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.
ADHD Friendly Schools Quality Mark – Self-Audit Document © ADHD Foundation October 2016
Learning and
Teaching
Environment &
Support
Behaviour Leading
Parent Engagement
& External
Partnerships
ADHD Friendly Schools Quality Mark – Self-Audit Document © ADHD Foundation October 2016
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
ADHD Friendly Schools Quality Mark – Self-Audit Document © ADHD Foundation October 2016
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
ADHD Friendly Schools Quality Mark – Self-Audit Document © ADHD Foundation October 2016
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
ADHD Friendly Schools Quality Mark – Self-Audit Document © ADHD Foundation October 2016
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
ADHD Friendly Schools Quality Mark – Self-Audit Document © ADHD Foundation October 2016
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
ADHD Friendly Schools Quality Mark – Self-Audit Document © ADHD Foundation October 2016
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
IDENTIFY DEVELOPING EMBEDDED ADVANCING
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
ADHD Friendly Schools Quality Mark – Self-Audit Document © ADHD Foundation October 2016
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
ADHD Friendly Schools Quality Mark – Self-Audit Document © ADHD Foundation October 2016
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.’
IDENTIFY DEVELOPING EMBEDDED ADVANCING
4.4 Induction – All staff have a clear programme of on-going support within their induction to fully Understand and Manage ADHD
AFS 4
ADHD Friendly Schools Quality Mark – Self-Audit Document © ADHD Foundation October 2016
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
ADHD Friendly Schools Quality Mark – Self-Audit Document © ADHD Foundation October 2016
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