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The National Strategies Progression Guidance 2009-2010

The National Strategies Progression Guidance 2009-2010. Improving data to raise attainment and maximise the progress of learners with special educational needs, learning difficulties and disabilities. Purpose. Raise expectations

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The National Strategies Progression Guidance 2009-2010

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  1. The National StrategiesProgression Guidance2009-2010 Improving data to raise attainment and maximise the progress of learners with special educational needs, learning difficulties and disabilities

  2. Purpose • Raise expectations • Set out evidence of the progress already being made by learners with SEN /LDD

  3. How can this guidance be used? • Tracking and evaluation of progress • Target setting • School improvement

  4. Key Principles • High expectations are key to securing good progress • Accurate assessment is essential to securing and measuring pupil progress • Age and prior attainment are the starting points for developing expectations of all pupils

  5. Data set 1: National Curriculum teacher assessment/test data 2007 Progression Analysis Key stages 1-2 • 83.1% of learners made 2 levels of progress in English by end of KS2 • 75.4% of learners made 2 levels of progress in mathematics by end of KS2 • Of the pupils classified as ‘W’ at the end of KS1, 10.7% made less than one level of progress by the end of KS2 • Of the pupils classified as ‘W’ at the end of KS1, 13% made one level of progress by the end of KS2 • Of the pupils classified as ‘W’ at the end of KS1,46.9% made two levels of progress by the end of KS2 • Of the pupils classified as ‘W’ at the end of KS1,29.5% made three or more levels of progress by the end of KS2

  6. Data set 1: National Curriculum teacher assessment/test data 2007 Progression Analysis Key stages 2-3 • In 2007, 27.3% of all KS3 pupils made two NC levels of progress by the end of KS3 • In 2007, 58.1% of all KS3 pupils made two NC levels of progress in mathematics by the end of KS3 • 60.4% of pupils classified as ‘W’ at the end of KS2 made two or more levels of progress by the end of KS3 in English • 60.1% of pupils classified as ‘W’ at the end of KS2 made two or more levels of progress by the end of KS3 in mathematics

  7. Data set 1: National Curriculum teacher assessment/test data 2007 Progression Analysis Key stages 3-4 • 54.7% of pupils made two levels of progress in English by the end of KS4 • 83% of pupils who started the key stage classified as ‘W’ attained no KS4 result at GCSE • 89% of pupils who started the key stage at NC level 1 attained no KS4 result at GCSE

  8. Data set 2: The national P Scales data collection for 2008 End of Key Stage 1 • 5% of learners registered on at least one P scale • Very few learners on lower levels of P scales • 69% of those on P scales are male • 24% of those on P scales have a statement of SEN • 38% of learners on P scales are eligible for FSM • 43% of learners on P scales are summer born

  9. Data set 2: The national P Scales data collection for 2008 End of Key Stage 2 • 0.4% of learners registered on at least one P scale • 0.4% registered on lower levels of P scales • 66% of those on P scales are male • 84% of those on P scales have a statement of SEN • 29% of learners on P scales are eligible for FSM • 5% of learners on P scales are looked after

  10. Data set 3: The Progression Guidance Project P scales data collection for 2007 Provides a range of p-scale progression data presented in a variety of different formats Shows what good progress looks like for learners on a range of different trajectories

  11. Data set 3: The Progression Guidance Project P scales data collection for 2007

  12. Data set 3: The Progression Guidance Project P scales data collection for 2007 Analysis of Key Stage 1 to Key Stage 2 data for Reading shows that: • 71.4% of pupils in year 6 who started KS2 at P3ii, make one or more levels of progress by the end of KS2 • 58% of pupils who started KS2 at P4, make two or more levels of progress by the end of KS2 • 46.9% of pupils who started KS2 at P8 make two or more levels of progress, up to level 2A, by the end of KS2

  13. Data set 3: The Progression Guidance Project P scales data collection for 2007 Analysis using data set 3 Key Stages 1-2 • Over 60% of KS1 pupils with prior attainment of P5 make two or more levels of progress in both English and Mathematics by the end of KS2 • KS2 pupils with prior attainment of P2ii and P3i in mathematics appear to find it more difficult to make progress. For example, 55.6% of pupils with prior attainment of P2ii remain at P2ii or regress

  14. Progression Guidance charts and tables www.standards.dcsf.gov.uk/nationalstrategies • Reference for data set 1: 00646-2009DWO-EN-01 • Reference for data set 2: 00647-2009DWO-EN-01 • Reference for data set 3: 00648-2009DWO-EN-01

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