The Progression Guidance The guidance has been developed by the National Strategies and DCSF as part of the commitment in the Children’s Plan (2007) to provide better data for schools on how well learners with SEN/LDD are progressing. The Progression Guidance….. • provides data to support schools, SIPs, and National Challenge Advisers in determining what is good progress for pupils with SEN/ LDD; • supports schools in setting stretching targets to ensure high expectations of pupil progress. Who is the intended audience? • Teachers • Leadership teams • Governors • LA Officers, SIPs, NCAs • Ofsted inspection teams The guidance includes • A set of key principles which underpin the use of data on the attainment and progress of learners with SEN/LDD. • A wide range of historic National Curriculum attainment and progression data. • An explanation of the different data sets and how to interpret them. Booklet Content Section 3: Section 1: Introduction to the data sets within • General introduction the guidance and how to use them • What’s in it 3 Data sets: • Intended audience • How it can be used Set 1= Matched National curriculum data for 2007 • Related work Set 2= P scale collection analysis 2008 Section 2: Set 3= Matched P scales data collection 2007 The key principles • High expectations are key Section 4: to securing good progress. • Accurate assessment is Data sets appendices including: essential to securing and Point scores and conversion tables measuring pupil progress. • Age and prior attainment Matrices are the starting points for Line graphs and tables developing expectations of pupil progress. Bar charts and tables Progression Guidance Charts The full data sets can be downloaded from the National Strategies area of the Standards Site: www.standards.dcsf.gov.uk/nationalstrategies Data Set 1 00646-2009DWO-EN-01 Data Set 2 00647-2009DWO-EN-01 Data Set 3 00648-2009DWO-EN-01 P Scale Point score This will enable teachers to differentiate attainment within the P levels using a nationally agreed numerical value. In due course ,SEN/LDD data will be included in RAISEonline. Introduction Resources and overview Section Understanding national & local data Electronic Module The effective use of Informing data to support the teaching and evaluation of learning progress and outcomes for pupils identified as having SEN/LDD Evaluating school performance Setting targets Determining good progress Electronic CPD Module The module is located on the National Strategies website: www.standards.dcsf.gov.uk/nationalstrategies /inclusion/specialeducationalneeds REF: 00079-2009EPD-EN-01 Target setting Targets should be: • based on age and prior attainment as the starting point – not category of need. ‘Labels’ e.g. MLD, BESD, ASD, Down Syndrome should not be seen as barriers to achievement. • based on the performance of the highest performing learners i.e. in the upper quartile. Accurate assessment It is more challenging to make accurate and reliable judgements for learners with SEN/LDD, particularly at the lower P levels. QCA have updated their P Scale guidance which now includes materials for English, mathematics and science at P levels 1-3. Key messages • When current data was analysed it supported the expectation that the majority of learners will make 2 levels of progress including those working at P levels. • For children working below P3 2 sub levels constitutes 2 levels.