A brief history lesson
 A clear view of what the data is for
 How do we build up a picture over time
(Formative)
 An annual judgement (Summative)
 Analysis

What is the
data for
Formative
Assessments
Summative
Assessments
Analysis

Mental deficiency
act 1913

1944 Education Act – ‘ineducable’ – Junior Training Centres

1969 – A man on the
moon

1970 the Education (Handicapped Children) Act - 400 new schools educationally sub normal-severe
Assessments
Psychometrics
(Defecits)
Skills Analysis
Model
Checklists
Alan Howarth
Supplements the National
Curriculum up to level 1 in each of
the National Curriculum foundation
subjects at key stages1, 2 and 3.
 Pupils, aged 5-16, with Special
Educational Needs who are working
below level 1 of the National
Curriculum.
 Eight level descriptions of increasing
difficulty, from P1-P8.
 The performance descriptions for P1
to P3 are common across all
subjects.

English - Speaking

P6 Pupils initiate and maintain short conversations using their
preferred medium of communication. They ask simple questions to
obtain information, [for example, ‘Where’s cat ?’]. They can use
prepositions, such as ‘in’ or ‘on’, and pronouns, such as ‘my’ or ‘it’,
correctly.
o
Schools should have a clear rationale for what the data
is for.
Why?
o
o
o
o
Confusion over which pupils they are for
Confusion over the uses of the data
Need to know the target audience
Need to know information we want from the data
What is the
data for
Confusion over which pupils
o
Pupils with Special Educational Needs (P Level Guidance
DCSF 2007)
They are not appropriate for use with children who do not have a SEN even if they
are working below National Curriculum level 1
o
o
But (Ofsted 2010) says the term (SEN)is used ‘too widely’ and
leads to low expectations and low achievement.
But progression Guidance says
Throughout this guidance we refer to learners with SEN/LDD. In some of our analyses and in
much of what we say, we also include learners who have fallen below age-related
expectations but who may not have a special educational need or learning difficulty .
(DCSF 2009)
o
o
o
Less of a problem in Special Schools (SLD/PMLD)?
In mainstream there may be a grey area – special
need/slow learners.
Age 5-16 (DCSF 2007), Not age specific (PIVATS), 2-16 (PACE)
What is the
data for
Confusion over what the data will be used
for?
o ‘The Department and Ofsted hope to make use of this
national information in future so that schools which use
the P Scales can make meaningful comparisons about
the progress made by pupils working below National
Curriculum levels’. (DfES 2005 P 10).
o QCA stated that P Scales should not be used ‘as a crude
performance indicator’ (QCA 2005 P6).
o ‘School and national performance indicators should
include the data that is now collected on the progress
and outcomes of children and young people working
below Level 1 of the National Curriculum.’ (OFSTED 2010 P
14).
What is the
data for
Confusion over what the data will be used
for?
o There was ‘no agreement about what constituted good
progress for pupils with LDD’ which ‘prevented vital
analysis of data at all levels’ [School, LA and National].
(Ofsted 2005 P 2).
o They go on to say ‘Pupils with even the most severe and
complex needs were able to make outstanding progress
in all types of settings’. (Ofsted 2005 P3).
o The 2010 document states ‘there is little validated
information for headteachers to use when challenging
the view of pupils’ achievement’. (Ofsted 2010 P64)
What is the
data for
What is the
data for
Statutory when reporting attainment for pupils
with special educational needs who are working
below level 1 of the national curriculum.
They are used at the end of key stage 1,
key stage 2 and key stage 3 for reporting
teacher assessment in English, mathematics
and science to QCDA.
P scales are also used for reporting teacher assessment
to parents
Supporting the
Target Setting
Process – 2001
Setting Targets for
Pupils with SEN –
2004
Progression
Guidance – 2009
onwards
What is the
data for
o
o
Data is collected nationally but analysed locally/internally
(Progression Guidance)
We need to report to parents
(From the guidance so far)We need to
o
o
o
o
o
o
o
Submit key stage data nationally and set targets
Use annually to track progress
Report to parents
Track individual pupils and set targets
Look at the school as a whole (school improvement)
Look at groups of pupils within the school
Compare the school and individuals with external benchmarks
(ideally)
That is relatively clear.
What is the
data for

No one (OFSTED, DFE, HMI) has a clear idea about
what data should be collected and particularly how
it should be analysed

Schools need to be able to tell a coherent well
argued story about their pupils progress.

