addressed: Q1, Q2, Q3a, Q6, Session 2 Q7a, Q8, Q10, Q11 ... · PDF fileIntroduction Show slide 1 to introduce the session. Show slide 2 and take trainees through the learning outcomes

Learning outcomesTrainees will understand:

individuals’ roles in respect of the national curriculum framework and how flexibility can be used to plan for inclusion

the statutory national curriculum assessments

how qualifications can support the progress of pupils with SEN and/or disabilities, and

the different forms and purposes of assessment.

Priority standards Q1, Q3a, Q11, Q15. Related standards Q2, Q6, Q7a, Q8, Q10, Q19, Q29.

QTS standards addressed:

Q1, Q2, Q3a, Q6, Q7a, Q8, Q10, Q11, Q15, Q19, Q29.

Required resourcesSlide presentation Session 2

Handout 1 Identifying non-compliant schools

Handout 2 Whose role is it anyway?

Handout 3 Roles and responsibilities in maintained mainstream schools

Handout 4 How are roles and responsibilities discharged?

Handout 5 Schools addressing the ECM agenda

Handout 6 Pupil assessment methods at key stage 2

Handout 7 Statutory national curriculum assessments

Handout 8 Statutory curriculum assessment – true or false?

Handout 9 P scales English: speaking/expressive communication

Handout 10 P scales English: reading

Handout 11 Pupil profiles

Handout 12 Points for action

Handout 13 Follow-up activities

Slide

Approximate timing: 3 hours and 30 minutes3hrs 30mins

Development and diversity

Session 2 / Inclusive planning and assessment of the curriculum

1

Session 2Inclusive planning and assessment of the curriculum

Activities TimingsActivity 1 The curriculum 20 minutes

Activity 2 Who does what? 30 minutes

Activity 3 Every Child Matters 30 minutes

Activity 4 Planning an inclusive curriculum 30 minutes

Activity 5 Assessing the curriculum 35 minutes

Activity 6 National curriculum assessments and the P scales 45 minutes

Activity 7 Review and reflection 20 minutes

Film clip ‘Primary SEN – Circle of Friends – Ben’, Teachers TV 2008, www.teachers.tv/video/23405 TDA training toolkit, disc one. Follow the prompts

Film clip ‘Using the P scales’, QCA 2005. Disc three, clips accessed from the main menu:

What are the P scales?

Working with evidence

Working together for moderation.

Whiteboard or flipchart

Marker pens

Prior learningTrainees should familiarise themselves with the ECM agenda before the session. A useful summary can be found at www.everychildmatters.gov.uk



2

IntroductionShow slide 1 to introduce the session.

Show slide 2 and take trainees through the learning outcomes for this session.

1

Click to edit Master

title style

Inclusive planning

and assessment

of the curriculum


1Slide

Learning outcomes

You will understand:

individuals’ roles in respect of the national

curriculum framework and how flexibility can be

used to plan for inclusion

the statutory national curriculum assessments

how qualifications can support the progress of

pupils with SEN and/or disabilities, and

the different forms and purposes of assessment.

2

2Slide



3

Suggest to trainees that an inclusive curriculum is one where all learners:

see the relevance of the curriculum to their own experiences and aspirations, and

have sufficient opportunities to succeed in their learning at the highest possible standard.

Explain that curriculum development should be informed by a detailed knowledge and understanding of what is currently happening, together with an analysis of what works well and what could be improved. The self-evaluation process that a school engages in may form the beginning of this process.

Emphasise that some information may be gained by analysing pupils’ attainment, but there are other, equally important, sources of evidence such as:

pupils’ opinions of what works well

pupils’ achievements in terms of the Every Child Matters (ECM) outcomes, and

observations made by staff, other professionals and adults who have an overview of the school’s curriculum.

Once teachers have gathered this information, they need to identify pupils not fully accessing the curriculum and to consider the use of additional support and new experiences to address any barriers to learning. Emphasise that it is important to draw on as many sources of evidence as possible for pupils with multiple SEN and/or disabilities as a single source of evidence is unlikely to give a true indication of how well these needs are being addressed.

Explain that the term ‘SEN and/or disabilities’ covers a broad span of attainment, from those with profound and multiple learning difficulties through to, for example, pupils with visual impairments or behavioural, emotional and social difficulties (BESD), but who may also be gifted and talented in one or more areas. While some pupils with SEN and/or disabilities may require significant curriculum adaptation, others will benefit from a personalised approach to the curriculum, based on their strengths and interests.

Explain that by considering the needs of these pupils when the curriculum is first planned, it is possible to reduce the amount of differentiation and additional support they will need and to clearly identify teaching goals and assessment strategies.



4

Activity 1

The curriculum

Learning outcomesTrainees will understand the:

position of the National Curriculum within the school’s curriculum, and

scope for flexibility in teaching the National Curriculum.

Approximate timing: 20 minutes

Required resources Handout 1 Identifying non-compliant schools

TaskShow slide 3 to outline the learning outcomes for activity 1.

Explain that when talking about curriculum issues, secondary teachers are often referring to subject learning. Mention that the new secondary curriculum, from September 2008, offers less prescription and greater flexibility for teachers to use the whole curriculum and make connections between subjects. But point out that primary school teachers tend to have a holistic view of the curriculum, together with a greater knowledge of pupils’ strengths and support needs across a range of contexts. They draw on this knowledge to plan a curriculum that encourages high standards and progress for all pupils in all areas of their development.

20 mins

3

Activity 1

Learning outcomes


the place of the National Curriculum in the

school’s curriculum, and

the scope for flexibility in teaching the

National Curriculum.

3Slide



5

Show slide 4 and explain that the National Curriculum is one part of a school’s curriculum.

Tell trainees that because every pupil has their own strengths and aptitudes, a school needs to emphasise different parts of the curriculum to meet the needs of all its pupils.

Emphasise that maintained mainstream and special schools must follow the national curriculum orders, but the national curriculum programmes of study, which should be modified appropriately in accordance with the national curriculum inclusion statement, are the only statutory curriculum requirements.

Distribute Handout 1 and ask trainees to complete the task of identifying which schools comply with the national curriculum orders.

Allow five minutes for trainees to finish the task, then take feedback and confirm that all of the schools comply apart from example E.

Tell trainees that with the exception of school E, all of the examples are taken from real schools that have received excellent Ofsted reports. Invite trainees to consider what is different about school E.

Take feedback and suggest that pupils’ experiences must never be restricted for the sake of red tape, as seems to have been partly the case in E. Teachers cannot elect who they choose to teach, and staff should have been offered professional support to teach pupils with SEN and/or disabilities.

Explain that school E is not compliant because it has removed the possibility for a cohort of pupils to follow a whole programme of study, despite being aware of the time it could allocate to literacy.

Emphasise that there is no statutory reason for schools to organise according to subjects, nor is it compulsory to have specific time slots for any subject, although these often remain in schools for historic reasons. Advise trainees that although most secondary schools still have a subject-based curriculum around subjects, QCA monitoring shows that where pupils tend not to benefit from this approach, many primary schools are developing their curriculum through different thematic approaches.

Changing a school’s curriculum is a major undertaking because the new curriculum must be developed while teachers continue to deliver the existing format. It is essential that the exercise involves the whole key stage or school.

Tell trainees that activity 2 considers the roles and responsibilities in relation to pupils with SEN and/or disabilities, and then looks at the roles of different professionals in curriculum development.

What the curriculum includes

Every Child Matters (ECM)

How pupils see others behaving

How learning is modelled through teaching

Routines that are practised in school

Play

Out-of-school activities such as field trips or

school holidays.

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4Slide

6 Development and diversity


Activity 2

Who does what?

Learning outcomesTrainees will understand the roles and responsibilities of school personnel in relation to:


planning, teaching and learning.


Required resources Handout 2 Whose role is it anyway?

Handout 3 Roles and responsibilities in maintained mainstream schools

Handout 4 How are roles and responsibilities discharged?


Explain that in many cases the roles of school personnel are developing in line with the increased emphasis on flexibility and personalisation in the curriculum. This contrasts with the historic focus on delivering set content – sometimes referred to by schools as ‘coverage’ of the curriculum. Point out to trainees that curriculum planning must stem from clear aims that are understood and shared by all staff in the school.

Distribute Handout 3, which describes the levels of intervention set down in the SEN code of practice. Suggest that trainees refer to this sheet while carrying out the next task.

