What is good progress for pupils with special educational needs? Philippa Stobbs SEN Professional Adviser Department for Children, Schools and Families.

What is good progress for pupils with special educational needs?Philippa Stobbs

SEN Professional Adviser

Department for Children, Schools and Families

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“Good progress for pupils with special educational needs is the same as good progress for all pupils”

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National context

Children’s Plan commitment to better data

National Indicators

2 NC levels of progress each KS

Pupils working below age-related expectations

SEN Information Act 2008

Other aspects: school indicators of well-being

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The SEN Progression Guidance and RAISEonline Project

Joint project with National Strategies

Pupils working below the level of the test at each key stage

Pupils working on the P-scales

English, Maths and Science, linked to compulsory submission of P-level data 2008

The SEN Progression Guidance and RAISEonline Project

Guidance on good progress for pupils with SEN/LDD

Working with Ofsted to develop the capacity of RAISEonline to support pupils with SEN

Developing training materials

The SEN Progression and RAISEonline: Principles

1. 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

High expectations are key to securing good progress

Target: 90% pupils make 2 levels progress over key stage

Ofsted: low expectations limit pupils’ progress

Role of data in developing expectations

No national data for pupils below age-related expectations

High expectations, continued

What should expectations look like for pupils not making 2 levels of progress?

How to recognise their progress, without compromising the progress of others

Children with life-limiting and degenerative conditions: high expectations may be maintaining current performance, preventing or limiting decline

Accurate assessment is essential to securing and measuring pupil progress

Assessment to inform teaching and learning

Reliability

Moderation and developing a shared understanding

More challenging to establish agreement at lower P levels, P1-3

Importance of LA framework for moderation

Age and prior attainment are the starting points for developing expectations of pupil progress

Variability in labels: SEN and ‘categories’

Recognise primary need is relevant to:

• Inform the provision/adjustments to be made

• To understand progress to date and whether needs have been appropriately recognised and met

• Overall analysis of pupil progress, nationally, locally, in terms of nature of impairment

April to December 2008

Working with schools, local authorities and the commercial providers

Identifying good practice

Bringing together historical datasets

Development of principles to provide a framework for the guidance

P1(i) P1(ii) P2(i) P2(ii) P3(i) P3(ii) P4 P5 P6 P7 P8 L1C L1B L1A

P1(i) 14.3 28.6 28.6 14.3 0.0 0.0 0.0 0.0 0.0 0.0 14.3 0.0 0.0 0.0

P1(ii) 0.0 44.4 33.3 5.6 5.6 5.6 0.0 0.0 0.0 5.6 0.0 0.0 0.0 0.0

P2(i) 0.0 5.0 45.0 20.0 10.0 10.0 5.0 0.0 0.0 0.0 0.0 0.0 0.0 5.0

P2(ii) 0.0 7.4 3.7 14.8 25.9 25.9 7.4 3.7 0.0 0.0 0.0 3.7 0.0 0.0

P3(i) 0.0 0.0 0.0 22.2 16.7 38.9 11.1 11.1 0.0 0.0 0.0 0.0 0.0 0.0

P3(ii) 0.0 3.1 3.1 3.1 15.6 43.8 18.8 9.4 0.0 3.1 0.0 0.0 0.0 0.0

P4 0.0 0.0 1.4 1.4 2.8 12.5 20.8 41.7 16.7 2.8 0.0 0.0 0.0 0.0

P5 0.0 0.0 0.9 0.0 1.9 2.8 11.1 30.6 31.5 12.0 7.4 1.9 0.0 0.0

P6 0.0 0.0 0.0 0.0 0.0 0.0 0.0 14.0 31.4 26.7 14.0 11.6 1.2 1.2

P7 0.0 0.0 0.0 0.0 0.0 0.0 1.3 2.6 9.1 20.8 20.8 24.7 10.4 7.8

P8 0.0 0.0 0.0 0.0 0.0 0.0 0.0 2.3 8.1 7.0 19.8 26.7 20.9 7.0

English KS2 2004 to KS3 2007

KS1 2003 to KS2 2007 English: outcomes from P levels in NC Points

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2

4

6

8

10

12

14

16

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

KS1 English

KS

2 E

nglis

h (P

oint

s)

MedianKS2 pointsLQ

UQ

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

April to December 2008, continued

Links with Making Good Progress pilots

Development of an equivalent point score

Working with Ofsted to develop the capacity of RAISEonline:

•special schools 2008;

•commitment to further developments in 2009

Next steps

Bringing together the datasets

Guidance: to include the principles

Training materials

Development of RAISEonline

Analysis of P-Scale data

Next steps

Further development of RAISEonline

QCA materials, Using the P-scales currently P4-8, new materials P1-3

QCA materials: Planning teaching and assessing the curriculum for pupils with learning difficulties

Contact details

Philippa StobbsTel: 020-7273-5373Email: [email protected]

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