To do this they need to be clear about the purpose
of collecting it and the group they are doing it for.
What is the
data for
What is the
data for
Formative
Assessments
Summative
Assessments
Analysis
Statutory obligations
Target Group
Target audience
Purpose
Teachers should base such judgements on a review of evidence
gathered from everyday teaching and learning (a Formative
Record)
Professional judgement should be used to decide which P scale
description best fits a pupil’s performance.
o
o
o
o
o
WEB
Built up over time
Evidence of Achievement
Show progression through Levels
Allows teacher to know roughly where
to aim the Summative Assessment
Allows setting of ‘small step/next step
targets (AfL)
Formative Record
Formative Record
Evidence/Portfolio/Learning Journey
o
o
o
o
Important for pupils working at early levels who may
not have much written work
Useful for moderation
Powerful to report back to parents – more meaningful
than ‘P6’
Consolidates the teachers judgement for the
summative assessment
Formative Record
WEB
What is the
data for
Small steps record
Portfolio of evidence
‘Ballpark’ view for summative
AfL
Formative
Assessments
Summative
Assessments
Analysis
Statutory obligations
Target Group
Target audience
Purpose
Summative Record
Making a Summative Judgement
o
o
o
o
o
‘Standard’ procedures?
Teacher judgement – ‘best fit’
Moderation
Whole P Levels (Durham, Government)
Alternative Schemes (PIVATS, B Squared, PACE)
Summative Record
Standard Procedures
There are none nationally. Schools need to decide
o
o
o
Date for tests (summer, 2nd half term?). Consistency
System to use (PIVATS, B Squared, PACE). Consistency
locally?
Protocol around ‘best fit’ judgements whether whole
P scales or alternatives.

At what point do you credit a pupil with a level? Usually everything
but there are exceptions eg handwriting
Dilemma of some at one level, some at the next.
Formative records are vital here.
o
Enter data into…..


Summative Record
Moderation
o
o
o
o
Cold or hot
Pupil Ranking report
Portfolio of examples – eg PIVATS,
Assessing Pupil Performance Using the P
Levels (Buck and Davies) or school
examples through the Learning Journey
Should not be over complicated
Summative Record

Moderation
LEWIS JACOB
FRANCIS
ALFIE
CHANEL
JAKE
EMILY
LIAM
CONNOR
CODY
REECE
NATHAN
GEORGIOS
SAMUEL
FAITH
JESSICA
JAKE
MURPHY
WALE
WILLIAMS
HURST
BRATHERTON
BAILEY
LEWIS
IGOE
ROWLAND
QUINN
ELLIS
XYPAKIS
CHADWICK
BLACKHAM
BAILEY
MORRIS
0
4
5
6
0
5
6
-1
1
2
2
2
5
0
2
2
4.8
4.8
4.8
4.8
5
5
5
5.2
5.2
5.2
5.2
5.2
5.2
5.5
5.5
5.5
Use the Durham Data
base to Rank Order the
pupils and group them.
Note the disparity in
age between similar
attaining pupils.
School/Local/Regional
What is the
data for
Small steps record
Portfolio of evidence
‘Ballpark’ view for summative
Statutory obligations
Target Group
Target audience
Purpose
Formative
Assessments
Summative
Assessments
Analysis
Statutory obligations
Agree
Target protocols
Group
Moderate
Target audience
Enter
Data
Purpose
o
School Level

