1. Maria Landy1 www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 Advice and update from Maria Landy 2016 SEND The Importance of your Assessment Policy as part of your PARRCS policies! Planning, Assessment, Recording, Reporting, Celebrating and Standards Life After National Curriculum Levels Work together so you can compare progress

2. PARRCS PROCESS Plan > Assess> Record> Report > Celebrate and Compare Standards Changes in Assessment in 2016 How will we be able to compare with others? Collaborate and trust partners? Statutory assessments for all pupils at the end of Key Stages 1 and 2 Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 2

3. See Statement on the interim recommendations of the Rochford Review December 2015 P scales stay in place for 2016 The Rochford Review will consider whether the P scales remain fit for purpose – look out for their recommendations There are new interim pre-key stage standards – see pages 6-9 of the Statement See Figures 1 and 2 for when they should apply – which pupils should sit the tests Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 3

4. Next Steps – aiming for one inclusive system with greater simplicity and clarity (see page10) There will be a new value-added measure of progress that compares pupils’ key stage 2 results to other pupils nationally The Rochford Review will review the P scales and make longer-term recommendations for the statutory assessments of pupils with SEND Aiming for better formative and summative day to day assessments NOT tied to statutory end of key stage assessments. Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 4

5. Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 5 The New National Curriculum in England and Assessment All subjects are now introduced Subjects published on DFE website Citizenship for Primary Schools published later – did you miss it? The Curriculum’s breadth, depth and relevance will be judged as part of the new OfSTED Common Inspection Framework or CIF across all settings

6. Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 6 Life After National Curriculum Levels – What next? 2016 national curriculum tests Interim Pre-KS 1 and 2 standards for English reading, English writing and mathematics published by Standards & Testing Agency The standards in capitals are the new interim pre-key stage standards as a result of the Rochford Reviews recommendations At Key Stage One Working at greater depth at the expected standard Working at the expected standard Working towards the expected standard FOUNDATIONS FOR THE EXPECTED STANDARD

7. Interim Pre – KS 2 standards English reading, writing and mathematics Working at greater depth at the expected standard (writing only) Working at the expected standard Working towards the expected standard (writing only) GROWING DEVELOPMENT OF THE EXPECTED STANDARD EARLY DEVELOPMENT OF THE EXPECTED STANDARD FOUNDATIONS FOR THE EXPECTED STANDARD The standards in capitals are the new interim pre-key stage standards. Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 7

8. Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 8 Assessments key messages Broad support to reduce unnecessary prescription and bureaucracy teachers given greater professional judgement Generally support for the National Curriculum to provide continuity and consistency – adapt to meet needs Confusion after NC Levels – end of key stage exams being developed to provide benchmarks – P scales under review

9. The importance of your assessment policy Opportunity to teach the right things as well as teach things right – What do they need and want to learn – what really matters? Review your curriculum! Seize the chance to teach, assess, record and report on the important things within a very “adapted” more meaningful national curriculum! Prepare learners for next stage! Focus on transition! Do not start again! Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 9

10. Provides useful guidance Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 201610

11. Remember -Assess what you teach! PARRCS – The process! Design your own assessment policies in parallel with your curriculum policies. Use a common vocabulary for all stakeholders. For a suggested policy model – start from page 18 – The purposes of assessment Page 19 – Formative Assessment – use as a model - see page 22 too Page 20 – Summative Assessment & page 23 Page 21- Nationally standardised summative assessment and page 25 onwards Key words > Mastery learning – see page 17 – use a common vocabulary – ensure you stay up to date! Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 11

12. Add clear appendices to your policies – these may be different for different ages, stages and needs – colour code formative and summative Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 12

13. Clarify your annual assessment cycle Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 13 Agree when data will be collected Agree when progress review meetings will happen and put in the diary Agree when reports will be written Agree when analysis of progress will take place and be reported on and by whom Agree what is expected and make it doable – focus on outcomes for the learners!