30 mins

5

Activity 2

Learning outcomes

You will understand the roles and responsibilities of

school staff in relation to:


planning teaching and learning.

5Slide



7

Distribute Handouts 2 and 4.

Explain that schools should ensure that all staff understand their responsibilities in respect of both pupils with SEN and/or disabilities and the curriculum.

Tell trainees to work in pairs so that one works through Handout 2 while the other completes Handout 4.

Allow 15 minutes for the task, then ask trainees to compare their views with the rest of the group.

When discussing the completed grids, ensure everyone is clear about:

avoiding disability discrimination in anything they do Every member of a school’s teaching and non-teaching staff, even if employed on a casual basis (such as a supply teacher or sports coach), must abide by the terms of the Disability Discrimination Act (DDA) and avoid disability discrimination. The governors are “the responsible body” for ensuring the Act is implemented

ensuring professional development is available School leaders and senior management are responsible for supporting their teams to deliver inclusive practice and ensuring the monitoring of outcomes and professional development for staff on SEN and/or disabilities

supporting colleagues with curriculum planning advice on SEN and/or disabilities It is reasonable for the SENCO/inclusion manager to advise on and support the removal of barriers for pupils with less common or more complex needs. Class teachers, with advice from heads of faculty or other curriculum leaders, should be able to plan day-to-day differentiation for most pupils with SEN and/or disabilities

recording baselines and monitoring outcomes Through their pastoral duties, teachers have an important contribution to make to planning an inclusive curriculum that reaches beyond the National Curriculum. Teaching staff and those working on extended services often have a good understanding of pupils’ personal and social needs which, while important for all pupils, can be crucial for pupils with BESD or autistic spectrum disorders (ASD). Other pupils with SEN and/ or disabilities may have additional personal and social needs such as learning for independent living, accessing peer support from other disabled pupils, mobility training and so on. All staff who are in daily contact with pupils can support the monitoring of outcomes in relation to the social and emotional curriculum, and

ensuring high (academic and social) expectations of all pupils with SEN and/or disabilities All governors and staff need to work together to ensure high academic and social expectations of all pupils with SEN and/or disabilities.

Conclude the activity by summarising that an inclusive curriculum:

is one that is most relevant to each learner

takes into account all aspects of a pupil’s development, not just national curriculum subjects

is tailored to a pupil’s individual and group needs, and

does not require every pupil to do exactly the same thing as everyone else all of the time.



Activity 3

Every Child Matters

Learning outcomesTrainees will:

assess the importance of ECM to primary schools, and

consider the specific implications of ECM for pupils with SEN and/or disabilities.


Required resources Handout 5 Schools addressing the ECM agenda

Film clip ‘Primary SEN – Circle of Friends – Ben’, Teachers TV 2008, www.teachers.tv/video/23405 TDA training toolkit, disc one. Follow the prompts

Prior learningTrainees should familiarise themselves with the ECM agenda before the session. A useful summary can be found at www.everychildmatters.gov.uk


30 mins

6

Activity 3

Learning outcomes

You will:

assess the importance of ECM to primary

schools, and

consider the specific implications of ECM for

pupils with SEN and/or disabilities.

6Slide



9

Show slide 7 to remind trainees of the five ECM outcomes.

Explain that these are key outcomes because they give children the skills they need to become responsible adults, positive citizens and to make autonomous decisions.

As an example, suggest trainees consider the outcome ‘make a positive contribution’. If children learn that they have the ability to enrich the lives of others, give support, show they care, change things for the better and improve their environment, they are much more likely to engage as responsible citizens with the wider community beyond the school.

Explain that all pupils, including those with SEN and/or disabilities, have a positive contribution to make within school, whether through peer mentoring or buddying schemes, decision-making as part of the school council, entertaining others with their musical or dramatic talents, training as a playground activity leader, representing the school in a sport or caring for the school garden. Many schools also encourage learners to recognise that they can make a difference in the world beyond school by responding to needs in the local community.

Explain that every part of the curriculum, in its widest sense (as discussed in activity 1), can support the ECM agenda. While the outcomes do not have to be delivered individually, schools need a curriculum plan that specifies explicitly how they will be delivered as an integral part of the school curriculum.

Tell trainees that it is not enough for schools simply to ‘map’ where the outcomes are covered within existing subjects, as that can lead to a disjointed approach.

When designing its curriculum, a school must consider:

lessons in different subjects or themes

location of learning

environment for learning

events

the school’s routines

extended hours, and

out-of-school learning (including playtime experience).

The ECM outcomes

Be healthy

Stay safe

Enjoy and achieve

Make a positive contribution

Achieve economic wellbeing.

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7Slide



Explain that although the five ECM outcomes are relevant to every child, thinking carefully about how to incorporate them into the school curriculum can bring particular benefits to many pupils with SEN and/or disabilities who face specific difficulties. For example, a child with BESD may be unhappy or have difficulties making decisions that keep them safe.

Tell trainees that schools should consider the specific needs of all their pupils, including those with SEN and/or disabilities, before designing appropriate learning experiences across every aspect of the curriculum.

Explain that the next task takes a closer look at incorporating the needs of pupils with SEN and/ or disabilities into activities relating to ECM outcomes.

Distribute Handout 5 and ask trainees to read through it quickly. Explain that the examples in the handout were produced by the QCA and show schools addressing the ECM outcomes. Ask trainees, working in pairs, to match the case study to the relevant outcome without spending too long on their responses. The aim is simply to familiarise themselves with the case studies.

The correct responses are:

A = enjoy and achieve

B = make a positive contribution

C = be safe

D = be healthy, and

E = achieve economic well-being.

Once trainees have completed this task, ask them to work in small groups to assess each case study for additional considerations that would need to be taken into account for pupils with:

learning difficulties

sensory and physical impairments

behavioural, emotional and social difficulties, or

speech, language and communication difficulties.

You may wish to allocate one type of SEN to each group.

Invite trainees to share their observations with the whole group, making sure that these points are covered:

allow for particular types of communication, for example the use of British sign language

ensure pupils with physical disabilities have access to out-of-school activities

adapt activities for pupils with learning difficulties so that they are still able to take part. For example by rehearsing tasks before they participate in a wider group, producing age-appropriate ‘easy read’ materials, prompting them and allowing them to make video presentations

anticipate any sensitivities for pupils with BESD and modify tasks accordingly. For example, let them present to audiences using video which is usually less stressful than performing live and allow for limited concentration spans, and

ensure an appropriate level of language for those with speech, language and communication difficulties, allow these pupils adequate time to respond, and use techniques such as scaffolding and prompting to support them throughout any activity.

Show the film clip ‘Primary SEN – Circle of Friends – Ben’. Explain to trainees that this clip draws together many of the aspects of ECM and pupils with SEN and/or disabilities that they have looked at so far. Conclude the session by asking trainees to share any other observations on the application of ECM to pupils with SEN and/or disabilities.

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Activity 4

Planning an inclusive curriculum


understand what they have to teach and how to personalise their approach to planning, and

be familiar with key aspects of the statutory curriculum order on inclusion.


Task Show slide 8 to outline the learning outcomes for activity 4.

Explain that in the recent past ‘access to the curriculum’ and ‘disapplication’, were developed to address the needs of pupils with SEN and/or disabilities within a content-heavy curriculum. These planning approaches did not encourage teachers to consider the flexibilities that exist within curriculum design or ways of making the curriculum relevant to the strengths and interests of pupils.

Ask trainees to consider what is meant by the phrase ‘access to the curriculum’. Take brief feedback and then suggest that the idea of ‘access’ could imply that, like a building, the curriculum is a fixed entity and that every pupil must cover exactly the same content regardless of the relevance of these activities. This curriculum model often left teachers feeling they had little choice in what they taught. In many cases, if the pupil could do some activities based on the facts being covered, it was thought to be sufficient for their subject learning requirements irrespective of the relevance and appropriateness of such activities.

30 mins

8

Learning outcomes

You will:

understand what you have to teach and how to

personalise your approach to planning, and

be familiar with key aspects of the statutory

curriculum order on inclusion.

Activity 4

8Slide



12

Suggest to trainees that instead of talking about ‘access to the curriculum’ it is more helpful to think about planning for inclusion from the outset. If schools take inclusion into account when planning they are more likely to provide a continuum of activities that support the pupil’s progression rather than simply slotting activities into lessons that were not designed with their progression in mind.