Overall trends
Attainment
Progress
Targets
o
Pupil Level







Overall trends
Attainment
Progress
Targets
Analysis - Whole School
Question – How do the P scores vary
over time for the whole school?
School Level
 Last few years relationship is
consistent.
 Writing is lowest – national picture
 Overall steady increase over time
 Drop off since 2008
Picture over time
Trends
Relationship between aspects
Relationship between subjects
It should not be assumed that standards in a special school are below
those expected of pupils of a similar age nationally. For some pupils this
may well be the case but for others it may not. This is covered in the
supplementary guidance which is included in The evaluation schedule
for schools.
Inspectors should:
 not hold preconceived notions about pupils’ abilities
 check on the attainment of pupils on admission to the school and their
current attainment level
 recognise that in some cases an increase in the number and range of
qualifications achieved by pupils may be a reflection of curriculum
changes rather than improvements in attainment or progress
 describe the attainment of different pupils in the text of the report if
there is a significant difference between groups that cannot be fully
explained by the grade awarded (or an asterisk if attainment has not
been graded). ‘learning and progress judgement alone to determine
the judgement for achievement’

Analysis – Whole School
Question – How does attainment look
for different aspects compared to
similar pupils?
Attainment
Overall
Y4?
Teaching/pupils
Y3?
Analysis – Whole School
Question – Does attainment vary for
different year groups in the school?
Attainment – Whole
School
These graphs show
variations across the Year
Groups
Analysis
Attainment - Questions
o
o
o
o
o
How do we compare overall
Variations in year groups/Key Stages
Variations between aspects
Variations between groups
Cohort targets?
School Improvement Plan
analyse the outcomes for different groups. While these
groups may be small it is still meaningful to look at patterns
over time as these can be a good indicator of differences
in outcomes
 analyse the quality of provision, especially teaching and
access to additional opportunities for different groups,
and consider the impact this has on outcomes
 ask how the school has responded to any changes in its
pupil population, such as admitting pupils with more
complex needs. While attainment information may show a
difference in the levels reached from year to year, if
school’s response to these changes has been effective
there should not be a reduction in the progress made by
pupils or the quality of provision.

Analysis – Individual Pupils
Question – What are the patterns of
attainment
Individual Pupils – Attainment
Look for
• Trends
• Strengths
Weaknesses
• Areas for
development
Plateau
Useful to give
parents an
overview
Rapid
improvement
Analysis – Individual Pupils
Question – Do pupils attainments show
they are correctly placed and following
the correct curriculum?
Individual Pupils – Attainment
First name
CONNOR
LEVI
PATRICK
MASON
GARY
ROSE
CHARLIE
CHARLES
Year group Score Percentile Score
-1
5.2
96
-1
3.5
52
-1
6
99
-1
2.5
18
-1
3.2
42
-1
4.5
84
-1
2.1
10
-1
3.5
52
5
3.5
7
2.2
3.3
5
2.3
3.5
Percentile Score
90
50
100
13
45
90
17
50
National Curriculum
PMLD?
Percentile
98
66
99
20
20
98
20
66
MLD?
?
RFL
6
4
6.5
2.5
2.5
6
2.5
4
Analysis – Whole School
Question – Does Progress vary for
different groups in the school?
Progress
FSM
FSM
o
o
o
Same questions
Same groups
Do
FSM/Ethnicity
effect progress
of
SLD/PMLD/MLD
FSM
Names and Principal Need
Special needs
First name Last name Year groupSpecial needs
TOM
3 SLD
EMILY
5 SLD
CODY
1 SLD
MAX
1 SLD
CONNOR
-1 SLD
PETER
5 SLD
MEGAN
2 SLD
JAKE
1 SLD
Speaking
Predicted for 2011
Attained in 2011
P7
P8
P4
P5
P5
P5
P7
P8
P5
P6
P7
P7
P6
P7
P5
P4
Attainment greater than predicted
Attainment same as predicted
Attainment lower than predicted
Using Excel we can easily sort the lists by
adding an extra column and looking at FSM,
ethnicity – Do these effect progress?
Analysis – Whole School
Question – How does progress
compare with national data?
Progress
• We can
analyse
how each
aspect
compares
with the
national
sample
and with
each
other
• Can also
compare
years
Improvement
in writing?
Average attainments by year group and learning difficulty
16
14
Average attainments
Progression Guidance
12
10
PMLD
8
SLD
MLD
6
Analysis
4
2
Good start but
0
-2
-1
0
1
2
3
4
5
6
7
8
9
10
11
12
Year group
o
o
o
o
o
o
o
o
Category of need (Evidence from Ndaji and Tymms + the progression
guidance tables). Can we ‘wish away disability’?
Other disabilities (eg SLD +ASD)
Aggregated English Scores (Lit + Comm) – how useful?
2 levels of progress (MLD/SLD/PMLD)
PMLD (Routes for learning)
The ‘remarkable persistence’ of some children’s difficulties despite skilled
teaching has been noted by Friedrickson and Cline (2009 P41).
Danger of low expectations / ‘a child like that’
Despite that the OFSTED guidance is very clear – use the PG
Individual stories






