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

Getting to know the materials:

Using the P scales

Ann Fergusson

University of Northampton

Complementary materials

• Using the P scales + DVD

• Planning, teaching and assessing the curriculum for pupils with learning difficulties:

* General Guidance

* Developing Skills

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

Pupil profiles

• Often uneven profiles

• Expectations will vary according to age and prior attainment

• Progress is not one dimensional

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

General Guidance

• Acknowledges diversity

• Guidance

- learning opportunities

• Frameworks

- planning for progression

- recognising attainment

Recognising attainment

• Encounter• Awareness• Attention and response• Engagement• Participation• Involvement• Gaining skills and understanding

ACTIVITY

Getting to know Ethan:• Baseline assessment

• Information from all those who know him

• Find some starting points for planning

Maximising learning and progress: 1

Influential factors: holistic viewpriority needs, developing skills and teaching

approaches

Evidence of progress

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

ACTIVITY

Moving on: Lauryn• How do her responses vary

between contexts?• What influences these

differences?• Reflect on evidence from different

settings

Maximising learning and progress: 2

Influences: contextual factorsVary teaching – pace, style, approachesMotivating and meaningfulUsing and transferring skills

Getting ready to learn Contexts for learning

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

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

© Crown copyright 2009

Slide 16

Progression Guidance Project

Education Show March 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.


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.


Slide 19

The progression guidance has been developed as part of the response to commitments made in:

The Children’s plan 2007To 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.


Slide 20


Slide 21

The SEN Progression and RAISEonline: Principles April 2008

1.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


Slide 22

Comments on the revised principles March 20091. 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


Slide 23

HMI 2004: Judging Achievement – Year Groups

Ofsted developed some initial judgements about progress as;

• Inadequate

• Satisfactory

• Good

• Outstanding


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


Slide 251. KS1 to KS2 P level data 1.1aEnglish

1.1bReading

1.1cWriting

1.2a Maths

1.2bUsing

&Applying

1.2cNumber

1.2dShape& Space

1.3aScience

1.3bScientific

Enquiry

1.3cLife Processes

1.3dMaterials

1.3ePhysical

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.Number

2.2dShape

&Space

2.3aScience

2.3bScientific

Enquiry

2.3cLife Processes

2.3dMaterials

2.3ePhysical

Properties

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

Available data


Slide 26

KS1 2003 to KS2 2007: progress from P-scales in Reading

30.826.7

21.1

47.2

37.5

28.6

19.314.9

8.8 8.9

7.7

26.7

23.7

13.9

22.9

32.1

22.8

15.6

15.0 13.8

46.2

0.023.7

19.4 18.8

26.8

25.4

25.3

23.0 22.8

15.4

46.7

31.6

19.4 20.8

12.5

32.5

44.2

53.1 54.5

63.0

9.9

17.3

9.9

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

P1(i) P1(ii) P2(i) P2(ii) P3(i) P3(ii) P4 P5 P6 P7 P8KS1 Reading 2003 P-scale

per

cen

tag

e p

rog

ress

ing

to

KS

2 20

07

3+ levels ofprogress

2 levels ofprogress

1 level ofprogress

Less than 1level ofprogress


Slide 27

English KS1 to KS2 matrices

1 level progress

2 levels progress

3 level + progress


Slide 28

Point scores Whole & sub levelsRanges 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


Slide 29

KS2 2004 to KS3 2007 Maths: Average (median) outcomes from P levels in NC Points

0

2

4

6

8

10

P1(i) P1(ii) P2(i) P2(ii) P3(i) P3(ii) P4 P5 P6 P7 P8

KS2

KS2

(Poin

ts)

Median KS2 points

LQ

UQ


Slide 30

MATHS KS2 ( 2004) to KS3 ( 2007)

KS2 prior attainment

KS3 LQ

KS3 Median result

KS3 UQ

P1(i) P1(i) P1(i) P1(ii)

P1(ii) P1(ii) P2(i) P3(i)

P2(i) P2(i) P2(i) P3(i)

P2(ii) P2(ii) P3(i) P3(ii)

P3(i) P2(ii) P3(i) P3(ii)

P3(ii) P3(ii) P4 P4

P4 P4 P4 P5

P5 P5 P6 P7

P6 P6 P7 P8

P7 P7 P8 L1C

P8 P8 L1C L1B


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


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

CAPITA

When you hover over this we need th einfo in the notes section to pop up.


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.


Slide 34Using 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 secondary


Slide 35Using data to inform teaching and learning: Improving subject knowledge

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.

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 2008-9SCIENCE SEPTEMBER

BASELINE LEVELSSCIENCE END OF YEAR

TARGET LEVELSSCIENCE FIRST

ASSESSMENT LEVELS

SCIENCE SECONDASSESSMENT LEVELS

YEAR 9 SCIENCE COHORT

AT1 AT2 AT3 AT4LEVEL

AT1 AT2 AT3 AT4 LEVEL AT1 AT2 AT3 AT4 LEVEL AT1 AT2 AT3 AT4 LEVEL

PUPIL A 3a 3a 3a 3a 3a 4b 4b 4b 4b 4b 4c 4b 3a 4c 4c 4c 4b 4c 4c

PUPIL B 4b 4a 4b 3a 4c 5c 5b 5b 4a 5c 4a 5c 4b 4c 4b 5c 5c 4a 4c

PUPIL C 2a 2a 2a 2a 2a 3c 3c 3c 3c 3c 2a 2a 2a 2a 2a 2a 2a 2a 2a

PUPIL D 4b 4a 4b 4c 4b 5c 5b 5b 5c 5b 4a 5c 4b 4b 4b 4a 5c 5b 4b

PUPIL E 2b 2b 2c 2c 2b 2a 2a 2b 2b 2a 2b 2a 2c 2c 2b 2b 2a 2c 2c

PUPIL F 4c 4c 4c 3a 4c 4a 4a 4a 4b 4a 3b 3a 4c 3b 3b 3b 3a 4b 3b

PUPIL G 3a 4c 4c 3a 3a 4b 4b 4b 4c 4b 3a 4b 4c 3a 3a 4c 4b 4c 3a

PUPIL H 2a 2a 2a 2a 2a 3c 3c 3c 3c 3c 2a 3c 2a 3c 2a 2a 3c 2a 3c

PUPIL I 4b 4a 4a 4c 4b 5c 5b 5b 5c 5b 4a 5c 4a 4a 4a 5c 5c 5c 4a

PUPIL J 4b 4c 4b 4c 4b 5c 4a 5c 4a 5c 4a 4a 4b 4a 4a 4a 4a 4a 4a

PUPIL K 4b 4a 4a 4c 4b 4a 5b 5b 4a 4a 4b 5c 4a 4b 4a 4a 5c 5c 4b


Slide 36

Filming: 5 schools

• Mainstream secondary

• Mainstream primary

• Special SLD/PMLD

• Special ASD

• Special non-maintained BESD


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


Slide 38


Slide 39

Local authorities will receive notification of the publication of the Progression Guidance 2009-10 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. http://nationalstrategies.standards.dcsf.gov.uk/inclusion/specialeducationalneeds

Date post:	26-Mar-2015
Category:	Documents
Upload:	paige-lloyd
View:	216 times
Download:	0 times

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

Documents