Emphasise that an inclusive curriculum can release the need for specialist intervention to remove barriers for many pupils with SEN and/or disabilities.

Now ask trainees to consider the second planning approach of ‘disapplication’. Point out that they will sometimes hear the term wrongly used to describe pupils who are ‘disapplied from the National Curriculum’ or ‘disapplied from the tests’. Explain that this misuse of the term reflects the historic concern with fitting pupils into a set of given circumstances when, in fact, it is not the pupil who is disapplied because they do not fit in, but the curriculum or test because they are not suitable for the pupil.

Check that trainees understand the fundamental difference between the two ways of thinking about meeting the requirements of pupils with SEN and/or disabilities; one focuses on ‘slotting the pupil in’, the other focuses on making systems inclusive.

Show slide 9 to introduce the statutory statement on inclusion from the National Curriculum.

Advise trainees that this will be discussed further in session 3.

Explain that the statutory inclusion statement in the National Curriculum, coupled with increased flexibility in the primary curriculum, means that disapplication of the statutory curriculum through the statement of SEN should rarely be needed.

For example, rather than avoiding modern foreign languages (MFL) because aspects of the ‘Languages for all’ guidance, DfES 2002, or KS2 framework appear too difficult for some pupils, schools might consider how introducing MFL might benefit all their students. Teaching of MFL can then be modified, using the principles of the national curriculum inclusion orders so that it is suitable even for pupils with severe learning difficulties. Remind trainees that a section in the languages framework for KS2 covers inclusion and SEN.

Ask trainees to spend a few minutes in pairs, looking at ways in which MFL could be made relevant to pupils with learning difficulties.

Inclusion: providing effective learning

opportunities for all pupils

‘Responding to pupils’ diverse learning needs.

When planning, teachers should set high expectations

and provide opportunities for all pupils to achieve.

To ensure that they meet the full range of pupils’

needs, teachers should be aware of the requirements

of the equal opportunities legislation that covers race,

gender and disability’.

Statutory Inclusion Statement, National Curriculum, 1999

9

9Slide

13



Take brief feedback, making sure these approaches are covered:

focus on the relevant parts of the guidance and framework such as cultural understanding or basic communication

make the learning outcomes relevant to the pupil’s needs and assess them at an appropriate level for the pupil. For example, a pupil with severe learning difficulties might focus on a wider unit of work about food and culture, and

concentrate the language learning on communication skills that have been identified as most relevant to the pupil, eg. making eye contact, introducing themselves and taking turns in a conversation.

In this way the target language becomes a useful reinforcement of skills being learnt elsewhere in the curriculum.

Conclude this activity by taking feedback on ways of making a curriculum relevant to the needs of pupils with SEN and/or disabilities. In discussion draw out that:

experiences based on ‘access’ for learners with SEN and/or disabilities may be piecemeal and lack coherence because they have been slotted into activities that were not designed to meet their needs in the first place

a series of unrelated ‘one-off’ tasks may not give pupils the chance to develop and consolidate their knowledge and skills, and

one-off unrelated activities can demotivate many learners because the learning objectives are not clear. This makes it difficult for them to know how to improve their own learning on a sustained basis.

Explain that planning an inclusive curriculum involves deciding what can be learned over time that is relevant, useful and challenging to all pupils, including those with SEN and/or disabilities. The starting point for changing any aspect of the curriculum is for teachers to ask, “What do we want to achieve?” When the teacher knows why they want a pupil to learn something, making the learning relevant and accessible to the pupil becomes achievable.



Activity 5

Assessing the curriculum


how assessment should inform the curriculum, and

the two main types of assessment — summative and formative.


Required resources Handout 6 Pupil assessment methods at key stage 2

Handout 7 Statutory national curriculum assessments

Handout 8 Statutory curriculum assessment – true or false?

Whiteboard or flipchart

Marker pens


Explain that as well as statutory assessments, schools undertake their own systematic assessment of pupils’ learning, which is set out in the school’s assessment policy. Suggest that trainees ask to see a copy of the assessment policy next time they are in a school.

35 mins

10

Learning outcomes


how assessment should inform the curriculum, and

the two main types of assessment – summative

and formative.

Activity 5

10Slide



15

Show slide 11, which shows a diagram of the plan-implement-review model of curriculum planning.

Explain that when planning for pupils with SEN and/or disabilities, teachers need to be clear about what they want learners to achieve. Once this planning is implemented, they should check regularly that pupils are making the planned progress and, afterwards, evaluate the planning to assess how successful the teaching has been and whether further adjustments should be made.

Tell trainees that ‘review’ can mean feedback taken to reflect the success of the curriculum at a given moment. Evaluation is more systematic in that it identifies whether the aims of the curriculum have been met and assesses whether other things need doing. To do this, teachers need to use assessment data.

Show slide 12.

Plan

What is to be achieved?

How will it be done?

Review

Gather a variety of

evidence

Evaluate

What more needs to

be done?

Implement

How will the curriculum

be managed?

Cycle of successful

curriculum planning

11

11Slide

Two types of assessment

1. Summative used for national data, eg. national

curriculum tests, P scale assessment, public exams

2. Formative helps teacher to tailor teaching and pupil

to learn by including them in evaluating their own

work and giving feedback to develop their strategies

for learning.

12

12Slide



Explain that there are two sorts of assessment:

summative assessment is the assessment of how successfully learning has been achieved at the end of a period of time, usually a term, year or key stage. Often summative assessment measures what pupils have achieved against pre-existing criteria, such as numeric marks, levels or other grades that teachers assign to work, and

formative assessment is often seen as a part of assessment for learning (AfL), and aims to inform the way in which pupils learn and make progress. It is carried out more frequently than AfL, and usually involves staff or peers giving individual feedback to the learner. It focuses on process as well as outcomes.

Both types of assessment are needed to assess pupils’ progress, to support pupils in their learning and to plan the most appropriate next steps in their learning. Stress that teachers need to choose the right type of assessment according to its intended purpose. Forewarn trainees that assessments can be time consuming.

Explain that assessment data need not be numeric. Data from formative assessment may be given in the form of observations and opinions from teachers, pupils or other professionals. This can and should be used alongside numeric summative data when evaluating the curriculum in the planning cycle.

Distribute Handout 6. Tell trainees that it shows some examples of how, in KS2, primary schools can avoid the trend to rely more on tests and formalised in-class assessments as pupils get older.

Explain that assessments such as written tests and timed tasks can be a barrier for many pupils and are tedious for most if this is all they do. The examples on the handout show how assessment opportunities can be built into normal teaching, rather than through special assessment activities that take up a large proportion of curriculum time.

Tell trainees that the later examples show a shift away from purely subject-focused assessment. After the trainees have read Handout 6 ask them to work in pairs to identify, from their own experience, some formative assessment activities they might use to assess pupils’ progress in different areas of the National Curriculum.

From their feedback, compile a list on the flipchart or whiteboard to underline that assessment in national curriculum subjects:

can be imaginative

can be built into tasks

may involve peer-to-peer assessment

may involve staff observation

can use a wide variety of modes such as drama, photographs, writing, discussion and presentations, and

is not confined to the use of numeric scores.

Explain to trainees that while the assessment principles discussed in this activity apply to all pupils, they work particularly well for those with SEN and/or disabilities because:

the wider choice of assessment activities removes constant reliance on one mode (such as writing), which may be a barrier to many pupils, and

increasing the range of contexts to include those in which pupils might raise their achievement, will enable them to better demonstrate their progress, eg. a pupil with behavioural difficulties may perform better in a play setting or outdoors.

Distribute Handouts 7 and 8. Ask trainees to work in pairs using Handout 7 to answer ‘true’ or ‘false’ to the short quiz on statutory assessments on Handout 8. When they have finished the task, take feedback and consider any questions raised by the group.

17



Provide the answers to the questions on Handout 8:

1) False – there are no tests until the end of KS2

2) True – schools alone determine what evidence they keep, but the authorities may come to an agreement with schools to maintain similar evidence portfolios

3) False – this is the duty of the headteacher, often delegated to the school’s assessment coordinator. Class teachers must cooperate with this process by carrying out assessments and keeping records.

4) False – a pupil may complete a key stage early or late, depending on when they finish the programme of study and move on to the next.

