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Getting to know the materials: Using the P scales Ann Fergusson University of Northampton.

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Presentation on theme: "Getting to know the materials: Using the P scales Ann Fergusson University of Northampton."— Presentation transcript:

1 Getting to know the materials: Using the P scales Ann Fergusson University of Northampton

2 Complementary materials Using the P scales + DVD Planning, teaching and assessing the curriculum for pupils with learning difficulties: * General Guidance * Developing Skills

3 Assessment Celebrating achievement! P scales - one part of assessment process Range of assessment tools – fit for purpose Evidence of learning and responses Best fit approaches Professional dialogue - is key


5 Pupil profiles Often uneven profiles Expectations will vary according to age and prior attainment Progress is not one dimensional

6 Linear and Lateral progress Identify progress within a P level Need to look for all forms of progress Informed by a range of assessment processes and tools Planning, teaching and assessing the curriculum for pupils with learning difficulties guidance and tools

7 General Guidance Acknowledges diversity Guidance - learning opportunities Frameworks - planning for progression - recognising attainment

8 Recognising attainment Encounter Awareness Attention and response Engagement Participation Involvement Gaining skills and understanding

9 ACTIVITY Getting to know Ethan: Baseline assessment Information from all those who know him Find some starting points for planning

10 Maximising learning and progress: 1 Influential factors: holistic view priority needs, developing skills and teaching approaches Evidence of progress

11 Planning for progression Skill development Breadth of curricular content Contexts for learning Variety of support Range of teaching methods Negotiated learning Application of learning to new settings Strategies for independence

12 ACTIVITY Moving on: Lauryn How do her responses vary between contexts? What influences these differences? Reflect on evidence from different settings

13 Maximising learning and progress: 2 Influences: contextual factors Vary teaching – pace, style, approaches Motivating and meaningful Using and transferring skills Getting ready to learn Contexts for learning

14 Progress within a level Establish key cross-curricular, functional skills Skills for learning and thinking Personal and other priorities Range of opportunities - to broaden contexts of learning and to enable lateral progression Consistency of staff responses

15 Discussion share interpretations and judgements - responses and progress identifies context-specific /influential factors - learning and responding enables progress to be more effectively identified and planned promotes consistency in responding to learner

16 © Crown copyright 2009 Slide 16 Progression Guidance Project Education Show March 2009

17 © Crown copyright 2009 Slide 17 Aims To familiarise delegates with the Progression Guidance Project, particularly; Purpose, structure, content Process and principles Linked initiatives Electronic professional development module Using data to make judgements about progress.

18 © Crown copyright 2009 Slide 18 Progression Guidance Project Between April 1st 2008 and July 2009 the Department for Children Schools and Families (DCSF) are working in collaboration with the National Strategies to develop progression guidance for pupils with SEN/LDD including those working below level 1 of the National Curriculum.

19 © Crown copyright 2009 Slide 19 The progression guidance has been developed as part of the response to commitments made in: The Childrens plan 2007 To spend £18 million over the next three years to improve the quality of teaching for children with special educational needs, including; better data for schools on how well children with special educational needs are progressing that professionals need better information to understand what constitutes good progress for children identified with different types of educational needs, which can also form the basis of evidence-based discussions, support and challenge about each schools performance in this area with Ofsted and School Improvement Partners. (not sure where this ones from) The Childrens Plan One Year On: a progress report (2008); to provide better data for schools on how well children with special educational needs are progressing.

20 © Crown copyright 2009 Slide 20

21 © Crown copyright 2009 Slide 21 The SEN Progression and RAISEonline: Principles April High expectations are key to securing good progress 2.Age and prior attainment, as opposed to primary need, are used to inform expectations of pupil progress 3.Moderation is key to improving the reliability of teacher assessment

22 © Crown copyright 2009 Slide 22 Comments on the revised principles March High expectations are key to securing good progress 2.Accurate assessment is essential to securing and measuring pupil progress 3.Age and prior attainment are the starting points for developing expectations of pupil progress

23 © Crown copyright 2009 Slide 23 HMI 2004: Judging Achievement – Year Groups Ofsted developed some initial judgements about progress as; Inadequate Satisfactory Good Outstanding

24 © Crown copyright 2009 Slide 24 Using the data The Progression Guidance is not intended to replicate this The data in this guidance will support schools, LAs and SIPs to develop their own skills to be more able to evaluate progress and set targets The data, as always, is only the beginning of the story…..Its how we use it to inform teaching and learning to ensure achievement for all.

25 © Crown copyright 2009 Slide KS1 to KS2 P level data1.1a English 1.1b Reading 1.1c Writing 1.2a Maths 1.2b Using &Applyi ng 1.2c Number 1.2d Shape& Space 1.3a Science 1.3b Scientific Enquiry 1.3c Life Processes 1.3d Materials 1.3e Physical Properties KS1 to KS2 W – Level 51.4a English1.4b Maths 2. KS2 to KS3 P level data2.1a English2.1b. Reading2.1c. Writing 2.2a Maths2.2b. Using &Applying 2.2c. Number 2.2d Shape &Space 2.3a Science 2.3b Scientific Enquiry 2.3c Life Processes 2.3d Materials 2.3e Physical Properties KS2 to KS3 W to Level 82.4a English2.4b Maths KS3 to KS4 W to GCSE (No P scale information) 3.1a English3.1b Maths 4. KS2 to KS4 W to Level 54.1a English4.1b Maths Available data

26 © Crown copyright 2009 Slide 26

27 © Crown copyright 2009 Slide 27 English KS1 to KS2 matrices 1 level progress 2 levels progress 3 level + progress

