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Mainstream School
Foundation stage – use of the EYFS
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KS1 and KS2 –
National curriculum level descriptors
Working below – P
Levels
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Oaklands
Foundation stage – we report using the
EYFS
KS1 and KS2 – we report using P Levels of National curriculum level descriptors

 There are P levels for each national curriculum subject and for personal, social and health education (PSHE), and religious education
(RE).
 The P levels were first developed to enable target setting for groups of pupils with special educational needs who are working below level
1 of the national curriculum.

They provide many inclusive benefits, such as:
 recognition of attainment below level 1
 shared focus and common language across all school settings
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 identification of the progress of individual children information that can be used to show ‘value added’

 PIVATS – Performance Indicators for Value
Added Target Setting
 However at Oaklands we use PIVATs as they break down P Levels into more achievable stages that allow us to show small steps of progress.
 For children in our foundation stage we run
PIVATs alongside the EYFS.

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Each P Level is broken down into 5 stages.
If a child has completed 1/5 they are recorded as a P_e
If a child has completed 2/5s they are recorded as a
P_d
If a child has completed 3/5s they are recorded as a
P_c
If a child has completed 4/5s they are recorded as a
P_b
If a child has completed 5/5s they are recorded as a
P_a

Literacy
Speaking Listening Reading Writing

P6 Pupils select and recognise or read a small number of words or symbols linked to a familiar vocabulary, for example, name, people, objects or actions. They match letters and short words. PIVATS definitions that feature within the reading aspect: CV - consonant vowel words e.g. to, so, be, me VC - vowel, consonant words e.g. at, in, on CVC - consonant, vowel, consonant words e.g. cat, dog
Pupil shows some ability to continue a rhyming string and engage in word play.
Pupil orally blends VC and
CVC words.
Pupil selects and recognises a small number of significant words or letters, e.g. their name.
Pupil uses patterns of speech influenced by their experience of books . Pupil makes some links between books read and their own experiences, with support.
Pupils' play is influenced by their experience of stories and may include actions.
Pupil predicts words or phrases within a particular, familiar story.
Pupil shows emerging confidence when talking about points of interest in a story. Pupil occasionally asks simple questions, often in the form of
'how?',
'where?' or
'why?'
Pupil understands some conventions of print and knows where to start reading. Pupil begins to recognise that information can be retrieved from books.

Numeracy
Number
Shape, Space and Measure
Using and
Applying

P7 Pupils join in rote counting to 10, for example, saying or signing number names to 10 in counting activities. They can count at least 5 objects reliably, for example, candles on a cake, bricks in a tower. They recognise numerals from one to five and understand that each represents a constant number or amount, for example, putting correct number of objects (1-5) into containers marked with the numeral; collecting the correct number of items up to five. Pupils demonstrate an understanding of less, for example, indicating which bottle has less water in it. In practical situations they respond to add one to a number of objects, for example, responding to requests such as add one pencil to the pencils in the pot, add one sweet to the dish.
Pupil can count at least
5 objects reliably when presented in a line. Make sets of up to 5 using objects, e.g. count
5 cups, count 5 straws, etc.
Pupil can join in with rote counting to
10.
Pupil can relate numerals 1-5 to the number of objects.
Pupil can count reliably at least 5 objects when randomly placed on the table, e.g. pupil orders objects to count.
Pupil can respond appropriately to the question ‘How many?’ when working with numbers up to 5.
Pupil can recognise numerals from 1-5.
Pupil demonstrates an understanding of less, e.g. indicating which plate has less biscuits on it.
Pupil can, in practical situations, respond appropriately to
‘add one’, e.g. add one more sweet to the dish.
Pupil can recognise numerals 1 to 5 and relate each numeral to the correct quantity, understanding that numeral always represents that quantity.
Pupil can match the pattern on a dice to the numeral.

Science
Scientific Enquiry
Life Processes and
Living Things
Materials and their
Properties
Physical Processes

P5
Pupils take part in activities focused on the anticipation of and enquiry into specific environments, for example, finding a hamster under straw, or a CD or video in a pile. They match objects and materials in terms of single features or properties, for example, temperature or colour. They indicate the before and after of material changes.
They try out a range of equipment in familiar and relevant situations, for example, initiating the activation of a range of light sources. They respond to simple scientific questions, for example, ‘Show me the flower’, 'Is this wet/dry?
Pupil collects object or materials,e.g. collects leaves.
Pupil takes part in activities focused on the anticipation of and enquiry into specific environments.
e.g. finding hamster under the straw.
Pupil can give positive or negative response to object or event when offered, e.g. responds to request. “Do you want the doll?”
“Would you like a drink?”
Pupil carries out simple instructions when also given a gesture or physical prompt, e.g. clap hands upon gestural prompt by the adult initiates the pupil response.
Pupil trials actions, e.g. tries to 'pull up' a plant.
Pupil repeats actions when prompted, e.g. tries something a second time when prompted to try again. e.g. looks in different locations for hamster in cage.

PSD
Attention
Independent and
Organisational
Skills
Interacting and
Working with Others

PSD4 Pupils engage in solitary play or work. They pay rigid attention to their own choice of activity.
They can perform simple actions on request. They are highly distractible in activities or tasks led by others.
Pupil's attention varies greatly depending on activity.
Pupil pays rigid attention to activity of own choice, i.e. becomes absorbed.
Pupil flits from one activity to another.
Pupil begins a task with enthusiasm but requires adult support to complete.
Pupil is able to pay attention to their own choice of activity but is highly distractible in activities or tasks led by others.