5) True

6) False – they must check the assessment and reporting arrangements (ARA) and comply with the instructions; some arrangements are only possible if the local authority or National Assessment Agency (NAA) approves them.

7) False – this is bad for the pupil. If a pupil needs support it should be given in normal teaching to support the child’s progress. Only when support is given regularly can it be used as an access arrangement.

8) True

9) False – the tests at KS2 are designed for pupils working between levels 3 and 5 of the National Curriculum. They should only be used for pupils working at these levels.

10) True – readers and writers may be applied for other test components, where appropriate, but if reading or writing is being assessed, it would not make sense to apply a reader or writer for this element.

Allow time for a discussion of the important issue reflected in this statement:

“The access arrangements must never provide an unfair advantage to a pupil with SEN and/or disabilities, for example the support given must not change the test questions and the answers must be the pupil’s own.”

Explore an example of an access arrangement that trainees will be aware of, such as the allowance of extra time. Discuss, perhaps, how easy it is for teachers to use such an arrangement appropriately and fairly.

Now ask trainees to imagine this scenario:

Roger joins a class during year 2. He has cerebral palsy which results in having moderate learning difficulties; he can only communicate using an electronic communicator. He is currently attaining level 1 of the National Curriculum.



Show slide 13, and ask trainees, working in pairs, to consider the questions.

Take feedback from the group. Confirm that the correct responses are:

1. The class teacher should go to the school’s assessment adviser/co-coordinator in the first instance. Then they could go to the headteacher. If there is any confusion the teacher should check the current ARA for further guidance

2. In law, the headteacher is entirely responsible for test arrangements but they can delegate these responsibilities to the assessment coordinator or deputy. It is the class teacher’s duty to comply with their instructions regarding statutory assessment, and

3. The school may need to think about the pupil’s predicted future progress and whether they might be eligible to take the test because they are likely to be working at level 3 by year 6. If so, they will need to see what access arrangements succeed in class, and how far these correlate to the access arrangements approved by the NAA. They will need to apply for some arrangements in time and to keep an accurate record of need for others. They may need to consider allowing the pupil to sit the test in a separate room.

In conclusion, point out that teachers must follow the government assessment requirements, but that testing and summative assessment should not be allowed to diminish the importance of good quality teaching and learning.

Statutory assessment

1. Who should you go to for advice about statutory

assessments?

2. Who is responsible for these assessments in

the school?

3. What might the school need to think about for the

assessments at the end of KS2?

13

13Slide

19



Activity 6

National curriculum assessments and the P scales


the relationship of P scales to national curriculum levels

that assessment criteria should not be used as a curriculum, and

how to use, moderate and judge pupil performance against the P scales.


Required resources Handout 9 P scales English: speaking/expressive communication

Handout 10 P scales English: reading

Handout 11 Pupil profiles

Film clip ‘Using the P scales’, QCA 2005 Three clips accessed from the main menu:

What are the P scales?

Working with evidence

Working together for moderation.


45 mins

14

Learning outcomes


the relationship of P scales to national curriculum

levels

that assessment criteria should not be used as a

curriculum, and

how to use, moderate and judge pupil performance

against the P scales.

Activity 6

14Slide



20

Show slide 15 and use it to take trainees through the processes of assessment set out in law for all maintained schools.

Tell trainees that, in 2007, the P scales were incorporated into the statutory National Curriculum and are, therefore, statutory national curriculum assessments. Schools must report the attainment of pupils who are operating below level 1 of the National Curriculum in their annual reporting at the end of key stages 1, 2 and 3.

Many of the pupils whose attainments fall within the P scales will be attending special provision, but explain that trainees will increasingly encounter a few of these pupils within mainstream secondary provision when working in:

fully integrated schools

co-located schools (special and mainstream schools in the same building)

schools with resourced units for pupils with significant learning difficulties

settings with a few pupils who are registered in both a mainstream and a special school, or

joint projects with special schools.

Explain that the P scales are just like national curriculum levels except that they are for pupils working towards level 1 of the National Curriculum. They are designed to assess pupils with SEN who are working significantly below the expected attainment for their age. Emphasise that they are not designed to assess pupils who have English as an additional language (EAL) and who are attaining below level 1 of the National Curriculum, unless the pupil also has SEN.

Distribute Handouts 9 and 10. Ask trainees to familiarise themselves with one of the English strands – speaking and listening on Handout 9.

Explain that there are P scales for all national curriculum subjects and that they are eight-level, best-fit assessment criteria. They run from level P1, the very early stages of development, to level P8, for those nearing level 1 of the National Curriculum (or ‘entry level 1’ for pupils taking qualifications at KS4). Judgements are made at the end of long periods of time, eg. a year or a key stage.

Point out that the P scales should not be used as a curriculum because they capture only some aspects of the programmes of study and account for progress made by many but not all pupils with SEN operating at this level. Teaching to assessment criteria in this way would lead to a very narrow

What assessment is statutory?

The assessment processes of the SEN code

of practice

Schools’ reporting of data at the end of KS1–3,

based on whole national curriculum levels or

whole P scales

Schools’ reporting of examination results at

the end of KS4.

15

15Slide

21



curriculum that would ignore many other areas that pupils with SEN and/or disabilities need to develop. Tell trainees that the P scales assessment criteria should be used to assess some aspects of a wider curriculum that is planned around pupils’ strengths, motivation and needs.

Explain that because P scales are assessment criteria to be used over a whole key stage, or annually for pupils making more rapid progress, they are not suitable for setting short- or mid-term pupil targets nor very helpful for teachers in giving learner feedback.

Tell trainees that they are going to see three film clips, ‘What are the P scales?’, ‘Working with evidence’ and ‘Working together for moderation’, which focus on both mainstream and special schools.

Suggest that trainees note:

how all the teachers use the P scales as a shared language to discuss the progress of a pupil with learning difficulties and an additional disability, and

how many different sources of evidence are used to determine the pupils’ attainment.

After showing the clips, check that trainees have noticed how a common language of assessment, based on the P scale criteria, enables teachers to assess pupils’ progress and to work together to establish agreed aims and learning outcomes for their future progress.

Tell trainees to work in pairs to discuss:

how they would assess similar pupils for speaking and listening during tasks and activities in other areas of the curriculum such as ECM, in different subjects or in school activities such as assemblies. Ask them to identify activities that could lend themselves to assessment, and

how their lesson planning could include speaking and listening (or receptive and expressive communication if pupils have communication difficulties).

Take brief feedback from the group, making sure that trainees understand the importance of carefully recorded observations, over time and across a range of contexts and activities, for example large and small groups in the classroom, playground games as well as audio- and video-recordings. Emphasise that whatever the recorded format, lesson plans should note:

specific forms of questioning for the range of pupils in the class, and

approaches that ensure comprehension, including a range of media for presentations and time for unobtrusive checks by the teacher or TA.

Tell trainees that the next activity demonstrates how using the P scales for statutory assessment and reporting is exactly the same process of matching performance to a best-fit level for national curriculum levels.

Distribute Handout 11 and ask trainees to familiarise themselves with the three pupil profiles. Tell trainees to work in groups, and allocate a pupil for each group to focus on. Tell them to determine the level performance of each pupil.

Allow a few minutes for trainees to complete the task, then reveal the QCA levels for each pupil:

Heidi P5, Speaking and listening/expressive and receptive communication

Luke P8, Speaking/expressive communication

Dawn P4, Reading

Compare these assessments with trainees’ own findings and refer closely to the appropriate level to discuss any discrepancies.

To conclude, point out that the activities carried out by the pupils were planned as part of their day-to-day class activities and not simply based on the assessment criteria. There is no need to plan separate or artificial assessment activities just to assess pupils against the P scales.



Activity 7

Review and reflection


reflect on their learning about the curriculum and assessment, and

identify key points of action to consolidate and apply their learning.


Required resources Handout 12 Points for action

Handout 13 Follow-up activities


Draw the session to a close by inviting trainees to spend a few minutes reflecting individually on the session. Prompt them to consider what they have learnt about the curriculum and assessment in relation to pupils with SEN and/or disabilities

20 mins

16

Learning outcomes

You will:

reflect on your learning about the curriculum

and assessment, and

identify key points for action for yourself to

consolidate and apply your learning.

Activity 7

16Slide



23

Show slides 17 and 18 to sum up the main points of learning.

Distribute Handout 12 and ask trainees to spend a few minutes reflecting on ways to consolidate and apply their learning from this session.