14. Passport to Success Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 14

15. Challenge, recognition and evidence of achievements Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 15

16. Celebrate and record wider and important outcomes Not just English and Maths but other key things to learn – What should be in their passport to success? Independence and confidence Social and emotional wellbeing Mobility and physical skills Personal challenges – varied opportunities Teambuilding and communication skills Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 16

17. OfSTED expects you to demonstrate your PARRCS processes Ensure you are able to show the effectiveness of your school’s systems in terms of the impact on pupils’ achievements OfSTED does NOT expect performance data to be presented in a particular format! Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 17 Check the latest OfSTED Common Inspection Framework (CIF) expectations There is a common set of principles for all post 16 providers – see separate handbook Schools and non-association independent schools have a separate handbook each Early Years settings – separate handbooks – all based on the CIF

18. Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 18 The DfE sets out the NC Curriculum sets out range of knowledge considered essential for the core subjects of English, Maths, Science and PE Many schools favour Key Stage Programmes of Study rather than year on year plans Religious Education remains a requirement up to 19 years in schools Curriculum and Assessment details vary widely on school websites the requirements are to publish curriculum content and approach by year group by subject with source for additional information > KS 1 phonics and reading scheme and approach to the teaching of reading> KS4 course and qualifications > Most recent KS2 and KS4 results > The SEN information report >see page 106 of SEND Code

19. Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 19 All to get a good start and be well prepared for the next stage Other subjects art and design, design and technology, geography, history, computing, modern foreign languages and music are within the National Curriculum Citizenship – PSHE and Mental Health Stressed schools needed time and support to implement and embed the new National Curriculum so OfSTED started inspecting it from September 2015 as part of L&M

20. Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 20 SMSC = OUTCOMES Social Development – enjoy positive constructive relationships, tolerate differences –race, religion and sexuality and promotes British Values Personal Development – build self esteem, independence and confidence Behaviour – happiness, enjoyment, developing new skills, interests and talents Positive contribution to society - making views known – promoting British Values Health and fitness – physical, emotional and psychological wellbeing Prepared well for successful transition for next stage

21. Special Focus on English and Maths at each key stage A specific focus on the teaching of literacy and maths and how well teaching enables learners to grasp concepts and deepen their understanding Teachers and Leaders to demonstrate high expectations and an ambitious vision End of key stage assessments for KS1 and 2 start 2016 plus Tables on line from 2017 – Teacher assessments decide tests for pupils with SEN&D – see Interim teacher assessment frameworks for Pre KS1&2: pupils working below the test standard - Standards &Teaching Agency Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 21

22. Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 22 Your website and school reports Ensure you inform parents and carers on your website of what you teach and how you assess and report learning – your PARRCS policies The amount of information about curriculum and assessment on schools’ websites varies Ensure yours is up to date and helps parents and carers support learning- clarify and publish your systems – preferably visual formats Teach what you say you do – Assess and report on what you teach – Focus on high quality reports for the learner and their families! Do not narrow the curriculum offer but teach the right things for your pupils with SEN&D

23. Effective reporting – put your staff time and energies here Jack Tizard School London – see Kate’s annual report on this link and on my website- useful information section. (She is in Post 16) I like the visual informative format - How accessible are your reports for families?Jack Tizard Review the format and showcase progress! Make them as parent/ carer and learner friendly as possible! Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 23

24. Curnow in Cornwall curriculum personalised pathways Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 24

25. Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 25 Rapidly Changing Context More and more Academies – MATs – 306 open and 116 approved on 27/11/15 – Shift of power from Local Authorities > 60% of Secondary and 49% of Primary have changed their curriculum since becoming Academies Free Schools (500 more by 2020) with several new schools at planning stage -increased demand for places – shortage of teachers….shortage of leaders – Heads and Senior Leaders being asked to postpone retirement > 25% of teachers leaving after 4 years! Building up Teaching Schools networks More in school on the job training Exam reforms – lots of changes…. Employers looking for far wider set of skills!

26. Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 26 Continuous changing of context Changing role of the Education Authorities – loss of powers, skills, expertise and experience Different funding criteria – losers and winners – changes to budgets SEN&D Code of Practice updated Jan 2015 – Education Health and Care Plans & Post 19 complex needs provision Workload overload Inundated by changes Champions for the most vulnerable

27. Updated SEND Code of Practice January 2015 - 292 pages – have you downloaded the latest version? Updated Governance Handbook November 2015 -114 pages with useful links re National Curriculum and SEND Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 27

28. Support, Challenge and Influence! SEND specialist education advisers – support and challenge from where? From whom? For whom? Who pays? Governor support? Support for senior and middle leaders? School to school support? Sharing best practice? Developmental approaches? Trust and credibility – the future? Apparent diminishing role of Higher Education in teacher training, educational research and influence? Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 201628

29. Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 29 Continuously Changing Context So important to stay up to date – to be aware and to share with trusted colleagues Self Evaluation + SDP still needed – now SES too – Self Evaluation Summaries High focus on active governance and evidence SMSC and British Values - evidence vital Value views of pupils, boarders, staff, parents and carers integral to process Focus on quality and value for money Keep safe and meet needs, provide best quality and be aware of latest requirements

30. Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 30 Value for Money- Budgets changing! Value for Money- Budgets changing! Who pays? Accountable? Show impact? Focus on improving outcomes? Additional funds – Catch up monies! Focus on Pupil & Sports Premiums? Demonstrate best value? Have EVIDENCE READY – do your Governors and Trustees know how well funds are used?

31. Focus on: Doing the right things in the right place at the right time in the right way! Not doing things alone! Making your PARRCS systems clear to all! Balanced PARRCS approach! The opportunities to do things better! Finding the right solutions for your learners! The right solutions for you! Collaboration not competition! Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 31

32. Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 32 New Boarding Criteria focussed more on Outcomes Ofsted ref no: 150053 Published March 2015 Focus on outcomes – overall effectiveness Impact of experiences on personal development, behaviour and well-being Safeguards and promotes welfare Continual focus on demonstrating learning improvements, progress and outcomes What boarders, parents, carers and staff plus placing authorities say- views valued! National minimum standards are met Safeguarding kept very strong.

33. Guide to the Children’s Homes Regulations including quality standards – April 2015 Department for Education publication Includes The Quality Standards – there are nine which must be met see page 7 This leads to a link for the Health and wellbeing of looked-after children and young people Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 33

34. PARRCS Some schools PARRCS process look like This > PAR RCS – planning led Some look like this> PAR RC S – data standards led Some look like this > PAR RC S – strong on reporting to parents and celebrating for the child! What does yours look like – where are you and your staff putting your energies? Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 34

35. Remember assessment should: Be used diagnostically to contribute to the identification of SEN and requirements for support and intervention. Consider long-term wider outcomes such as higher education, employment and independent living. Include all aspects of progress e.g. communication, social skills, physical development, resilience and independence. Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 35

36. Assessment should also: Take into account the amount of effort the pupil puts in. Be accessible for all pupils e.g. using adapted methods Be focused on high expectations for all pupils Focus on particular groups or types of need such as the updated DfE ‘Supporting pupils with medical conditions’ guidance: https://www.gov.uk/government/publications/sup porting-pupils-at-school-with-medical-conditions- -3https://www.gov.uk/government/publications/sup porting-pupils-at-school-with-medical-conditions- -3 Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 201636

37. Thank you- Smiles Maria I hope you found this update and my advice useful for yourself, your senior and middle leaders, your staff and your Governors. Upward and Onward in 2016! Maria Landy www.marialandy.co.uk. Planning> Assessment> Recording> Reporting and Celebrating Progress – the Assessment Process for Learners with Special Needs in 2016 37