 At Oaklands the main reason we use
PIVATs is for target setting.

P6 Pupils select and recognise or read a small number of words or symbols linked to a familiar vocabulary, for example, name, people, objects or actions. They match letters and short words. PIVATS definitions that feature within the reading aspect: CV - consonant vowel words e.g. to, so, be, me VC - vowel, consonant words e.g. at, in, on CVC - consonant, vowel, consonant words e.g. cat, dog
Pupil shows some ability to continue a rhyming string and engage in word play.
Pupil orally blends VC and
CVC words.
Pupil selects and recognises a small number of significant words or letters, e.g. their name.
Pupil uses patterns of speech influenced by their experience of books . Pupil makes some links between books read and their own experiences, with support.
Pupils' play is influenced by their experience of stories and may include actions.
Pupil predicts words or phrases within a particular, familiar story.
Pupil shows emerging confidence when talking about points of interest in a story. Pupil occasionally asks simple questions, often in the form of
'how?',
'where?' or
'why?'
Pupil understands some conventions of print and knows where to start reading. Pupil begins to recognise that information can be retrieved from books.

P7 Pupils join in rote counting to 10, for example, saying or signing number names to 10 in counting activities. They can count at least 5 objects reliably, for example, candles on a cake, bricks in a tower. They recognise numerals from one to five and understand that each represents a constant number or amount, for example, putting correct number of objects (1-5) into containers marked with the numeral; collecting the correct number of items up to five. Pupils demonstrate an understanding of less, for example, indicating which bottle has less water in it. In practical situations they respond to add one to a number of objects, for example, responding to requests such as add one pencil to the pencils in the pot, add one sweet to the dish.
Pupil can count at least
5 objects reliably when presented in a line. Make sets of up to 5 using objects, e.g. count
5 cups, count 5 straws, etc.
Pupil can join in with rote counting to
10.
Pupil can relate numerals 1-5 to the number of objects.
Pupil can count reliably at least 5 objects when randomly placed on the table, e.g. pupil orders objects to count.
Pupil can respond appropriately to the question ‘How many?’ when working with numbers up to 5.
Pupil can recognise numerals from 1-5.
Pupil demonstrates an understanding of less, e.g. indicating which plate has less biscuits on it.
Pupil can, in practical situations, respond appropriately to
‘add one’, e.g. add one more sweet to the dish.
Pupil can recognise numerals 1 to 5 and relate each numeral to the correct quantity, understanding that numeral always represents that quantity.
Pupil can match the pattern on a dice to the numeral.

P5
Pupils take part in activities focused on the anticipation of and enquiry into specific environments, for example, finding a hamster under straw, or a CD or video in a pile. They match objects and materials in terms of single features or properties, for example, temperature or colour. They indicate the before and after of material changes.
They try out a range of equipment in familiar and relevant situations, for example, initiating the activation of a range of light sources. They respond to simple scientific questions, for example, ‘Show me the flower’, 'Is this wet/dry?
Pupil collects object or materials,e.g. collects leaves.
Pupil takes part in activities focused on the anticipation of and enquiry into specific environments.
e.g. finding hamster under the straw.
Pupil can give positive or negative response to object or event when offered, e.g. responds to request. “Do you want the doll?”
“Would you like a drink?”
Pupil carries out simple instructions when also given a gesture or physical prompt, e.g. clap hands upon gestural prompt by the adult initiates the pupil response.
Pupil trials actions, e.g. tries to 'pull up' a plant.
Pupil repeats actions when prompted, e.g. tries something a second time when prompted to try again. e.g. looks in different locations for hamster in cage.

PSD4 Pupils engage in solitary play or work. They pay rigid attention to their own choice of activity.
They can perform simple actions on request. They are highly distractible in activities or tasks led by others.
Pupil's attention varies greatly depending on activity.
Pupil pays rigid attention to activity of own choice, i.e. becomes absorbed.
Pupil flits from one activity to another.
Pupil begins a task with enthusiasm but requires adult support to complete.
Pupil is able to pay attention to their own choice of activity but is highly distractible in activities or tasks led by others.

How do we show that a child has achieved a PIVAT stage or a P Level?
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Marking Policy – all children’s work has a learning objective and staff indicate to what extent this has been achieved and the level of support they needed
Moderation – marked examples of work (not just written) are checked by other staff both within Oaklands and with other special schools.

 Videos
 Photographs
 Written work
 Staff observations

PLP Target Learning
Objective- To show interest in pictures (Reading/writing P3(ii)

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PLPs (Personalised Learning Programs) – coffee morning 17 th October
Annual reviews – indicates to parents what level their child is at, their yearly target and their key stage target.
Planning – teachers use the PIVAT assessments to ensure that they are planning work for the children that will help them to progress to the next stage.
Interventions – to enable us to identify children that need additional targeted support in specific areas.

 This year we are introducing ICT PIVATs
 We currently use P Levels to assess the foundation subjects however we are going to break each of these into five steps so that we can clearly show progress in all areas of the curriculum.

ICT
Developing ideas and making things happen
Exchanging and
Sharing information
Finding things out