Distribute Handout 13 and ask trainees to follow up on one or more of these activities.

Main learning points

An inclusive curriculum is planned from the outset

The curriculum is the sum total of the learning

experiences encountered by the pupil

An inclusive curriculum can obviate the need for

specialist intervention for many pupils with SEN who

are at School Action in the SEN code of practice.

17

17Slide

Main learning points (continued…)

Flexibilities in the National Curriculum allow for most

learners with SEN and/or disabilities to be catered for

When reviewing the curriculum, a wide range of data

should be used alongside performance data, for

example, pupils’ opinions, teacher observation and

feedback from parents.

18

18Slide



Handout 1

Identifying non-compliant schoolsWhich of these schools do not comply with the statutory requirements of the National Curriculum?

Scho

olC

urri

culu

m in

pla

ceC

ompl

iant

? (Y

/N)

Why

mig

ht t

he s

choo

l do

this

?

AKS

2 is

com

pres

sed

into

two

year

s. Y

ear 6

is s

pent

con

solid

atin

g th

is w

ork

but

with

a p

artic

ular

focu

s on

them

es a

nd s

tudy

ski

lls to

pre

pare

pup

ils fo

r the

tr

ansit

ion

to s

econ

dary

sch

ool

BA

PRU

for K

S2 p

upils

org

anis

es it

s cu

rric

ulum

aro

und

thre

e th

emes

: ‘m

ysel

f’,

‘my

wor

ld’ a

nd ‘w

hat I

can

do?

’. Th

ere

are

no s

epar

ate

liter

acy

and

num

erac

y se

ssio

ns. T

hese

are

as a

re ta

ught

ent

irely

thro

ugh

the

thre

e th

emes

.

CA

prim

ary

scho

ol w

orks

on

join

t pro

ject

s w

ith s

econ

dary

sch

ools

in y

ear 6

to

smoo

th tr

ansit

ion

into

sec

onda

ry s

choo

l and

ens

ure

that

the

pupi

ls d

o no

t re

gres

s. T

o fr

ee-u

p tim

e, p

upils

com

plet

e th

e bu

lk o

f KS2

by

the

end

of y

ear 5

.

DTh

e sc

hool

org

anis

es it

s cu

rric

ulum

aro

und

larg

e fe

stiv

als,

eve

nts

and

expl

orat

ion

wee

ks. T

he s

choo

l hol

ds a

larg

e ar

ts fe

stiv

al o

nce

a ye

ar w

here

pup

ils e

xplo

re a

th

eme

such

as

the

envi

ronm

ent o

r ‘ou

r com

mun

ity’.

This

take

s ov

er th

e en

tire

timet

able

for a

who

le h

alf-

term

. The

art

s do

not

app

ear s

epar

atel

y on

the

timet

able

for t

he re

st o

f the

yea

r but

are

taug

ht w

ithin

oth

er a

reas

of w

ork.

EG

eogr

aphy

has

not

bee

n ta

ught

to p

upils

with

SEN

and

/or d

isabi

litie

s. It

has b

een

repl

aced

with

ext

ra li

tera

cy c

lass

es. W

hen

cons

ulte

d, p

aren

ts fe

lt th

at g

eogr

aphy

w

as ir

rele

vant

. The

scho

ol h

ad g

reat

diffi

culty

recr

uitin

g te

ache

rs w

ith a

ny e

xper

tise

in g

eogr

aphy

and

who

wer

e ha

ppy

to te

ach

pupi

ls w

ith le

arni

ng d

ifficu

lties

.

FA

spec

ial s

choo

l for

pup

ils w

ith c

ompl

ex n

eeds

org

anise

s its

tim

etab

le a

roun

d th

e ar

eas i

n th

e ea

rly y

ears

foun

datio

n st

age.

Pup

ils sp

end

cons

ider

able

tim

e in

th

erap

y an

d at

tend

ing

extr

a pr

ovisi

on su

ch a

s com

mun

icat

ion

grou

ps. S

ome

area

s of

exp

erie

nce

are

emph

asise

d, su

ch a

s com

mun

icat

ion,

ICT

and

PSH

E. T

hese

do

not a

ppea

r on

the

timet

able

but

the

scho

ol d

eliv

ers t

hem

thro

ugh

othe

r are

as o

f th

e cu

rric

ulum

. Oth

er n

atio

nal c

urric

ulum

subj

ects

, suc

h as

geo

grap

hy, a

re o

nly

deliv

ered

thro

ugh

one

atta

inm

ent t

arge

t and

focu

s on

‘spec

ial d

ays’

out o

f sch

ool.

Pupi

ls a

re n

ot a

war

e th

ey a

re s

tudy

ing

geog

raph

y on

thes

e da

ys o

ut.



25

Handout 2

Whose role is it anyway?Complete the grid below by rating the roles, on a scale of 5 for a major part of the role to 1 (not a part of the role), for each of the groups mentioned.

Role

Reco

rdin

g ba

selin

es

and

mon

itor

ing

outc

omes

of p

upils

w

ith

SEN

/dis

abili

ty

Ensu

ring

pr

ofes

sion

al

deve

lopm

ent

is

avai

labl

e on

SEN

/di

sabi

lity

Avo

idin

g di

sabi

lity

disc

rim

inat

ion

in

anyt

hing

the

y do

Supp

orti

ng

colle

ague

s w

ith

curr

icul

um

plan

ning

adv

ice

on

SEN

/dis

abili

ty

Ensu

ring

hig

h (a

cade

mic

and

so

cial

) exp

ecta

tion

s of

all

pupi

ls w

ith

SEN

/dis

abili

ty

Gov

erno

r

Hea

dtea

cher

Dep

uty

head

teac

her

SEN

CO/in

clus

ion

man

ager

Hea

ds o

f fac

ulty

/cu

rric

ulum

lead

ers

Prem

ises

man

ager

Clas

s te

ache

rs

Teac

hing

ass

ista

nts

Exte

nded

-day

sta

ff



26

Handout 3

Roles and responsibilities in maintained mainstream schools

Graduated approach of the SEN code: School ActionWhen a pupil requires help over and above that which is normally available within the particular class or subject

Teachers remain responsible for working with the pupil on a daily basis and for planning and delivering a programme which takes individual needs into account

An individual educational plan (IEP) is normally provided for pupils at School Action.

Graduated approach of the SEN code: School Action PlusAt School Action Plus, external support services, both those provided by the LA and by outside agencies, advise subject and pastoral staff on targets or materials and in some cases provide support for particular activities

An IEP is normally provided for pupils at School Action Plus.

Graduated approach of the SEN code: statement of SENMulti-disciplinary assessment examines whether a pupil should have a statement of SEN

Local authority provides one if necessary

Statement of SEN guarantees the provision written into its clauses

Failure to arrange the provision in a statement (an LA responsibility) can be challenged in the courts.

‘The governing body should, in co-operation with the headteacher, determine the school’s general policy and approach to provision for children with SEN, establish the appropriate staffing and funding arrangements and maintain a general oversight of the school’s work. The governing body may appoint a committee to take a particular interest in and closely monitor the school’s work on behalf of children with SEN.

The headteacher has responsibility for the day-to-day management of all aspects of the school’s work, including provision for children with SEN. The headteacher should keep the governing body fully informed and also work closely with the school’s SEN coordinator or team.

All staff should be involved in the development of the school’s SEN policy and be fully aware of the school’s procedures for identifying, assessing and making provision for pupils with SEN’.

‘The special educational needs code of practice’, DfES, 2001.

Notes: Schools do not need to write IEPs for pupils where they have a policy of planning, target setting and recording of progress for all pupils that identifies learning targets for pupils with SEN, plans additional or different provision and reviews provision in the light of individual pupil outcomes. Schools are required to report on their SEN policies annually in the school prospectus.



27

Handout 4

How are roles and responsibilities discharged?Questions Comments

1. How does the school ensure that all the adults in the school understand their responsibilities towards pupils with SEN and/or disabilities?

2. How do the SENCO/inclusion manager, curriculum leaders, and senior management team support teachers in their responsibilities for the learning of pupils with SEN and/ or disabilities?

3. What role do these workers play in determining the curriculum offer of the school?

governors

headteacher

deputy headteacher

subject or key stage head

SENCO

form tutor/teacher

volunteers

teaching assistants and other non-teaching support staff, and

extended-day staff, eg. sports coaches and drama tutors.

