Session 3 of 3: Monitoring and Review
- Online
- 30 Nov 2026 (13:45 - 14:45)
Led by Becky Jones, Director of SEND, Inclusion and Vulnerable Groups, GLF Schools.
The final session focuses on how you monitor and review provision across a school group so that it genuinely improves outcomes. We look at the full range of monitoring activities available to system leaders, from learning walks, work scrutiny and provision-map sampling to pupil voice, attendance analysis and intervention monitoring, and how to keep them proportionate and purposeful rather than compliance-driven. Grounded in the graduated approach and in real case studies, we consider how to bring class teachers, teaching assistants, subject leads and external specialists into a shared review cycle.
The emphasis throughout is on meaningful review: knowing whether every child, especially those most vulnerable to low outcomes, is learning and remembering more over time and feels a sense of belonging. You will leave with ideas for a review model that turns monitoring data into decisions and change, so that every leader becomes a leader of all children.
This is the third of three sessions. You must book on all three sessions to participate.
Online
Suitable for: Senior Leader, Inclusion Manager/Leader, Governor
Meet your trainer
Rebecca (Becky) Jones
Becky is an Executive Assistant Headteacher and Inclusion Lead across 5 Primary Schools in Oxfordshire run by the Multi-Academy Trust GLF Schools. She has previously held positions as Headteacher of Ambitious about Autism’s Treehouse School in North London and as Acting SENCO in a large secondary comprehensive. Becky holds Qualified Teacher Status (QTS) and completed an MSc in Psychology of Education at the Institute of Education, a Post-Graduate Diploma in Applied Behaviour Analysis at Bangor University and holds the NASENCO Award through Oxford Brookes University. She is a Specialist Leader in Education in the area of SEND. In her role as SEN Improvement Lead across GLF Schools, Becky currently leads the GLF Primary SENCO Network, facilitating exchanges of good practice between schools across the MAT. Becky has experience of designing and implementing SEND-specialist CPD programmes and developed a Teaching and Learning Policy based around current research on Cognitive Load Therapy. Becky has a sound knowledge of SEND practice, policies and research and is dedicated to improving education for children and young people with SEND.
