1. Getting to know the materials: Using the P scales
Demonstrate the content and key messages from the materials themselves
Welcome comments and sharing of experiences
Session will put assessment firmly within the planning, teaching and assessment cycle.
focus on P1-3 and other new aspects, but often applicable across the range.
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
Focus on the 2 sets of updated materials
Interdependent – complement each other
Both planned to be used flexibly…pick & mix!
P scales – look at aspects of the written guidance and see some examples of the teacher reflections and pupil case studies
P,T & A – highlight 2 of the booklets specifically.
Previous experience shown not as familiar as subject booklets

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
Must not lose sight of acknowledging achievements,
partic at P1->3
Schools will have or develop a battery of assessment tools
eg specialist schedules to help identify early responses as potentially affective communicative modes, routes to plan and map early cognitive development, functional assessments to clarify sensory needs and preferences
Routine observations/assessments and sharing information are also key
Using P scales for Assessment p….

5. Pupil profiles Often uneven profiles
Expectations will vary according to age and prior attainment
Progress is not one dimensional
Learning of this pupil group often presents as a ‘spiky’ profiles … number of reasons
School example of Maleeha p….
– attainment varies P2  P5Maleeha
** ** Maleeha case study

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
Progress is often context-specific – hence the uneven profiles
We need to be clear about when and where attainment and progress is being made
Then we can actively plan for opportunities to develop range of contexts

7. General Guidance Acknowledges diversity Guidance
- learning opportunities
Frameworks
- planning for progression
- recognising attainment
General Guidelines - offer support for both
This guidance is cross-curricular in nature.
Responds to the diverse populations and uneven profiles
2 frameworks, that can be used for either planning or assessment

8. Recognising attainment
Encounter
Awareness
Attention and response
Engagement
Participation
Involvement
Gaining skills and understanding
Partic valuable for P1-3 to look at progress WITHIN a P level
Charts the progress into developing anticipatory skills and intentionality – once this emerges, pupils are able to predict what’s going to happen/understand expectations & then able to be more actively involved
Widely used for a number of more subjective/qualitative assessments and observations of eg Int Int
** Lauryn – showing diff levels of responding
ACTIVITY-sheets

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
Ongoing assessment key to develop most effective ways to enable learning and progress to be made
What are the essentials – pre-requisites to learning?
## Developing skills bklt:
Holistic needs – therapeutic and other
Comfort for learning,- positioning, access, lighting levels
Behaviour for learning - working with others, turn-taking, attention span
** Getting ready to learn

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
HANDOUT:
Skills/curricular - NC and other; new skills, established skills, emerging skills
Contexts – here incl the 1:1, paired work, sm gp, whole class progression
Also – learning environments.eg specialist room v classroom, familiar v new etc
Support – from staff (which- regular/familiar, less predictable), peers, by equipment
Negotiated – tolerance levels, duration, context
Generalisation - established skills but developing confidence/fluency
** Contexts for Learning
ACTIVITY- sheets

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
Ongoing assessment key to develop most effective ways to enable learning and progress to be made
What are the essentials – pre-requisites to learning?
## Developing skills bklt:
Holistic needs – therapeutic and other
Comfort for learning,- positioning, access, lighting levels
Behaviour for learning - working with others, turn-taking, attention span
** Getting ready to learn

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
Materials include 3 case studies of pupils who are on the cusp of progressing from P3 P4
They have very different strengths, needs and interests
Case studies show a ‘snapshot’ on 1 day
Do not necessarily show the path leading to this – short term ( as before, eg physical preparation) or long term ( time taken to get to this point)

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
Discussion is a vital part of the process
By shared understanding, shared goals and approaches we are giving learners a greater chance of success
Staff too benefit from this opportunity – particularly new or less experienced

16. Progression Guidance Project
Education Show March 2009

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. 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. The progression guidance has been developed as part of the response to commitments made in:
The Children’s 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 school’s performance in this area with Ofsted and School Improvement Partners. (not sure where this one’s from)
The Children’s 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. Talk to the flow chart.
Start with the orange column – really emphasise the consultation
The purple boxes detail the products - self explanatory but good to note the link to the new OfSTED materials and the alignment of this work with OfSTED. Janet Thompson, HMI is on the project board and the RAISE working group.
The blue boxes detail the links. Very important for people to understand the involvement of OfSTED, QCA etc

21. The SEN Progression and RAISEonline: Principles April 2008
High expectations are key to securing good progress
Age and prior attainment, as opposed to primary need, are used to inform expectations of pupil progress
Moderation is key to improving the reliability of teacher assessment 21

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

23. HMI 2004: Judging Achievement – Year Groups
Ofsted developed some initial judgements about progress as;
Inadequate
Satisfactory
Good
Outstanding

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…..It’s how we use it to inform teaching and learning to ensure achievement for all.