use RAISEonline and the Progression materials 2010–11 data sets 1 to 3
evaluate the rigour of the moderation procedures for assessing against
P-scales. As a minimum this should be across the school; better practice
involves moderation across a group of schools, local authority or region
consider pupils’ ages and starting points, together with the time they
have been receiving specialist support or attending the school, to form
a view about progress
do not use a pupil’s category of special educational need or disability to
make a judgement about the progress made. However inspectors
should look to see if pupils with a particular need or disability are
performing differently from other pupils in the school (School Level)
maintain high expectations of pupils’ learning during lesson observations
check that individual targets and group targets have sufficient ambition
and have taken into consideration the expectations illustrated within the
Progression Materials 2010–11 and RAISEonline
Analysis – Individual Pupils
Question – which pupils are not making
progress?
Individual Pupils – Annual Progress
• Progress
Which pupils
are / are not
making
progress.
Those not
making
progress
should
trigger an
alert
Names and Principal Need
Special needs
First name Last name Year groupSpecial needs
TOM
3 SLD
EMILY
5 SLD
CODY
1 SLD
MAX
1 SLD
CONNOR
-1 SLD
PETER
5 SLD
MEGAN
2 SLD
JAKE
1 SLD
Speaking
Predicted for 2011
Attained in 2011
P7
P8
P4
P5
P5
P5
P7
P8
P5
P6
P7
P7
P6
P7
P5
P4
Attainment greater than predicted
Attainment same as predicted
Attainment lower than predicted
Analysis – Individual Pupils
Individual Pupils – What do we do about it
o A plan that will include action and
targets and an alert if progress
wasn’t as expected
o Individual targets based on
‘expected progress’ from a
national database eg Durham –
What is a challenging target?
o Assumption they will make the
target or we will investigate why




Teaching (methods, specialist approaches)
Curriculum balance/time
Physical barriers
Planning
Analysis – Individual Pupils
Telling the story
See RAPP
What is the
data for
Small steps record
Portfolio of evidence
‘Ballpark’ view for summative
Formative
Assessments
Summative
Assessments
School Level
Individual Level
Targets (Individual and school)
Statutory obligations
Target Group
Target audience
Purpose
Analysis
Statutory obligations
Agree
Target protocols
Group
Moderate
Target audience
Enter
Data
Purpose
What is the
data for
Small steps record
Portfolio of evidence
‘Ballpark’ view for summative
Formative
Assessments
Summative
Assessments
School Level
Individual Level
Targets (Individual and school
Statutory obligations
Target Group
Target audience
Purpose
Analysis
Statutory obligations
Agree
Target protocols
Group
Moderate
Target audience
Enter
Data
Purpose