to share good practice through existing peer support programmes within the school improvement plan. Additional external support is sought from external agencies including the ADHD Foundation.

1.7 Celebrate Success – All staff actively promote ADHD Friendly Schools and reward progress through a range of activities to improve self-esteem and resilience in those with ADHD or presenting characteristics. Positive case studies will be entered into the national annual awards.

1.8 Social Media – The organisation will be part of the ADHD Friendly Schools community and share success, engage in debate and positively promote good practice.

1.9 Data Sharing – The organisation will complete an annual data request return to the ADHD Foundation

AFS 1


Learning and Teaching

Criteria IDENTIFY DEVELOPING EMBEDDED ADVANCING 2.1 Knowledge:

Evidence that all staff have received training and demonstrate this in their practice

Teachers and support staff adapt their teaching style to enable the ADHD pupil to make at least expected progress

Lead staff share their expertise and have a sound knowledge of indicators, interventions and teaching strategies

2.2 Early Identification and Assessment:

All staff are aware of the indicators for ADHD and how these may vary between boys and girls

In school screening, maybe using QB Check, takes place and support given to parents for the referral process

Evidence of regular monitoring of pupils progress and targets through a range of measures in addition to attainment

A clear strategy of provision, support and intervention and measurement of impact as a result.

2.3 Learning Programmes:

Teachers have a clear understanding of the pupils starting points and characteristics to include all co-morbidities and how this will delay learning – Pen Portraits/IEP

Teachers and support staff know the learning styles of their pupils and adapt to support these

Information is delivered in manageable and time phased chunks

AFS 2


Opportunities to reflect and secure learning are built in through Dedicated Improvement and Reflection Time (DIRT)

Opportunities to present understanding in a variety of formats matches the learning styles and strengths of the learner. This will be a multi-sensory approach

Learners are able to work in a variety of groups to both support and challenge

Opportunity for movement built into the lesson to enable those who are more hyperactive to succeed

Additional learning and organisational tools are consistently used to support the learning process

There is 1:1 and small group provision available where determined by need

Learner anxiety is reduced to allow progress and success. Additional support given to ensure emotional regulation

There are clear rules and support during transition between activities

Information about learners is readily available for supply and cover staff

IDENTIFY DEVELOPING EMBEDDED ADVANCING

2.4 Marking and Assessment:

There is clear evidence of positive and constructive marking to build self-esteem and reduce learner anxiety

There is evidence within workbooks that corrections and support to correct has taken place to secure learning

Appropriate adjustments have been made for both internal and external examinations

2.5 Attainment:

Increased percentage of learner reaching national expected levels at KS2 or achieving Progress 8 expected measures

AFS 2


Behaviour Leading

Criteria IDENTIFY DEVELOPING EMBEDDED ADVANCING 3.1 Structure:

There is a clear and consistent policy in place to support learners in all aspects of school life

All learners understand the differences in their peers which may result in additional support to help them comply with the policy – Code of Conduct/Class Expectations

Positive relationships are built and developed within all classrooms to provide the basis of co-operation

The structure of learning activities must allow time for growth allowing learning how to correct mistakes, time to think and understand consequences of actions and how this impacts on others

3.2 Leading:

Evidence of consistent and fair discipline through mutual respect across the organisation

Reward the behaviour you want to see more of

Staff refrain from ‘nagging’ as this can reinforce a learners concept of how to get attention

Staff discuss and support pre-determined consequences to poor behaviour and stick to them

Staff remain calm, speak to diffuse and use pre-determined systems to maintain the classroom norm

Staff observe and manage characteristics of learner anxiety to prevent escalation – early identification

AFS 3


Discipline is appropriate, fair and proportionate. Staff refrain from threats of what will happen ‘if’ and explain the consequence and follow through

Staff listen to learners and understand that it is not always what is said that represents why a behaviour took place

Staff always look for the good in the learner – this may not always be linked to achievement

Staff encourage development of social training within the classroom and don’t presume that the ADHD learner already have the skills needed to be included or be part of a team

Staff encourage all learners and praise their effort and process as well as progress

Staff do not ridicule or criticise and they understand that learner with ADHD find keeping control more difficult than their peers. They are as generous with praise as they are challenge

Staff determine the outcome they are trying to attain prior to confronting a situation

Staff do not publicly talk about the ADHD learner if additional support is called for

Rewards are attainable for all learners in the classroom

Staff don’t continue to punish learners for something they did last week or term. They avoid labelling