4. Do you notice any discrepancies between the answers to questions 1 and 2 and those to question 3? How might respective roles regarding personalising the curriculum be extended to wider groups of school staff and governors?



28

Handout 5

Schools addressing the ECM agenda

Palmerston SchoolPalmerston School in Liverpool, a school for pupils with severe, profound and multiple learning difficulties, took part in a city-wide reading project based on ‘Holes’ by Louis Sachar. As part of the initiative, learners created a big-book version of the novel for use in special schools across the city, working with boys from a nearby school to bring together text and illustrations. All of the learners gained confidence and satisfaction from collaborating with their peers to produce something of high quality for a real audience.

Kell Bank C of E Primary SchoolAll 25 learners at Kell Bank C of E Primary School in the Yorkshire Dales have a part to play in the day-to-day running of the school. Each week the school council draws up a ‘responsibility rota’ that gives different tasks to different children, including cleaning tables and sweeping the floor after lunch, taking weather readings, filling the bird bath and bird feeders, baking for the school and preparing the classroom for art activities. Staff say that caring for things around them gives the learners a real stake in their school’s success.

Croxteth Community Primary SchoolIn the face of growing gun crime in the area, Croxteth Community Primary School in Liverpool was one of 14 local schools to set up a ‘Safer school partnership’ with Merseyside police. A community policeman was assigned to the school and spends three hours each week joining in assemblies and PSHE lessons, counselling children referred because of antisocial behaviour, and talking about gun crime. Recognising the threat of inter-school gang culture, he also arranged for learners from different schools to play football together at the weekend. The hope is that the information and advice provided in school will help children stay safe on the streets now and in the future.

Morecambe Bay Primary SchoolAt Morecambe Bay Primary School in Lancashire, a local bank manager assesses business plans written by 10-year-olds. They are working on a mini-enterprise scheme to raise money towards a school holiday. Learners find producing plans with a real purpose highly motivating and are more than willing to work at the mathematics, English and design and technology needed to make their projects succeed. Some of the children’s ideas, for example running a nail bar, have been taken further and involve parents in the longer term. In an area of high unemployment, opportunities are realised and powerful lessons learnt.

South Hetton Primary SchoolSouth Hetton Primary School, near Durham, wanted to encourage its learners to lead a healthier lifestyle. To tackle poor dietary habits it banned sweets and crisps, encouraged learners to bring in water bottles and increased the healthy food on offer through its breakfast club, tuck shop and canteen. To promote physical activity it increased time for PE, introduced an exercise session at the start of every day, extended its range of after-school clubs and brought in local sports clubs and experts to motivate learners. It also started working with a counsellor to support children with specific wellbeing issues. As a result of the changes, staff saw improvements in learners’ behaviour, concentration and their awareness of the importance of leading a healthy lifestyle.



29

Handout 6

Pupil assessment methods at key stage 2These examples show a shift away from purely subject-focused assessment, and illustrate different ways in which assessment data can be gathered as a part of the teaching and learning process. The collaborative approaches shown are particularly useful where teachers do not feel accustomed to or confident in assessing the learning of pupils with SEN and/or disabilities.

Alternatives to written assessmentWhere in subjects such as geography or science the lesson objective is the analysis of data, pupils might use handheld electronic devices to gather data from a visit to a site and then download the information into a computer programme so that the data can be presented, eg. as a graph or as part of a display of class findings. Where written skills are not the assessment objective, this approach can remove barriers to assessment for pupils who find writing difficult by enabling them to demonstrate their ability to gather data and present it in different ways without these abilities being masked by poor handwriting skills. Similarly, digital recordings of interviews are a useful alternative to writing for pupils with poor handwriting or who have difficulties with their short-term memory. It makes their ideas accessible for themselves and for teachers and peers making assessments.

Collaborative approachesPupils’ work in several subjects is assessed by the same teacher This approach occurs in many primary schools, where teachers take a generalist role, adopting a thematic or integrated approach to all or part of the curriculum, for all or part of the time. The advantage of this approach is that, because teachers are assessing pupils across several subjects, they can make a more holistic assessment of the pupil’s progress and give targeted feedback on how the pupils can improve their own learning across a range of outcomes. Teachers can identify overarching strategies to help pupils with SEN and/or disabilities, which means they are not given a list of endless targets subject-by-subject which may, at worst, be conflicting and at best can be onerous.Same body of work is assessed by two or more teachers for different purposes This approach reduces the assessments and targets required for pupils with SEN and/or disabilities who can produce work in limited amounts, either because of a learning difficulty or, for example, a motor control impairment where they can only produce work slowly. Many tasks set up in one subject draw on skills or knowledge learned elsewhere. In history, for example, a task based on examining evidence can yield good examples for reading, and an environmentally based topic in science, although primarily assessed against science criteria, may also provide valuable insights into a pupil’s grasp of key concepts in geography.Two or more teachers who specialise in different subject areas, or a subject teacher working with the SENCO, assess work by the same pupils for the same purpose Much assessment in individual subjects or across themes depends on generic skills such as personal learning and thinking skills. These ‘meta-learning’ skills are important to many pupils with SEN/and or disabilities, especially to those with learning difficulties: a narrow subject-based approach alone may not identify strengths or areas for development in these areas.

Almost any sequence of work is likely to provide evidence of pupils’ achievement in these skills.The teacher for science can gather evidence of pupils’ creative thinking when assessing their ideas for carrying out a science investigation in KS2A pupil with BESD may demonstrate that they have acquired the skills to work in a group in some contexts but not in others.

When schools approach the assessment of these skills in a planned way, for example by focusing on a particular attribute in a year group, key stage or class for a term, their value and importance is reinforced for both pupils and teachers.

This joint approach can help staff develop the confidence and skills they need to plan, teach and assess pupils with SEN and/or disabilities.



30

Handout 7

Statutory national curriculum assessmentsThe government requires that schools submit data on a statutory basis for national curriculum assessments, foundation stage profile and P scales. The National Assessment Agency (NAA) is responsible for this data collection.

There are some key points to consider when using statutory assessments to assess pupils with SEN and/or disabilities.

What is the foundation stage profile?The foundation stage profile is a way of summing up each child’s development and learning needs at the end of the foundation stage. For most children, this is at the end of the reception year (year R) in primary school. Others may be assessed in settings such as nursery schools and private, voluntary and independent settings (PVI settings), including playgroups that receive government funding.

The foundation stage profile is based on practitioners’ ongoing observations and assessments in all six areas of learning as set out in ‘Curriculum guidance for the foundation stage’, available on the QCA website at www.qca.org.uk/223.html

Each child’s level of development should be recorded against the 13 assessment scales derived from the stepping stones and early learning goals. Judgements against these scales should be derived from observation of consistent and independent behaviour. They should be predominantly based on observations of children’s self-initiated activities. It is expected that all adults who interact with the child should contribute to the process and that account will be taken of information provided by parents.

What staff must doIn the final term of the foundation stage, a profile summary (see below), based on the 13 profile scales must be completed for each child for whom the setting receives government funding. The scales profile these areas of a child’s development:

disposition and attitudes

social development

emotional development

communication

language and literacy

language for communication and thinking

linking sounds and letters

reading

writing

mathematical development

numbers as labels and for counting

calculating

shape, space and measures

knowledge and understanding of the world

physical development

personal, social and emotional development, and

creative development.

31



Pupils with SEN and disabilities who cannot be assessed in all the above areasFor a small number of children with SEN, it may not be appropriate to make an assessment against some of the profile scales. In these instances, such children may be assessed against local authority systems or other systems according to their needs. This assessment is known as an alternative assessment. An alternative assessment may be reported to parents and to the local authority. This means that many of these children will show judgements against some of the profile scales, with an alternative assessment for the remainder.

Moderating the foundation stage profileLocal authorities set up moderation arrangements that are appropriate for their area. Trainees need to be aware that the definition of evidence is “any material, knowledge of the child, anecdotal incident, result of observation or information from additional sources, such as discussions with parents, that support the overall picture of the child’s development. There is no expectation or requirement that such evidence is always formally recorded or documented”. (‘KS1 ARA’, NAA, 2007)

Although you may find that some schools choose to record specific evidence in order to secure their own judgements, it is their final assessment of the child, based on all the evidence they have, documented or not, that informs their completion of the foundation stage profile and it is solely this judgement that is moderated by the local authority.

