ISIS Progression Guidance Penny Hollowell General Inspector 3-11 Angela Scott East Region National Strategies SEN

12. The effectiveness with which the school deploys resources to achieve value for money p54 how well specific funding is identified and deployed by the appropriate staff, especially specific funding for pupils with special educational needs and/or disabilities

14. The Progression Guidance 2009-10

15. Objectives To review the scope and structure of the guidance To examine representative samples of data sets within the guidance

16. Booklet Content Section 1: General introduction What’s in it Intended audience How it can be used Section 2 built around 3 principles Section 3 presents representative data charts and tables with associated analysis Section 4 displays full data sets but will only be available on the web. It will not be part of the published hard copy of the guidanceSection 2 built around 3 principles Section 3 presents representative data charts and tables with associated analysis Section 4 displays full data sets but will only be available on the web. It will not be part of the published hard copy of the guidance

17. The Key Principles 2009 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 Considerable amount of Consultation and research has gone into this. Ofsted makes it clear that: Expectations of the success that pupils with SEN can have remain at the heart of the matter.’ …Until more is expected from the lowest attaining pupils improvements in nprovision for pupils with SEN and in the standards they reach will continue to be slow.’ 2004 SEN & Disability. Towards Inclusive schools. 20% of parents in an Ofsted questionnaire still feel expectations are not high enough for their children with SEN. Work with QCA to support the development of assessment and moderation and linkage with Assessing Pupil Progress planned for 09-10. The only principle that has been contentious is the third – ‘age and prior attainment…’ This is not to imply that predominant needs of the individual pupil are irrelevant. However, the concepts of MLD, SLD are relative and vary between schools and LAs. Therefore, it is for the school and LA to apply that filter. The national guidance rely on past performance as the most reliable starting point Considerable amount of Consultation and research has gone into this. Ofsted makes it clear that: Expectations of the success that pupils with SEN can have remain at the heart of the matter.’ …Until more is expected from the lowest attaining pupils improvements in nprovision for pupils with SEN and in the standards they reach will continue to be slow.’ 2004 SEN & Disability. Towards Inclusive schools. 20% of parents in an Ofsted questionnaire still feel expectations are not high enough for their children with SEN. Work with QCA to support the development of assessment and moderation and linkage with Assessing Pupil Progress planned for 09-10. The only principle that has been contentious is the third – ‘age and prior attainment…’ This is not to imply that predominant needs of the individual pupil are irrelevant. However, the concepts of MLD, SLD are relative and vary between schools and LAs. Therefore, it is for the school and LA to apply that filter. The national guidance rely on past performance as the most reliable starting point

18. 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

19. This is a bar chart showing the same data but displayed differently This is a bar chart showing the same data but displayed differently

20. These charts show the same data converted to APS and then displayed according to quartiles The guidance recommends that For all pupils, aspirational targets should be set above the median and For many pupils the intention should be to aspire to the upper quartile These charts show the same data converted to APS and then displayed according to quartiles The guidance recommends that For all pupils, aspirational targets should be set above the median and For many pupils the intention should be to aspire to the upper quartile

21. Data set 2: P scale data collection 2008Key Stage 2 This is the P Scale data collected in the mandatory submission in 2008. It provides the first overview of national attainment profile of learners working within the P levels and gives us information about the numbers of learners being assessed within the P levels. Comparative progress data for the whole national cohort will become available, through the national P scales data collection process, when current Years 2, 6 and 9 have reached the end of their current key stage, a period of 2, 3 or 4 years from 2009. This is the P Scale data collected in the mandatory submission in 2008. It provides the first overview of national attainment profile of learners working within the P levels and gives us information about the numbers of learners being assessed within the P levels. Comparative progress data for the whole national cohort will become available, through the national P scales data collection process, when current Years 2, 6 and 9 have reached the end of their current key stage, a period of 2, 3 or 4 years from 2009.

22. 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.

23. Using the data The Progression Guidance is not intended to replicate the Ofsted Guidance. The data in this guidance will support schools, LAs and SIPs to develop their own skills to be more able to evaluate progress and set targets The data, as always, is only the beginning of the story…..It’s how we use it to inform teaching and learning to ensure achievement for all.