What is good progress for pupils with special educational needs?

1. What is good progress for pupils with special educational needs? PhilippaStobbs SEN Professional Adviser Department for Children, Schools and Families 1

2. “Good progress for pupils with special educational needs is the same as good progress for all pupils” 8

3. 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 3

4. 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

5. 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

6. The SEN Progression and RAISEonline: Principles • 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. DRAFT English KS2 2004 to KS3 2007

13. DRAFT

14. DRAFT

15. 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

16. Next steps Bringing together the datasets Guidance: to include the principles Training materials Development of RAISEonline Analysis of P-Scale data

17. 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

18. Contact details Philippa Stobbs Tel: 020-7273-5373 Email: Philippa.STOBBS@dcsf.gsi.gov.uk 28