What are ‘teacher assessments’?Teacher assessment is an essential part of the national curriculum assessment and reporting arrangements and is carried out as part of teaching and learning. They are carried out at the end of each key stage. In year 6, the results from teacher assessment are reported with the test results and, together, they provide complementary information about a pupil’s attainment.

Teacher assessment covers the full range and scope of the programmes of study in the core subjects: English, mathematics and science. It takes into account evidence of achievement in a variety of contexts, including discussion and observation.

The tests taken at the end of KS2 on the other hand, give a snapshot of attainment in English, mathematics and science.

Where a pupil or group of pupils has completed the programme of study for the key stage in any of the core subjects and has taken one or more of the tests early, for example in year 5 instead of year 6, schools must report the teacher assessment level in that subject in the same school year.

What do teachers have to assess at the end of KS1?At the end of KS1, teachers have to summarise their judgements for each eligible child, taking into account the child’s progress and performance throughout the key stage.

They need to determine:

a level for reading, writing, and speaking and listening

an overall subject level for mathematics giving most weight to number, and

a level for each attainment target in science.

What do teachers have to assess at the end of KS2?At the end of KS2, teachers summarise their judgements for each eligible pupil, taking into account the pupil’s progress and performance throughout the key stage.

They need to determine:

a level for each attainment target in English, mathematics and science, and

an overall subject level in each of these subjects.

Teachers should base their judgements on the level descriptions in the National Curriculum. As when using the P scales, they should use their knowledge of a pupil’s work over time to judge which level



description is closest to the pupil’s performance. In reaching a judgement, they should take into account written, practical and oral work as well as classroom work, homework and the results of school examinations or tests. This gives a more rounded judgement than the one-off snapshot of a test.

The use of P scales is statutory for pupils with SEN who are working below level 1 of the National Curriculum. Schools need to use P scales to record and report the achievements of those pupils in the core subjects of English, mathematics and science.

Pupils with SEN and/or disabilities for whom the school is unable to make a teacher assessmentFor a few disabled pupils, schools will be unable to record and report a teacher assessment. Where a valid teacher assessment judgement cannot be made because of long periods of absence, perhaps for a prolonged illness, the pupil should be recorded as absent from the teacher assessment.

Pupils working below the level of the testsIf pupils have been assessed as working at level 2 or below in English, mathematics or science, and will not be working at a level by May when they should have taken the test, they must still be registered for the tests but must not sit the tests.

Teacher assessment is the only statutory requirement for pupils working at these levels. Schools should still include them in their data when reporting results.

Pupils working at the level of the tests but who are unable to access themEach year, a few pupils work at the levels covered by the tests but are unable to take some or all of them, even with access arrangements. These pupils are described as ‘working at the level of the tests but unable to access them’.

Examples include:

pupils with a physical or sensory disability which means they cannot access the tests, even with access arrangements or modified test materials. They are likely to have a statement of SEN

pupils who have recently arrived from a different education system and need time to adjust to the National Curriculum

pupils who have had spells in hospital towards the end of the key stage

pupils who have previously been educated at home or excluded from school and need time to adjust to regular school life, or

pupils who are experiencing, or have recently experienced, temporary severe emotional problems, perhaps because of a family crisis.

Arrangements for pupils working at the level of the tests but who are unable to access themSchools are responsible for making arrangements to agree that a pupil is working at the level of the tests but is unable to access them. The headteacher (usually in consultation with teaching staff) can make final decisions without permission from the local authority. In cases where a pupil appears to be working at the level of the tests but is unable to access them, the headteacher should:

discuss the pupil’s circumstances and needs with their parents and teachers

consult with educational psychologists, medical officers or other specialist staff

consult with the local authority (usually the local authority assessment coordinator), and

write a report explaining why the pupil cannot be entered for some or all of the tests.

Access arrangements are adjustments that schools must consider in advance of the tests and should be based primarily on a history of need and normal classroom practice for pupils with particular needs. Schools must have evidence to show that resources are routinely committed to providing this support.

The access arrangements must never provide an unfair advantage to a pupil with SEN and/or disabilities, for example the support given must not change the test questions and the answers must be the pupil’s own.

33



What are access arrangements?Access arrangements are many and can be tailored to the needs of individual pupils with SEN and/or disabilities following the guidance set out in ‘Assessing and reporting arrangements’ which is sent annually to schools by the NAA. It can be accessed online at www.qca.org.uk/eara

Examples of access arrangements include provision of a reader, provision of a scribe, modified papers for pupils with sensory impairments, extra time, and the provision of breaks for pupils who will tire or who cannot concentrate for long. The school assessment co-coordinator usually takes charge of applying for and administering access arrangements.

Who might need access arrangements for the KS2 tests?To decide whether an individual pupil needs access arrangements, schools should consider:

their assessment needs, and

the type and amount of support received as part of normal classroom practice.

The access arrangements described in the ARA may be appropriate for pupils:

with a statement of SEN

for whom provision is being made in school at School Action or School Action Plus of the SEN code of practice, and whose learning difficulty or disability significantly affects their ability to access the tests, or

who are unable to sit and work at a test for a sustained period because of a disability or because of BESD.

Schools must make sure documentation showing that a pupil is eligible for access arrangements is available for inspection by a monitoring visit during the test period. This documentation must show evidence that resources are routinely committed to providing the support in the classroom.



Handout 8

Statutory curriculum assessment – true or false?1 Pupils take national curriculum tests at seven years-old.

True False

2 Local authorities cannot demand that schools keep particular evidence profiles of each pupil’s work as prescribed by the authority. It is for schools to determine the way they keep evidence and this can be done in partnership with the authority.

True False

3 Class teachers are responsible for all assessment arrangements for their class.

True False

4 A key stage must match a pupil’s chronological age (eg. 5–7 years old, 7–11 years old)

True False

5 All pupils working below level 1 on the National Curriculum, who have SEN, must be assessed using the P scales at the end of KS1 and 2.

True False

6 Schools must determine any access arrangements that a pupil might need.

True False

7 If a pupil has SEN, new techniques and support should be introduced to ensure they get the best possible results when they are assessed for national data collection.

True False

8 All eligible pupils should be assessed by their teachers against the national curriculum levels even if they cannot do the test.

True False

9 A pupil with learning difficulties should always have access to the tests.

True False

10 In English tests, a pupil cannot be given a one-to-one reader for a reading assessment, or a writer for a writing assessment.

True False



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Handout 9

P scales English: speaking/ expressive communicationP1(i) Pupils encounter activities and experiences. They may be passive or resistant. They may show

simple reflex responses, for example, startling at sudden noises or movements. Any participation is fully prompted.

P1(ii) Pupils show emerging awareness of activities and experiences. They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects, for example, grasping objects briefly when they are placed in their hand. They may give intermittent reactions, for example, sometimes showing surprise at the sudden presence or absence of an event or object.

P2(i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, becoming excited or alarmed when a routine is broken. They begin to show interest in people, events and objects, for example, tracking objects briefly across their field of awareness. They accept and engage in coactive exploration, for example, lifting objects briefly towards the face in shared investigations.

P2(ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, showing a desire to hold a favourite object. They recognise familiar people, events and objects, for example, looking towards their own lunch box when offered a selection. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, repeating an action with a familiar item of equipment. They cooperate with shared exploration and supported participation, for example, handling and feeling the texture of objects passed to them.

P3(i) Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for example, pushing an item of equipment towards a member of staff. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, banging or rubbing objects together. They observe the results of their own actions with interest, for example, as they throw or drop objects on to different surfaces. They remember learned responses over more extended periods, for example, remembering how to activate a pop-up object from a previous lesson.

P3(ii) Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, dropping objects to prompt interventions from adults. They can remember learned responses over increasing periods of time and may anticipate known events, for example, collecting coats and bags at the end of the school day. They may respond to options and choices with actions or gestures, for example, pointing to or giving one object rather than another. They actively explore objects and events for more extended periods, for example, manipulating objects in piles, groups or stacks. They apply potential solutions systematically to problems, for example, using items of equipment purposefully and appropriately.

P4 Pupils repeat, copy and imitate between 10 and 50 single words, signs or phrases or use a repertoire of objects of reference or symbols. They use single words, signs and symbols for familiar objects, for example, cup, biscuit, and to communicate about events and feelings, for example, likes and dislikes.



