Making and Measuring progress for pupils with SEND: Strategies to achieve and demonstrate progress understands that it can be challenging for SENCOs to show how pupils with SEN progress. This eBook shows you how to understand what progress looks like, how to plan for it to happen and how to measure and evaluate it.
Making and Measuring progress for pupils with SEND will enable you to:
understand what progression looks like and means for pupils with SEND
plan for pupils with SEND to make progress in busy mixed ability classrooms
know what progress can be measured and how to do it
involve SEND pupils in monitoring their own progress
identify any training needs when it comes to measuring progression for pupils with SEND
demonstrate progression of SEND pupils to Ofsted.
Summary of contents
Ofsted requirements and definitions of progression for pupils with SEND
Baselining performance of SEND pupils (including identification and assessment) – what information is already available, and what needs to be gathered? (Examples of information available might include EYFS outcomes, Educational Psychologist and medical assessments, end of KS performance, reading ages, etc.)
What does progression look like and mean for SEND pupils?
Achievement and progress in NC subjects, including P Scales: Whole and sub-levels
Use of SEN Progression Guidance, FFT, RaiseOnline, CEM for benchmarking
Progress in IEP targets – IEPs (individual and group) v personalised learning plans (examples of formats used by different schools)
Progress in behaviour /emotional /social skills development
Progress in learning skills
Progress in literacy skills: reading, spelling, short-term memory, handwriting
Progress in speech and language (where appropriate)
Progress in individual targeted programmes / interventions
Planning for progression: How can teachers in busy classrooms plan for pupils with SEN and ensure progression in their learning? The role of the SENCo in supporting teachers’ planning. Good practice examples of subject planning and provision maps that are related to IEP / personal targets / individual needs.
What progress can be measured and how?
Who will do this and how often should progress be measured? (Include references to SEND provision maps)
Involving SEND pupils in monitoring their progress
What training is required when measuring SEND progression?
How to present progress of SEND pupils for monitoring purposes
Suggested Case study formats for SENCOs
Examples of how SENCos in Secondary and Primary schools have monitored progression of SEND pupils
Suggested SEND assessment resources