28 © Crown copyright 2009 Slide 28 Point scoresWhole & sub levels Ranges for converting APS back to P scales/levels 0.5P1i>=0 and < P1ii>=0.6 and < P2i>=0.8 and <1 1.1P2ii>=1and < P3i>=1.2 and < P3ii>=1.4 and <1.6 2P4>=1.6 and <2.4 3P5>=2.4 and <3.4 4P6>=3.4 and <4.4 5P7>=4.4 and <5.4 6P8>=5.4 and <6.4 7L1c>=6.4 and <8 9L1b>=8 and <10 11L1a>=10 and <12

29 © Crown copyright 2009 Slide 29

30 © Crown copyright 2009 Slide 30 MATHS KS2 ( 2004) to KS3 ( 2007) KS2 prior attainment KS3 LQ KS3 Median result KS3 UQ P1(i) P1(ii) P2(i)P3(i) P2(i) P3(i) P2(ii) P3(i)P3(ii) P3(i)P2(ii)P3(i)P3(ii) P4 P5 P6P7 P6 P7P8 P7 P8L1C P8 L1CL1B

31 © Crown copyright 2009 Slide 31 Introduction and overview Determining good progress Understanding national & local data Evaluating school performance Informing teaching and learning Setting targets Resources Section The effective use of data to support the evaluation of progress and outcomes for pupils identified as having SEN/LDD

32 © Crown copyright 2009 Slide 32 Using data to inform teaching & learning In this section we will explore some of the key principles relating to teaching and learning for pupils identified as having SEN/LDD. We will also consider how data is used to inform the quality of teaching and learning for these pupils within mainstream schools, special schools and PRUs. A Pedagogy For All Assessment Improving Subject Knowledge Evaluating Interventions Click on the links to find out more information

33 © Crown copyright 2009 Slide 33 Using data to inform teaching & learning: Pedagogy for All Whole school pedagogy It is helpful to consider this professional knowledge as four interrelated domains. Quality First Teaching (QFT) is the entitlement for all children including those identified as having SEN / LDD. It is important that mainstream and special schools and PRus access current resources in the development of effective whole school pedagogy. These can then be used as a sound and proven base on which to build more individualised and targeted practice.

34 © Crown copyright 2009 Slide 34 Using data to inform teaching and learning: Assessment: The 2020 Vision Report saw the analysis and use of data as a key area for development. It focused, in particular, on assessment for learning. This National Strategies flow chart illustrates the importance of assessment in identifying pupils and determining and evaluating the impact of curricular targets and provision on their progress. Schools use a variety of assessment data to identify which pupils are not making sufficient progress based on their age and prior attainment. Accurate assessment is a vital component in developing an understanding of how pupils are progressing and in planning teaching and learning. Reflections…….( see notes) For further information about Assessment for Learning go to : AfL primary AfL secondaryAfL primaryAfL secondary

35 © Crown copyright 2009 Slide 35 Using data to inform teaching and learning: Improving subject knowledge Lets have a closer look at how a variety of schools use data to improve subject teaching…………. At XXX school (a secondary special school for pupils with complex needs) staff assess progress using National Curriculum levels (and sub-levels) in relation to different attainment targets. They began by tracking progress in core subjects, then moved on to Foundation subjects. This helps teachers to identify patterns in progress across the curriculum. What patterns can you see beginning to emerge? What do you suggest the school should do as a result? Emerging issues can then be addressed through changes to teaching content or subject plans for individuals, classes or departments. ACADEMIC YEAR SCIENCE SEPTEMBER BASELINE LEVELS SCIENCE END OF YEAR TARGET LEVELS SCIENCE FIRST ASSESSMENT LEVELS SCIENCE SECOND ASSESSMENT LEVELS YEAR 9 SCIENCE COHORT AT1AT2AT3AT4 LEVEL AT1AT2AT3AT4LEVELAT1AT2AT3AT4LEVELAT1AT2AT3AT4LEVEL PUPIL A 3a 4b 4c4b3a4c 4b4c PUPIL B4b4a4b3a4c5c5b 4a5c4a5c4b4c4b5c 4a4c PUPIL C2a 3c 2a PUPIL D4b4a4b4c4b5c5b 5c5b4a5c4b 4a5c5b4b PUPIL E2b 2c 2b2a 2b 2a2b2a2c 2b 2a2c PUPIL F4c 3a4c4a 4b4a3b3a4c3b 3a4b3b PUPIL G3a4c 3a 4b 4c4b3a4b4c3a 4c4b4c3a PUPIL H2a 3c 2a3c2a3c2a 3c2a3c PUPIL I4b4a 4c4b5c5b 5c5b4a5c4a 5c 4a PUPIL J4b4c4b4c4b5c4a5c4a5c4a 4b4a PUPIL K4b4a 4c4b4a5b 4a 4b5c4a4b4a 5c 4b

36 © Crown copyright 2009 Slide 36 Filming: 5 schools Mainstream secondary Mainstream primary Special SLD/PMLD Special ASD Special non-maintained BESD

37 © Crown copyright 2009 Slide 37 Talking Heads Overview: Sue Hackman Local and national data: Chris Beek Evaluation school performance: Adrian Percival Determining progress: Philippa Stobbs Setting Targets: Tony Mulhearn

38 © Crown copyright 2009 Slide 38

39 © Crown copyright 2009 Slide 39 Local authorities will receive notification of the publication of the Progression Guidance Booklet in June and will be able to order the booklet on behalf of their schools. The guidance booklet, alongside all the other materials will be available on NSonline by mid July. clusion/specialeducationalneeds clusion/specialeducationalneeds

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