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P5 Pupils combine two key ideas or concepts. They combine single words, signs or symbols to communicate meaning to a range of listeners, for example, “Mummy gone” or ”More drink”. They make attempts to repair misunderstandings without changing the words used, for example, by repeating a word with a different intonation or facial expression. Pupils use a vocabulary of more than 50 words.

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. Understanding moves ahead of expression as tasks become more complex. The prepositions and pronouns mentioned are examples only: teachers should note use of any prepositions and pronouns in their assessment.

P7 Pupils use phrases with up to three key words, signs or symbols to communicate simple ideas, events or stories to others, for example, “I want big chocolate muffin”. They use regular plurals correctly. They communicate ideas about present, past and future events and experiences, using simple phrases and statements, for example, “We going cinema on Friday”. They contribute appropriately one-to-one and in small group discussions and role play. They use the conjunction and to link ideas or add new information beyond what is asked.

P8 Pupils link up to four key words, signs or symbols in communicating about their own experiences or in telling familiar stories, both in groups and one-to-one, for example, “The hairy giant shouted at Finn”. They use an extensive vocabulary to convey meaning to the listener. They can use possessives, for example, ‘Johnny’s coat’. They take part in role play with confidence. They use conjunctions that suggest ‘cause’, for example ‘cos’, to link ideas.

1C Pupils understand and respond appropriately to straightforward comments or instructions directed at them. They convey meanings, including some relevant details, to a range of others.

1B Pupils communicate clearly and in simple correct grammatical form about matters of interest to individuals and groups, for example, “She gave the dog a biscuit”. They follow what others say and respond appropriately to straightforward comments. They convey meaning, making what they communicate relevant and interesting to the listener. Increasing correctness of grammatical form is important at this point.

1A Pupils communicate clearly about matters of interest, taking turns in a range of situations and groups. They follow what others say and usually respond appropriately. They convey meaning, sustaining their contribution and the listeners’ interest.

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Handout 10

P scales English: readingP1(i) Pupils encounter activities and experiences. They may be passive or resistant. They may show

simple reflex responses, for example, startling at sudden noises or movements. Any participation is fully prompted.

P1(ii) Pupils show emerging awareness of activities and experiences. They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects, for example, grasping objects briefly when they are placed in their hand. They may give intermittent reactions, for example, sometimes showing surprise at the sudden presence or absence of an event or object.

P2(i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, becoming excited or alarmed when a routine is broken. They begin to show interest in people, events and objects, for example, tracking objects briefly across their field of awareness. They accept and engage in coactive exploration, for example, lifting objects briefly towards the face in shared investigations.

P2(ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, showing a desire to hold a favourite object. They recognise familiar people, events and objects, for example, looking towards their own lunch box when offered a selection. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, repeating an action with a familiar item of equipment. They cooperate with shared exploration and supported participation, for example, handling and feeling the texture of objects passed to them.

P3(i) Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for example, pushing an item of equipment towards a member of staff. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, banging or rubbing objects together. They observe the results of their own actions with interest, for example, as they throw or drop objects on to different surfaces. They remember learned responses over more extended periods, for example, remembering how to activate a pop-up object from a previous lesson.

P3(ii) Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, dropping objects to prompt interventions from adults. They can remember learned responses over increasing periods of time and may anticipate known events, for example, collecting coats and bags at the end of the school day. They may respond to options and choices with actions or gestures, for example, pointing to or giving one object rather than another. They actively explore objects and events for more extended periods, for example, manipulating objects in piles, groups or stacks. They apply potential solutions systematically to problems, for example, using items of equipment purposefully and appropriately.

P4 Pupils listen and respond to familiar rhymes and stories. They show some understanding of how books work, for example, turning pages and holding the book the right way up.



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P5 Pupils select a few words, symbols or pictures with which they are particularly familiar and derive some meaning from text, symbols or pictures presented in a way familiar to them. They match objects to pictures and symbols, for example choosing between two symbols to select a drink or seeing a photograph of a child and eye-pointing at the child. They show curiosity about content at a simple level, for example they may answer basic two keyword questions about a story.

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.

P7 Pupils show an interest in the activity of reading. They predict elements of a narrative, for example, when the adult stops reading, pupils fill in the missing word. They distinguish between print or symbols and pictures in texts. They understand the conventions of reading, for example, following text left to right, top to bottom and page following page. They know that their name is made up of letters. The prediction can be demonstrated in any mode of communication used by the child.

P8 Pupils understand that words, symbols and pictures convey meaning. They recognise or read a growing repertoire of familiar words or symbols, including their own names. They recognise at least half the letters of the alphabet by shape, name or sound. They associate sounds with patterns in rhymes, with syllables, and with words or symbols. While letter sounds can be taught in all sorts of imaginative ways, their learning should not be emphasised at the expense of developing speaking and listening.

1C Pupils can recognise familiar words or symbols in simple texts. They identify initial sounds in unfamiliar words. They can establish meaning when reading aloud simple sentences. They express their response to familiar texts by identifying aspects that they like and dislike. There is always likely to be some sort of prompting at this level.

1B Pupils can read a range of familiar words or symbols and identify initial and final sounds in unfamiliar words. With support, they use their knowledge of letters, sounds and words to establish meaning when reading aloud. They respond to events and ideas in poems, stories and non-fiction.

1A Pupils use their knowledge of letters, sounds and words to read simple texts with meaning. They comment on events or ideas in stories, poems and non-fiction.

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Handout 11

Pupil profiles

Heidi: KS1Context of lesson, task or activityHeidi has a hearing impairment. As a result, she has delayed development of her communication skills and she currently uses little speech. She has recently received a hearing aid, and a support teacher from the hearing impaired service is helping to adapt the curriculum and her environment. Heidi is now making faster progress.

Heidi’s teacher reads the final part of ‘James and the giant peach’ to the class, having read the earlier parts of the story over previous days. The teacher shows Heidi pictures related to the story, such as Aunt Sponge, the centipede and the sharks. While the teaching assistant supports the rest of the class, the teacher asks Heidi to put the pictures in the order that they appear in the story. Next, she reminds Heidi of the story and asks her to identify the word that she associates with the sharks from a series of illustrated word cards.

Observation and commentHeidi can communicate the order of the events in the story, with some prompting from her teacher using the pictures. Then the teacher uses the illustrated word cards for ‘happy’, ‘scary’ and ‘sad’, and asks her which one makes her think of the sharks in the story. Heidi chooses ‘scary’ and also attempts to sound the word.

What P-level would you give Heidi in speaking and listening and why?

Luke: KS2Context of lesson, task or activityThe teacher talks to the whole class following a trip to the leisure centre for a sport and exercise session. The leisure centre has telephoned to say that a boy’s orange bag has been found in the boys’ changing room.

Observation and commentWhen the teacher asks Luke whether it is his bag, Luke responds, “It’s not mine ‘cos my one is blue. Perry’s is orange.” Luke generally shows confidence in using possessives and conjunctions, and in describing objects.

What P-level would you give Luke in speaking and listening and why?

Dawn: KS1Context of lesson, task or activityThe teacher leads a rhyme, song and story session with the whole class.

Observation and commentDawn joins in with some of the actions to ‘The grand old Duke of York’ by lifting or lowering her arms at the appropriate time. When the class are singing ‘Five fat sausages’ she shouts “Pop!” and “Bang!” with the other children. She curls up on the floor pretending to be a ‘Dingle dangle scarecrow’ and copies the other children when they jump during the song.

What P-level would you give Dawn in reading and why?



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Handout 12

Points for actionWhat do I want to do next to develop my practice?

How will I do this?

What is my timescale for this to happen?

How will I know I have been successful?

Do I need to involve anyone else to make this happen?



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Handout 13

Follow-up activitiesThe following activities are suggested ways in which trainees can build on their learning after the session.

Look up the P scale for a subject you are interested in.

Take a lesson or series of lessons you have planned. Using the level descriptors, check what assessment opportunities there would be for a pupil who was working at P6 in these lessons.

What adjustments might you make to include more assessment opportunities at P6?

Would it be easier to do this at the planning stage or immediately before each lesson?

Record your answers to these questions and discuss your conclusions with another trainee.



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Documents

addressed: Q1, Q2, Q3a, Q6, Session 2 Q7a, Q8, Q10, Q11 ... · PDF fileIntroduction Show slide 1 to introduce the session. Show slide 2 and take trainees through the learning outcomes