3.3 Transitions – Staff support learners between activities in the classroom and around the school. They are aware that there are a number of distractions and sometimes confusion as to what is expected in a timely manner. Be consistent, challenge and reward to embed the required, positive behaviour

AFS 3


Environment and Support

Criteria IDENTIFY DEVELOPING EMBEDDED ADVANCING 4.1 Classroom Structure:

Learners with ADHD are sat by good role models or buddies which will help and encourage them to stay on task

Learners with ADHD are sat away from distractions such as windows, doors, walking routes or at the back of the classroom

Staff provide clear instructions to settle the ADHD learner and ensure they have a full understanding of the requirements of the task

Staff develop movement systems, such as traffic lights or key phrases to manage movement between tasks and classrooms

Visual prompts are used to assist with task instructions, time on task and organisation of learner time

Changes to timetable or activities are shared with the ADHD learner in advance to avoid creating confusion and anxiety

4.2 Environment:

Staff avoid creating ‘busy and vibrant’ displays which can be a distraction – ADHD learners are appropriately seated

Classrooms are tidy and calm

Displays are relevant to current learning to visually support learners

AFS 4


4.3 Interventions:

Academic support is provided to accommodate all additional needs of the ADHD learner

A comprehensive pastoral programme, including small group or 1:1 interventions is in place to support with both emotional and social skills

Consideration is given to the ADHD learner who is on medication and supportive measures are built into their school day. Staff recognise and provide preventative measures to support success and reduce ‘hot spots.’ This will also be available to those not medicated or are displaying ADHD characteristics

Learners have access to a keyworker who can support them on a daily basis if required

Learners are not removed from subjects/activities where they find success

Rewards are accessible to all learners

Therapeutic intervention is provided by a suitably qualified person where dictated by need. This could be external support

Transition between key stages and schools is supported through a series of support and meetings involving staff, pupils and parents. This is then monitored and outcomes inform IEP/IBP’s

Alternative curriculum is provided with clear targets and monitored outcomes and is not just ‘filling time.’


4.4 Induction – All staff have a clear programme of on-going support within their induction to fully Understand and Manage ADHD

AFS 4


Physical Activity, Nutrition and Hygiene

Criteria IDENTIFY DEVELOPING EMBEDDED ADVANCING 5.1 Physical Intervention:

All learners receive a minimum of 2 hours of physical activity in curriculum time

ADHD learners and those presenting hyperactivity characteristics have additional physical activity built into their timetable and is a positive intervention of which the impact is monitored

ADHD learners are supported with their social skills and emotional resilience to be able to have successful membership in school teams and clubs

ADHD learners have equal access to leadership opportunities and are supported to be successful. PE is often a strength and so this can be developed to build self-esteem and transferrable skills across the curriculum

5.2 Nutrition:

Learners and Parents are provided with training to develop a greater understanding of how nutrition can have a positive and negative impact on ADHD symptoms – impact monitored

5.3 Hygiene:

Guidance is given to learners to ensure a good standard of personal hygiene which may be affected through poor organisation

Learners are given instruction about good sleep hygiene

AFS 5

AFS 5


Parental Engagement and External Partnerships

Criteria IDENTIFY DEVELOPING EMBEDDED ADVANCING 6.1 Parent Engagement:

All parents of learners with ADHD or presenting characteristics have a meeting prior to starting the school to establish a clear picture of need, reservations and support. Ongoing support is provided to ensure a smooth transition and continues throughout the learners time with the organisation

Parents are provided with an equal measure of praise and challenge and are involved in supporting the learner as a dual process

All parents are invited to attend a parenting programme which will be led by a school based licensed instructor (following training from the ADHD Foundation)

School lead a parent support group to reduce the impact of feeling isolated for parents and also an opportunity to share good news/stories. This can also be a platform for group activities involving both the parents and learners. The frequency of this to be set by school/parents.

6.2 External Partnerships:

Evidence of quality enrichment and alternative provisions are provided and the impact monitored to add value to the learners educational and holistic experience

The school accesses CAMHS and additional specialist support dictated by need

Screening and referrals are made, followed up and acted upon

AFS 6

AFS 6

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ADHD FRIENDLY SCHOOLS SELF-AUDIT DOCUMENT · ADHD FRIENDLY SCHOOLS SELF-AUDIT DOCUMENT ... “ADHD is a chronic condition marked by persistent ... There is evidence within workbooks