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Progression Guidance

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Progression Guidance

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    1. Progression Guidance Published in July 2009, by the National Strategies www.standards.dcsf.gov.uk/inclusion/specialeducationalneeds Designed to support a clear understanding of what constitutes good progress for pupils with SEN/LDD, in English, maths and science Designed to narrow the gap

    2. The Attainment Gap Continues to Grow

    3. Principles Based on 3 key 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

    4. Guidance Materials The guidance consists of: Guidance booklet 3 data sets Nationally agreed P scale point score

    5. Data Sets There are 3 data sets: Data based on all learners at the end of a key stage in 2007, prior to statutory duty to report teacher assessment using P scales 2008 data, providing information about the numbers of learners assessed within the P scales, for first year of statutory reporting P scale data, taken from available sources, to show progress from one key stage to another Data sets will be updated when further data is available and will therefore change over time.

    6. Target Setting Expectation of at least two levels of progress in each Key Stage, aiming for 3+ where possible During the Autumn visit, SIPs will judge the degree of ambition in targets set for pupils with SEN Progression guidance should be used to set aspirational targets Targets should be set to reflect the progress made previously by the top 25% of pupils

    7. Levels of Progress

    8. Understanding the Data Sets 100% of pupils in the data set lowest attainers highest attainers

    9. Key Stage 1 to Key Stage 2 English P Scale/NC Level (from data set 3, not all pupils)

    10. Key Stage 1 to Key Stage 2 English P Scale/NC Level (from data set 3, not all pupils)

    11. Key Stage 1 to Key Stage 2 English P Scale/NC Level (from data set 3, not all pupils)

    12. In this example the information is presented as a progression matrices. KS1 prior attainment is shown in the left hand column and attainment at KS2 ( THIS IS YEAR 6 ONLY) across the row at the top. For example we can plot the progress of pupils with a prior attainment in English ( combined reading and writing) of P4 – 47.1% make 2 levels+, 26.6% make 3 + levels of progress P6 – 62.1.% make 2 or more levels of progress and 45.3 % make 3 or more levels of progress from year 2( KS1) to year 6( KS2) in English. In this example the information is presented as a progression matrices. KS1 prior attainment is shown in the left hand column and attainment at KS2 ( THIS IS YEAR 6 ONLY) across the row at the top. For example we can plot the progress of pupils with a prior attainment in English ( combined reading and writing) of P4 – 47.1% make 2 levels+, 26.6% make 3 + levels of progress P6 – 62.1.% make 2 or more levels of progress and 45.3 % make 3 or more levels of progress from year 2( KS1) to year 6( KS2) in English.

    13. Progress of all learners from Key Stage 1 (2003) to Key Stage 2 (2007) – English (from data set 1) This is matrix table showing levels of progress from the end of KS1 (2003) to end of KS 2 (2007) in English. The colour coding helps to indicate 1, 2 and 3 levels of progress For example Of Pupils entering KS 2 at L1, 82.8% make 2+ levels of progress, 38.5% make 3+ levels of progress Be careful of the pupils included within ‘W’. This is not equivalent to pupils with SEN. Some with EAL will also be included in this group and may account for greater progress than might have been anticipated This is matrix table showing levels of progress from the end of KS1 (2003) to end of KS 2 (2007) in English. The colour coding helps to indicate 1, 2 and 3 levels of progress For example Of Pupils entering KS 2 at L1, 82.8% make 2+ levels of progress, 38.5% make 3+ levels of progress Be careful of the pupils included within ‘W’. This is not equivalent to pupils with SEN. Some with EAL will also be included in this group and may account for greater progress than might have been anticipated

    14. Mathematics KS2–KS3 P scale/NC level (from data set 3)

    15. Training Materials A professional development module has been created in parallel to the guidance which supports schools in : Developing a wider understanding of learners identified as having SEN/LDD Building SEN into systems of management and support in schools and local authorities Using data to support the progress of learners with SEN/LDD Setting meaningful but stretching targets Planning teaching and learning for pupils with SEN/LDD

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