25. Available data 1. KS1 to KS2 P level data 1.1a English 1.1b Reading
1.1c
Writing
1.2a
Maths
1.2b
Using &Applying
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 5
1.4a English
1.4b Maths
2. KS2 to KS3 P level data
2.1a English
2.1b. Reading
2.1c. Writing
2.2a Maths
2.2b.
Using
&Applying
2.2c.
2.2d
Shape
&Space
2.3a
2.3b
2.3c
2.3d
2.3e
KS2 to KS3 ‘W’ to Level 8
2.4a English
2.4b Maths
KS3 to KS4
‘W’ to GCSE (No P scale
information)
3.1a English
3.1b Maths
4. KS2 to KS4 ‘W’ to Level 5
4.1a English
4.1b Maths
Two data sets:
1. P level data gathered from a variety of sources…… collection
2. National data for 2007 from ‘W’ onwards
Available data

26. DRAFT NB For the purpose of the analysis a progress level equates to:
L3 upwards -Whole levels
KS1 ----L1-2 -Sub levels between 1c and 2
KS2--- L1- Sub levels
P Whole P levels
P P scale sub levels

27. DRAFT English KS1 to KS2 matrices 1 level progress 2 levels progress

28. Ranges for converting APS back to
Point scores
Whole & sub levels
Ranges for converting APS back to
P scales/levels
0.5
P1i
>=0 and <0.6
0.7
P1ii
>=0.6 and <0.8
0.9
P2i
>=0.8 and <1
1.1
P2ii
>=1and <1.2
1.3
P3i
>=1.2 and <1.4
1.5
P3ii
>=1.4 and <1.6 2 P4
>=1.6 and <2.4 3 P5
>=2.4 and <3.4 4 P6
>=3.4 and <4.4 5 P7
>=4.4 and <5.4 6 P8
>=5.4 and <6.4 7
L1c
>=6.4 and <8 9
L1b
>=8 and <10 11
L1a
>=10 and <12
DRAFT

29. DRAFT

30. DRAFT MATHS KS2 ( 2004) to KS3 ( 2007) KS2 prior attainment KS3 LQ
KS3 Median result UQ
P1(i)
P1(ii)
P2(i)
P3(i)
P2(ii)
P3(ii) P4 P5 P6 P7 P8
L1C
L1B

31. Understanding national & local data
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. Using data to inform teaching & learning
DRAFT ePD
Using data to inform teaching & learning
Click on the links to find out more information
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
In addition to numerical data there is also an acknowledgement that there needs to be a broader evidence base for the collection of ‘data’ for those pupils who do not make linear progress or for those who are making very small steps of progress. For example for some pupils evidence of progress will need to be gathered through observations, filming of engagement in activities etc. When using data in this sense we also assume the use of this broader evidence base.

33. Using data to inform teaching & learning: Pedagogy for All Whole school pedagogy
DRAFT ePD
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.
These to go into Resources section
Teaching repertoire of skills and techniques:
Subject and curriculum knowledge:
Teaching and learning models:
Conditions for learning:
– Click here responses
Specific SEN / LDD links
SEN / LDD teaching and learning:
Learning and teaching for children with special educational needs in the primary years:
Leading on Intervention:
Maximising Progress: ensuring the attainment of pupils with SEN:
Inclusion Development Programme:

34. DRAFT ePD
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)
When considering this cycle it may be useful to ask the following questions with the focus on the inclusion of pupils identified as having SEN / LDD;
Is this cycle of practice the remit of all staff in both mainstream, special schools and PRUs?
Is this cycle part of the SLT discussions about attainment and progress for all pupils?
Is this cycle divorced from the whole broader curriculum and limited to setting targets in IEPs?
What criteria are used to inform judgements about whether a pupil is underachieving?
For further information about Assessment for Learning go to : AfL primary AfL secondary 34

35. Using data to inform teaching and learning: Improving subject knowledge
DRAFT ePD
Let’s 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.
ACADEMIC YEAR
SCIENCE SEPTEMBER BASELINE LEVELS
SCIENCE END OF YEAR TARGET LEVELS
SCIENCE FIRST ASSESSMENT LEVELS
SCIENCE SECOND ASSESSMENT LEVELS
YEAR 9 SCIENCE COHORT
AT1
AT2
AT3
AT4
LEVEL
PUPIL A 3a 4b 4c
PUPIL B 4a 5c 5b
PUPIL C 2a 3c
PUPIL D
PUPIL E 2b 2c
PUPIL F 3b
PUPIL G
PUPIL H
PUPIL I
PUPIL J
PUPIL K
Answers: You may have noticed the following patterns -
(We have also provided some brief background information to assist interpretation. This is information that the school would have about individuals)
Pupil C remains static across the board, no progress made due to deteriorating behaviour
Pupil F shows marked loss in areas assessed due to break-up of family and removal into care
Pupil G has made less than expected progress due to prolonged illness and hospilisation
Pupils D and I are in the same teaching group and would be expected to have very similar progress but Pupil D is progressing a little more slowly due to his deteriorating Duchenne muscular dystrophy
Pupil K seems to have lower target levels than may be expected, especially in Sc1- his autism hampers oral work, dislikes handling things, reluctant to discuss and give explanations/reasons, finds the abstract difficult
In general, Sc 3 seems to be emerging as an aspect of the curriculum that requires further investigation and perhaps attention within the school or subject improvement plan. The school’s Head of Science says that if these were real patterns, she would explore the following issues in order to determine what needs to be done: “more difficult concepts? resourcing? teacher expertise?!!” (The explanation marks are because she teaches most of the pupils for Science herself...)
Emerging issues can then be addressed through changes to teaching content or subject plans for individuals, classes or departments.
What patterns can you see beginning to emerge?
What do you suggest the school should do as a result? 35

36. Filming: 5 schools Mainstream secondary Mainstream primary
Special SLD/PMLD
Special ASD
Special non-maintained BESD

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

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.